TITLE 2. AGRICULTURE
BOARD OF AGRICULTURE AND CONSUMER SERVICES
Proposed Regulation
Title of Regulation: 2VAC5-675. Regulations Governing
Pesticide Fees Charged by the Department of Agriculture and Consumer Services (amending 2VAC5-675-20 through 2VAC5-675-50).
Statutory Authority: § 3.2-3906 of the Code Virginia.
Public Hearing Information:
July 24, 2018 - 3 p.m. - Rural Retreat Depot, 105 West
Railroad Avenue, Rural Retreat, VA 24368
Public Comment Deadline: September 21, 2018.
Agency Contact: Liza Fleeson Trossbach, Program Manager,
Office of Pesticide Services, Department of Agriculture and Consumer Services,
P.O. Box 1163, Richmond, VA 23218, telephone (804) 371-6559, FAX (804)
371-2283, TTY (800) 828-1120, or email liza.fleeson@vdacs.virginia.gov.
Basis: Section 3.2-109 of the Code of Virginia
establishes the Board of Agriculture and Consumer Services as a policy board
with the authority to adopt regulations in accordance with the provisions of
Title 3.2 of the Code of Virginia.
Subdivision 7 of § 3.2-3906 of the Code of Virginia
authorizes the board to adopt regulations establishing a fee structure for
licensure, registration, and certification to defray the costs of implementing
the Virginia Pesticide Control Act.
Purpose: The format and a large portion of the content
of 2VAC5-675, Regulations Governing the Pesticide Fees Charged by the
Department of Agriculture and Consumer Services, were first implemented in July
1990. The regulations were amended in September 1994 and March 2009 and
renumbered in October 2012 following the merger of the former Pesticide Control
Board with the Board of Agriculture and Consumer Services. The current
certification fees for pesticide applicators and licensing fees for pesticide
businesses have been in place since 1990. The current pesticide product
registration fee has been in place since 1999.
The agency has determined that current fees do not provide
adequate funding for pesticide-related services. The fees prescribed in
2VAC5-675 are utilized to operate the agency's pesticide programs, which
protect human health and the environment by ensuring the proper use of
pesticides used to control pests that adversely affect crops, structures,
health, and domestic animals. Program activities include the certification of
approximately 21,000 pesticide applicators, licensing of approximately 3,000
pesticide businesses, registration of approximately 15,000 pesticide products,
and the conduct of routine inspections and investigations. In order to
ensure compliance with all applicable laws and regulations related to the use
of pesticides, it is imperative that fees provide adequate funding for these
services.
Substance: The substantive changes include an increase
to certification fees for commercial pesticide applicators and registered
technicians, an increase to licensure fees for pesticide businesses, and an
increase in registration fees for pesticide products. The proposed amendments
to the regulation will:
Increase the annual product registration fee from $160 per year
to $225 per year;
Increase the certification fee for commercial applicators from
$70 every two years to $100 every two years;
Increase the certification fee for registered technicians from
$30 every two years to $50 every two years; and
Increase the annual pesticide business license fee from $50 per
year to $150 per year.
Issues: The proposed regulatory action is advantageous to
the public and the regulated industry, as the amended fee structure will ensure
the continuation of program services, which protect human health and the
environment by ensuring the proper use of pesticides used to control pests that
adversely affect crops, structures, health, and domestic animals. While
increasing fees, these actions do not add any additional regulatory
requirements to pesticide applicators, pesticide businesses, or registrants of
pesticide products. There are no disadvantages to the public or the
Commonwealth.
Department of Planning and Budget's Economic Impact
Analysis:
Summary of the Proposed Amendments to Regulation. The Board of
Agriculture and Consumer Services (Board) proposes fee increases for commercial
pesticide applicator certification, registered technician certification,
pesticide business licensure, and pesticide product registration to reflect
actual costs of program implementation.
Result of Analysis. The benefits likely exceed the costs for
all proposed changes.
Estimated Economic Impact.
Background: Pesticides are used for the control of pests that
adversely affect crops, structures, human health, and domestic animals. Given
the risk associated with the application of pesticides to both human health and
the environment, the use of pesticides is highly regulated at the federal and
state level. The Virginia Department of Agriculture and Consumer Services'
(VDACS) pesticide programs protect human health and the environment by ensuring
the proper use of pesticides. These programs include the certification of
pesticide applicators, the licensing of pesticide businesses, the registration
of pesticide products, and inspections and investigations to ensure compliance
with all applicable laws and regulations.
Proposed Fee Increases: VDACS collects fees to fund its
activities. The current certification fees for pesticide applicators and
licensing fees for pesticide businesses have not been updated since 1990. The
current pesticide product registration fee has not been updated since 1999.
Given inflation, particularly for personal services and information technology,
current fees do not provide adequate funding for the pesticide programs.
Consequently, the Board proposes to raise registration, certification, and
licensing fees as described in the following table.
|
Current Fee
|
Proposed Fee
|
Pesticide product registration fee
|
$160
|
$225
|
Commercial applicator certificate fee (initial)
|
$70
|
$100
|
Commercial applicator certificate fee (biennial renewal)
|
$70
|
$100
|
Commercial applicator reexamination fee
|
$70
|
$100
|
Registered technician certificate fee (initial)
|
$30
|
$50
|
Registered technician certificate fee (biennial renewal)
|
$30
|
$50
|
Registered technician reexamination fee
|
$30
|
$50
|
Pesticide business licensing fee (annual)
|
$50
|
$150
|
The fee increases for the affected firms and individuals are
relatively moderate. Given the likely benefit of protection of human health and
the environment through the continuance of the pesticide programs, the benefit
of the proposed amendments likely exceeds the cost.
Businesses and Entities Affected. The proposed amendments
affect the approximate 3,000 licensed pesticide businesses, 18,000 certified
applicators, including commercial applicators and registered technicians, and
1,550 registrants of pesticide products. The vast majority of the licensed
pesticide businesses and employers of certified applicators are likely small
businesses.1
Localities Particularly Affected. The proposed amendments do
not disproportionately affect particular localities.
Projected Impact on Employment. The proposed amendments do not
significantly affect employment.
Effects on the Use and Value of Private Property. The proposed
amendments do not significantly affect the use and value of private property.
Real Estate Development Costs. The proposed amendments do not
significantly affect real estate development costs.
Small Businesses:
Definition. Pursuant to § 2.2-4007.04 of the Code of Virginia,
small business is defined as "a business entity, including its affiliates,
that (i) is independently owned and operated and (ii) employs fewer than 500
full-time employees or has gross annual sales of less than $6 million."
Costs and Other Effects. The proposed amendments moderately
increase costs for small firms that distribute, store, sell, recommend for use,
mix, or apply pesticides.
Alternative Method that Minimizes Adverse Impact. Not raising
fees could potentially put the pesticide programs in jeopardy. There are no
clear alternatives that minimize the adverse impact on small firms while
maintaining the pesticide programs.
Adverse Impacts:
Businesses. The proposed amendments moderately increase costs
for firms that distribute, store, sell, recommend for use, mix, or apply
pesticides.
Localities. The proposed amendments do not adversely affect
localities.
Other Entities. The proposed amendment does not adversely
affect other entities.
__________________
1Data sources: Virginia Department of Agriculture and
Consumer Services
Agency's Response to Economic Impact Analysis: The
agency concurs with the analysis of the Department of Planning and Budget.
Summary:
The proposed amendments adjust the current fee structure
for licensure, registration, and certification to reflect actual costs of
program implementation and include a fee increase for commercial pesticide
applicator certification, registered technician certification, pesticide
business licensure, and pesticide product registration.
Part II
Fees
2VAC5-675-20. Pesticide product registration fee; registration
of new pesticide products; renewal of pesticide product registration.
A. Every pesticide product which is to be
manufactured, distributed, sold, offered for sale, used, or offered for
use within the Commonwealth shall be registered with the commissioner. The fee
for registering each brand shall be $160 $225. If a brand has
more than one grade, each grade shall be registered, not the brand at the
registration fee then in effect. The registration for a new pesticide product
shall be effective upon receipt by the Department of Agriculture and Consumer
Services of the application form accompanied by the required registration fee.
B. All pesticide product registrations shall expire on
December 31 of each year unless canceled or otherwise terminated for cause. A
registration not canceled or otherwise terminated for cause will be renewed
upon receipt of the annual registration fee as set forth in subsection A of
this section accompanied by the application renewal form. A registration that
has been canceled or otherwise terminated for cause prior to December 31 may be
resubmitted as a new registration when the conditions resulting in the
cancellation or termination have been resolved. The registration of each brand
or grade shall be renewed with the commissioner prior to December 31 of each
year. If the registration is not renewed prior to December 31 of each year, the
commissioner shall assess a late fee of 20% that shall be added to the
registration fee. The late fee shall apply to all renewal registrations
submitted to the department any time during the 12-month period following the
expiration of the registration. Registrants who permit a registration to lapse
for more than one year shall thereafter register the product as a new product.
The applicant shall pay the total fee prior to the issuance of the registration
by the commissioner.
2VAC5-675-30. Commercial applicator certificate fee.
Any person applying for a certificate as a commercial
applicator shall pay to the department an initial nonrefundable certificate fee
of $70 $100 and a biennial nonrefundable renewal fee of $70
$100 thereafter. All certificates shall expire at midnight on June 30 in
the second year after issuance unless suspended or revoked for cause. All
certificates not suspended or revoked for cause will be renewed upon receipt of
the biennial renewal fee. If the applicator does not file an application for
renewal of his certificate prior to COB June 30, the commissioner shall assess
a late filing fee of 20% that shall be added to the renewal fee. The applicant
shall pay the total fee prior to the commissioner's issuance of the renewal.
However, if the certificate is not renewed within 60 days following the
expiration of the certificate, then such certificate holder shall be required
to take another examination. The fee for this reexamination or for any
commercial applicator reexamination pursuant to subsection C of § 3.2-3930 of
the Code of Virginia shall be $70 $100 and shall be
nonrefundable. Any person applying to add a category or subcategory to his certificate
shall pay to the department a nonrefundable fee of $35. Federal, state, and
local government employees certified to use, or supervise the use of,
pesticides in government programs shall be exempt from any certification fees.
2VAC5-675-40. Registered technician certificate fee.
Any person applying for a certificate as a registered
technician shall pay to the department an initial nonrefundable certificate fee
of $30 $50 and a biennial nonrefundable renewal fee of $30
$50 thereafter. All certificates shall expire at midnight on June 30 in
the second year after issuance unless suspended or revoked for cause. A
certificate not suspended or revoked for cause will be renewed upon receipt of
the biennial renewal fee. If the application for renewal of any certificate is
not filed prior to COB June 30, a late filing fee of 20% shall be assessed and
added to the renewal fee and shall be paid by the applicant before the renewal
shall be issued. If the certificate is not renewed within 60 days following the
expiration of the certificate, then such certificate holder shall be required
to take another examination. The fee for this reexamination pursuant to
subsection C of § 3.2-3930 of the Code of Virginia shall be $30 $50
and shall be nonrefundable. Federal, state, and local government
employees certified to use pesticides in government programs shall be exempt
from any certification fees.
2VAC5-675-50. Business license fee.
Any pesticide business that distributes, stores, sells,
recommends for use, mixes, or applies pesticides shall pay a nonrefundable
annual pesticide business licensing fee of $50 $150 for each
location or outlet that he or it operates. All business licenses will expire at
midnight on March 3l of each year unless suspended or revoked for cause. If a
business license is not suspended or revoked for cause, it will be renewed upon
payment of the annual fee. If any person operating as a pesticide business
fails to apply for renewal of a pesticide business license by COB March 31 the
applicant, as a condition of renewal, shall pay a late license fee of 20% of
the licensing fee in addition to that fee. Merchants of limited quantities of
nonrestricted use pesticides including grocery stores, convenience stores, drug
stores, veterinarians, and other businesses who sell pesticides
primarily for limited household use shall be exempt from the business license
requirement.
FORMS (2VAC5-675)
Application for New Pesticide Product
Registration/Additional Information and Instructions, VDACS—07208 (rev. 7/12).
Application for Virginia Pesticide Business License to
sell, distribute, store, apply, or recommend pesticides for use, VDACS—07209
(eff. 9/06).
Application for Reciprocal Pesticide Applicator
Certificate/Commercial Pesticide Applicator Categories, VDACS—07210 (eff.
5/09).
Commercial Pesticide Applicator Certification
Application/Eligibility Requirements for Commercial Applicator Certification,
VDACS—07211 (rev. 7/12).
Pesticide Registered Technician Application/General
Training Requirements for Registered Technicians, VDACS—07212 (eff. 1/09).
Commercial Pesticide Applicator Request for Authorization
to Take Pesticide Applicator Examination/Commercial Pesticide Applicator Categories,
VDACS—07218 (eff. 1/09).
Application
for New Pesticide Product Registration/Additional Information and Instructions,
VDACS-07208 (rev. 7/2017)
Application
for Virginia Pesticide Business License to sell, distribute, store, apply, or
recommend pesticides for use, VDACS-07209 (rev. 7/2017)
Application
for Reciprocal Pesticide Applicator Certificate/Commercial Pesticide Applicator
Categories, VDACS-07210 (rev. 7/2017)
Commercial
Pesticide Applicator Certification Application/Eligibility Requirements for
Commercial Applicator Certification, VDACS-07211 (rev. 7/2017)
Pesticide
Registered Technician Application/General Training Requirements for Registered
Technicians, VDACS-07212 (rev. 7/2017)
Commercial
Pesticide Applicator Request for Authorization to Take Pesticide Applicator
Examination/Commercial Pesticide Applicator Categories, VDACS-07218 (rev.
7/2017)
VA.R. Doc. No. R17-5041; Filed July 3, 2018, 10:51 a.m.
TITLE 3. ALCOHOLIC BEVERAGES
ALCOHOLIC BEVERAGE CONTROL AUTHORITY
Fast-Track Regulation
Title of Regulation:
3VAC5-10. Procedural Rules for the Conduct of Hearings Before the Board and Its
Hearing Officers (amending 3VAC5-10-240).
Statutory Authority: §§ 4.1-103 and 4.1-111 of the Code
of Virginia.
Public Hearing Information: No public hearings are
scheduled.
Public Comment Deadline: August 22, 2018.
Effective Date: September 10, 2018.
Agency Contact: LaTonya D. Hucks, Legal Liaison,
Department of Alcoholic Beverage Control, 2901 Hermitage Road, Richmond, VA
23220, telephone (804) 213-4698, FAX (804) 213-4574, or email
latonya.hucks@abc.virginia.gov.
Basis: Sections 4.1-103 and 4.1-111 of the Code of
Virginia enumerate the powers of the Board of Directors of the Virginia
Alcoholic Beverage Control Authority, which includes the authority to adopt
regulations, and to amend and repeal such regulations, and to do all acts
necessary or advisable to carry out the purposes of Alcoholic Beverage Control
Act (Title 4.1 of the Code of Virginia) in accordance with the Administrative
Process Act.
Purpose: The purpose of this amendment is to adjust the
appeals process so that it requires the interested party to identify some type
of error in the initial decision in the request for an appeal instead of merely
expressing a desire for an appeal. This regulation has little impact on public
health, safety, or welfare; however, the general welfare of the public is
benefited in that the regulation helps ensure agency resources are allocated to
legitimate appeals that warrant immediate agency attention and action.
Rationale for Using Fast-Track Rulemaking Process: The
amendments are expected to be noncontroversial because as the Department of
Alcoholic Beverage Control transitions into an Authority, it is expected that
certain regulations will have to be amended in order to accommodate a part-time
board. Requiring an interested party to identify error in the request for an
appeal will eliminate many meritless appeals and avoid overburdening the board.
Substance: Requests for appeals will have to identify
the error in the decision.
Issues: The primary advantage of the amendment to the
agency is that it will make the appeal process more efficient because requiring
the interested party to identify the error in the decision will help to reduce
or even eliminate meritless appeals to the board. The advantage to the public
with the change to this regulation is that licensees with valid appeals will
have their appeals cases heard more efficiently because time and resources will
not have to be expended on meritless appeals. The disadvantage is that it will
require the licensee to engage in more critical thinking when filing an appeal,
which could prove difficult for some less sophisticated licensees, or require
licensees to hire an attorney to handle their appeal, which could be expensive
for some. There are no disadvantages to the agency or the Commonwealth. The
pertinent matter to the regulated community, government officials, and the
public is that no longer will an interested party be able to request an appeal
without identifying an error in the initial decision.
Department of Planning and Budget's Economic Impact
Analysis:
Summary of the Proposed Amendments to Regulation. The Alcoholic
Beverage Control Board (Board) proposes to specify that in appealing an adverse
initial decision, the interested party must identify any alleged errors in the
decision of the Board.
Result of Analysis. The benefits likely exceed the costs for
all proposed changes.
Estimated Economic Impact. The current regulation governing
appeals to the Board does not require the interested party to identify any
grounds for an appeal. Consequently, it is common for licensees to file an
appeal effectively stating no more than "I appeal." In calendar year
2017, 70% of the appeals were of this category.1 Appeals are costly
in that they require significant staff time. In order to limit the wasting of
resources where the licensee has no specified grounds for appeal, the Board
proposes to require that the filed appeal include identifying any alleged
errors in the initial decision. This is consistent with Code of Virginia §
2.2-4027, which requires that a party complaining of an agency action designate
and demonstrate an error of law subject to review by the court.
It is expected that this would discourage the filing of appeals
where the interested party has no specified grounds beyond unhappiness with the
initial decision. Based on the estimated time saved and rate of compensation of
the chief hearing officer, the Board's clerk, the appeals clerk, a court
reporter, and the record backup clerk, on a per case avoided basis the proposed
amendment would save approximately $540 to $935 in staff time.2
Businesses and Entities Affected. All 13,000 plus licensees
could potentially be subject to disciplinary proceedings, and thus could be
affected by the proposed amendments.3 The Department of Alcoholic
Beverage Control issues licenses for manufacturers, wholesalers and shippers of
alcoholic beverages; retail licenses for the sale of alcohol at restaurants,
hotels, convenience stores, grocery stores, etc.; and banquet licenses to allow
persons or groups to host events such as wedding receptions, tastings, or
fundraisers, where alcohol is served in an unlicensed location or club premise.
Localities Particularly Affected. The proposed amendments do
not disproportionately affect particular localities.
Projected Impact on Employment. The proposed amendments do not
significantly affect employment.
Effects on the Use and Value of Private Property. The proposed
amendments do not significantly affect the use and value of private property.
Real Estate Development Costs. The proposed amendments do not
affect real estate development costs.
Small Businesses:
Definition. Pursuant to § 2.2-4007.04 of the Code of Virginia,
small business is defined as "a business entity, including its affiliates,
that (i) is independently owned and operated and (ii) employs fewer than 500
full-time employees or has gross annual sales of less than $6 million."
Costs and Other Effects. The proposed amendments do not affect
costs for small businesses.
Alternative Method that Minimizes Adverse Impact. The proposed
amendments do not adversely affect small businesses.
Adverse Impacts:
Businesses. The proposed amendments do not adversely affect
businesses.
Localities. The proposed amendments do not adversely affect
localities.
Other Entities. The proposed amendments do not adversely affect
other entities.
____________________
1Data Source: Virginia Alcoholic Beverage Control
Authority.
2Estimates of time saved and employee compensation
provided by the Alcoholic Beverage Control Authority.
3Data source: Alcoholic Beverage Control Authority.
Agency's Response to Economic Impact Analysis: The
Virginia Alcoholic Beverage Control Authority concurs with the Department of
Planning and Budget's economic impact analysis.
Summary:
The amendment adds the requirement that the interested
party identify the error in the decision being appealed in the written request
to the board for an appeal.
3VAC5-10-240. Appeals.
A. An interested party may appeal to the board an adverse
initial decision, including the findings of fact and the conclusions, of a
hearing officer or a proposed decision, or any portion thereof, of the board
provided a request therefor in writing identifying any alleged errors in the
decision is received within 30 days after the date of mailing of the
initial decision or the proposed decision, whichever is later.
B. At his option, an interested party may submit written
exceptions to the initial or proposed decision within the 30-day period and
waive further hearing proceedings.
C. If an interested party fails to appear at a hearing, the
board may proceed in his absence and render a decision.
VA.R. Doc. No. R18-5368; Filed June 27, 2018, 8:44 a.m.
TITLE 3. ALCOHOLIC BEVERAGES
ALCOHOLIC BEVERAGE CONTROL AUTHORITY
Fast-Track Regulation
Title of Regulation: 3VAC5-10. Procedural Rules for
the Conduct of Hearings Before the Board and Its Hearing Officers (amending 3VAC5-10-400).
Statutory Authority: §§ 4.1-103 and 4.1-111 of the Code
of Virginia.
Public Hearing Information: No public hearings are
scheduled.
Public Comment Deadline: August 22, 2018.
Effective Date: September 10, 2018.
Agency Contact: LaTonya D. Hucks, Legal Liaison,
Department of Alcoholic Beverage Control, 2901 Hermitage Road, Richmond, VA
23220, telephone (804) 213-4698, FAX (804) 213-4574, or email
latonya.hucks@abc.virginia.gov.
Basis: Sections 4.1-103 and 4.1-111 of the Code of
Virginia enumerate the powers of the Board of Directors of the Virginia
Alcoholic Beverage Control Authority, which includes the authority to adopt
regulations, and to amend and repeal such regulations, and to do all acts
necessary or advisable to carry out the purposes of Alcoholic Beverage Control
Act (Title 4.1 of the Code of Virginia) in accordance with the Administrative
Process Act.
Purpose: The purpose of this regulation change is to
clarify that the Rules of the Supreme Court of Virginia relating to the general
rules applicable to all proceedings, foreign attorneys, the Virginia Rules of
Evidence, appeals pursuant to the Administrative Process Act, and practices and
procedures in civil actions are all applicable to all proceedings under the Wine
and Beer Franchise Acts. The additional rules have always been applied in
practice by virtue of the Administrative Process Act, even though they were not
mentioned in the regulations. The purpose of the change is to make it
abundantly clear that the mentioned portions of the Rules of the Supreme Court
are applicable and not just Part Four. Also since mediation will be one of the
proceedings that will be subject to these rules, it is necessary to include it
in the regulation. This regulation has no significant impact on the health and
safety of the public; however, general public welfare is benefited when the
agency and the licensees are in compliance with the prevailing laws of the
Commonwealth and when all parties are well informed of the applicable laws.
Rationale for Using Fast-Track Rulemaking Process: The
amendments are expected to be noncontroversial because they provide further
clarification as to which Rules of the Supreme Court of Virginia apply to
proceedings under the Wine and Beer Franchise Acts. The additional parts
incorporated specifically in the amendment have been applied in practice;
however, the regulation only cited Part Four and for the sake of clarification,
the other portions are being incorporated by reference into the regulation.
Substance: The proposed regulation changes will amend
the regulation to include Parts One, One A, Two, Two A, and Three of the Rules
of Supreme Court of Virginia as applying to all proceedings under the Wine and
Beer Franchise Acts. The additional parts mentioned specifically in the
amendment have been applied in practice; however, the regulation currently only
cites Part Four, and for the sake of clarification, the other portions are
being added to the regulation. The amendments also add mediation as one of the
proceedings subject to the aforementioned Rules of the Supreme Court of
Virginia.
Issues: The primary advantage for the agency of this
regulation amendment is that it clarifies that the Rules of the Supreme Court
of Virginia relating to the general rules applicable to all proceedings,
foreign attorneys, the Virginia Rules of Evidence, appeals pursuant to the
Administrative Process Act, and practices and procedures in civil actions are
all applicable to all proceedings under the Wine and Beer Franchise Acts.
Advantages to the regulated community, government officials, and the public are
that certain rules of the Virginia Supreme Court that were not initially
applicable under the regulation will now apply and mediation is one of the
proceedings subject to these rule. There are no disadvantages to the public,
the agency, or the Commonwealth.
Department of Planning and Budget's Economic Impact
Analysis:
Summary of the Proposed Amendments to Regulation. The Alcoholic
Beverage Control Board (Board) proposes to clarify: 1) that specific Rules of
the Supreme Court of Virginia apply in all proceedings under the Wine and Beer
Franchise Acts, and 2) that mediation is one of the proceedings subject to the
aforementioned Rules of the Supreme Court of Virginia.
Result of Analysis. The benefits likely exceed the costs for
all proposed changes.
Estimated Economic Impact. The current regulation specifies
that:
The Rules of the Supreme Court of Virginia, Part Four, shall
apply in all proceedings under the Wine and Beer Franchise Acts, Chapters 4 (§
4.1-400 et seq.) and 5 (§ 4.1-500 et seq.) of Title 4.1 of the Code of
Virginia, including arbitration proceedings when necessary pursuant to §§
4.1-409 and 4.1-508 of the Code of Virginia.
The Board proposes to amend the text to specify that Rules of
the Supreme Court of Virginia, Parts One, One A, Two, Two A, Three, and Four
all apply. This is a clarification that the Rules of the Supreme Court of
Virginia (Rules) relating to the general rules applicable to all proceedings,
foreign attorneys, the Virginia Rules of Evidence, appeals pursuant to the
Administrative Process Act, and practices and procedures in civil actions are
all applicable to all proceedings under the Wine and Beer Franchise Acts.
The Board also proposes to specify that mediation is subject to
the Rules. This is also a clarification of current law. The proposed clarifying
amendments do not change applicable requirements but are beneficial in that
they may reduce potential misunderstandings.
Businesses and Entities Affected. All 13,000 plus licensees
could potentially be subject to disciplinary proceedings, and thus could be
affected by the proposed amendments.1 ABC issues: licenses for
manufacturers, wholesalers, and shippers of alcoholic beverages; retail
licenses for the sale of alcohol at restaurants, hotels, convenience stores,
grocery stores, etc.; and banquet licenses to allow persons or groups to host
events such as wedding receptions, tastings, or fundraisers, where alcohol is
served in an unlicensed location or club premise.
Localities Particularly Affected. The proposed amendments do
not disproportionately affect particular localities.
Projected Impact on Employment. The proposed amendments do not
affect employment.
Effects on the Use and Value of Private Property. The proposed
amendments do not affect the use and value of private property.
Real Estate Development Costs. The proposed amendments do not
affect real estate development costs.
Small Businesses:
Definition. Pursuant to § 2.2-4007.04 of the Code of Virginia,
small business is defined as "a business entity, including its affiliates,
that (i) is independently owned and operated and (ii) employs fewer than 500
full-time employees or has gross annual sales of less than $6 million."
Costs and Other Effects. The proposed amendments do not affect
costs for small businesses.
Alternative Method that Minimizes Adverse Impact. The proposed
amendments do not adversely affect small businesses.
Adverse Impacts:
Businesses. The proposed amendments do not adversely affect
businesses.
Localities. The proposed amendments do not adversely affect
localities.
Other Entities. The proposed amendments do not adversely affect
other entities.
__________________________________
1 Data source: Department of Alcoholic Beverage Control.
Agency's Response to Economic Impact Analysis: The
Virginia Alcoholic Beverage Control Authority concurs with the Department of
Planning and Budget's economic impact analysis.
Summary:
The amendments (i) incorporate by reference Parts One, One
A, Two, Two A, and Three of the Rules of Supreme Court of Virginia (Rules) as
applying to all proceedings under the Wine and Beer Franchise Acts and (ii) add
mediation as one of the proceedings subject to the Rules, in addition to the
currently incorporated Part Four of the Rules. Currently, arbitration is the
one proceeding to which the Rules apply under the Wine and Beer Franchise Acts.
3VAC5-10-400. Discovery, prehearing procedures and production
at hearings; definitions.
The Rules of the Supreme Court of Virginia, Part Parts
One, One A, Two, Two A, Three, and Four, shall apply in all
proceedings under the Wine and Beer Franchise Acts, Chapters 4 (§ 4.1-400 et
seq.) and 5 (§ 4.1-500 et seq.) of Title 4.1 of the Code of Virginia, including
mediation and arbitration proceedings when necessary pursuant to §§ 4.1-409
and 4.1-508 of the Code of Virginia. Any references to a "court"
contained in the rules shall be deemed to mean the hearing officer or officers
of the board conducting the proceeding.
No provision of this section shall affect the practice of
taking evidence at a hearing, but such practice, including that of generally
taking evidence ore tenus only at hearings before hearing officers, shall
continue unaffected hereby.
DOCUMENTS INCORPORATED BY REFERENCE (3VAC5-10)
Rules
of the Supreme Court of Virginia, Part One: General Rules Applicable to All
Proceedings
Rules
of the Supreme Court of Virginia, Part One A: Foreign Attorneys
Rules
of the Supreme Court of Virginia, Part Two: Virginia Rules of Evidence
Rules
of the Supreme Court of Virginia, Part Two A: Appeals Pursuant to the
Administrative Process Act
Rules
of the Supreme Court of Virginia, Part Three: Practice and Procedures in Civil
Actions
Rules of the Supreme Court of Virginia, Part Four:
Pretrial Procedures, Depositions, and Production at Trial.
VA.R. Doc. No. R18-5369; Filed June 27, 2018, 8:48 a.m.
TITLE 8. EDUCATION
STATE BOARD OF EDUCATION
Final Regulation
Titles of Regulations: 8VAC20-22. Licensure
Regulations for School Personnel (repealing 8VAC20-22-10 through
8VAC20-22-760).
8VAC20-23. Licensure Regulations for School Personnel (adding 8VAC20-23-10 through 8VAC20-23-800).
Statutory Authority: §§ 22.1-298.1 and 22.1-299 of the
Code of Virginia.
Effective Date: August 23, 2018.
Agency Contact: Patty S. Pitts, Assistant Superintendent
for Teacher Education and Licensure, Department of Education, P.O. Box 2120,
Richmond, VA 23218, telephone (804) 371-2522, or email
patty.pitts@doe.virginia.gov.
Summary:
The regulatory action repeals the existing regulation
(8VAC20-22) and adopts a new regulation (8VAC20-23) regarding licensure for
school personnel to align the regulation with recent changes in the Code of
Virginia, current best practices in education, current educational research, and
the revised Virginia Standards of Learning and the Guidelines for Uniform
Performance Standards and Evaluation Criteria for Teachers.
Substantive elements of the regulations (i) revise selected
definitions to conform with changes in the regulations; (ii) modify prescribed
licensure requirements, including reducing the number of years of work
experience required for a career switcher provisional license from five to
three and extending the international educator license from three to five
years; (iii) add new endorsement areas in mathematics, engineering, and special
education; and (iv) increase rigor in the requirements for selected endorsement
areas.
Summary of Public Comments and Agency's Response: A
summary of comments made by the public and the agency's response may be
obtained from the promulgating agency or viewed at the office of the Registrar
of Regulations.
CHAPTER 23
LICENSURE REGULATIONS FOR SCHOOL PERSONNEL
Part I
Definitions
8VAC20-23-10. Definitions.
The following words and terms when used in this chapter
shall have the meanings indicated unless the context clearly implies otherwise:
"Accredited institution" means an institution of
higher education accredited by a regional accrediting agency recognized by the
United States Department of Education.
"Accredited virtual school or program" means a
virtual school or program accredited by one of the accrediting agencies
recognized by the Virginia Department of Education. [ School
divisions operating as multi-division online providers may be deemed as meeting
accreditation requirements if a majority of their schools are fully accredited
by the Virginia Board of Education. ]
"Alternate route to licensure" means a
nontraditional route to licensure available to individuals who meet the
criteria specified in 8VAC20-23-90.
"Approved program" means a professional
education program recognized as meeting state standards for the content and
operation of such programs so that graduates of the program will be eligible
for state licensure. The Virginia Board of Education has the authority to
approve programs in Virginia.
"Cancellation" means the withdrawal of a
[ teaching ] license following the voluntary return
of the license by the license holder.
"Certified [ program ] provider"
means a provider certified by the Virginia Department of Education to provide
preparation and training for applicants seeking the Provisional License
specified in 8VAC20-23-90.
"Collegiate Professional License" means a
five-year, renewable [ teaching ] license available to
an individual who has satisfied all requirements for licensure set forth in
this chapter, including an earned baccalaureate degree from a regionally
accredited college or university and the professional teacher's assessments
prescribed by the Virginia Board of Education.
[ "Content area coursework" means
courses at the undergraduate level (i.e., two-year or four-year institution) or
at the graduate level that will not duplicate previous courses, or the level of
coursework, taken in humanities, English, history and social sciences,
sciences, mathematics, health and physical education, and fine arts. These
courses are usually available through the college or department of arts or
sciences. ]
"Denial" means the refusal to grant a
[ teaching ] license [ to a new
applicant or to an applicant who is reapplying after the expiration of a
license ].
"Division Superintendent License" means a
five-year, renewable license available to an individual who has completed an
earned master's degree from a regionally accredited college or university and
meets the requirements specified in 8VAC20-23-630. The individual's name [ must
shall ] be listed on the Virginia Board of Education's list of
eligible division superintendents.
"Experiential learning" means a process of
applying for an initial license through the alternate route as prescribed by
the Virginia Board of Education and meeting the criteria specified in
8VAC20-23-90 E to be eligible to request experiential learning credits in lieu
of the coursework for the endorsement (teaching) content area.
[ "Industry certification credential" means
an active career and technical education credential that is earned by
successfully completing a Virginia Board of Education-approved industry
certification examination, being issued a professional license in the
Commonwealth, or successfully completing an occupational competency
examination. ]
"International Educator License" means
[ a five-year cultural exchange opportunity for Virginia students
and international teachers. The International Educator License is ]
a professional teaching license issued for no more than five years to an
exchange teacher with citizenship in a nation other than the United States of
America [ and who meets requirements by a
state-approved, federally-designated Exchange Visitor Program and who is ]
employed as [ a ] teacher in a Virginia public
school or an accredited nonpublic school.
"Licensure by reciprocity" means a process used
to issue a license to an individual coming into Virginia from another state
when that individual meets certain conditions specified in this chapter.
"Mentor" means a classroom teacher hired by the
local school division who has achieved continuing contract status or other
instructional personnel including retired teachers who meet local mentor
selection criteria. The mentor should work in the same building as the
beginning teacher or be instructional personnel who is assigned solely as a
mentor. A mentor should be assigned a limited number of teachers at any time.
Instructional personnel who are not assigned solely as mentors should not be
assigned to more than four teachers at any time. Mentors guide teachers in the
program through demonstrations, observations, and consultations.
"Online Teacher License" means a five-year,
renewable license valid only for teaching online courses. Teachers who hold a
five-year renewable license issued by the Virginia Board of Education may teach
online courses for which they are properly endorsed and do not need to seek
this license.
"Postgraduate Professional License" means a
five-year, renewable license available to an individual who has qualified for
the Collegiate Professional License and who holds an appropriate earned
graduate degree from a regionally accredited college or university.
[ "Professional studies" means courses and
other learning experiences designed to prepare individuals in the areas of
human development and learning, curriculum and instruction, assessment of and
for learning, classroom and behavior management, foundations of education and
the teaching profession, language and literacy, and supervised clinical
experiences. ]
"Professional teacher assessment" means those
tests or other requirements mandated for licensure as prescribed by the
Virginia Board of Education.
"Provisional License" means a nonrenewable
license valid for a specified period of time not to exceed three years issued
to an individual who has allowable deficiencies for full licensure as set forth
in this chapter. The individual [ must shall ]
have a minimum of an [ undergraduate earned
baccalaureate ] degree from a regionally accredited college or
university, with the exception of those individuals seeking the Technical
Professional License. The Provisional License [ will be issued for
a three-year validity period ], with the exception of [ those
individuals seeking licensure through a career switcher program who will be
issued a one-year Provisional License, will be the Provisional
(Career Switcher) License that will be initially issued for a one-year validity
period and Teach For America Provisional License that will be initially ]
issued for [ two years a two-year validity period ].
[ Individuals may apply for a third year on the Provisional License
by submitting documentation indicating that all licensure assessments prescribed
by the Virginia Board of Education have been taken. ] Individuals
[ must shall ] complete all requirements
[ for licensure ], including passing all licensure
assessments, for a renewable license within the validity period of the
[ license Provisional License ].
"Pupil Personnel Services License" means a
five-year, renewable license available to an individual who has earned an
appropriate graduate degree from a regionally accredited college or university
with an endorsement as a school counselor, school psychologist, school social
worker, or vocational evaluator. This license does not require teaching
experience unless otherwise outlined under the specific endorsement's
requirements.
"Renewable license" means a license issued by
the Virginia Board of Education for five years to an individual who meets all
requirements specified in this chapter.
"Revocation" means the withdrawal of a
[ teaching ] license.
"School Manager License" means a five-year,
renewable license intended to provide for a differentiation of administrative
responsibilities in a school setting. A school manager is licensed to
administer noninstructional responsibilities in an educational setting.
[ For example, a A ] school manager is
restricted from evaluating teachers, supervising instruction, developing and
evaluating curriculum, and serving as a school’s student disciplinarian. The
license is available to a candidate who holds a baccalaureate degree from a
regionally accredited college or university; has three years of [ success
successful ] managerial experience; and is recommended for the
license by a Virginia school division superintendent.
"Suspension" means the temporary withdrawal of a
[ teaching ] license.
"Technical Professional License" means a
five-year, renewable license available to an individual who has graduated from
[ an a public or ] accredited [ nonpublic ]
high school (or possesses a [ General Educational Development
Certificate Virginia Board of Education-approved high school
equivalency credential ]); has exhibited academic proficiency,
technical competency, and successful occupational experience; and meets the
requirements specified in [ subdivision 4 of ] 8VAC20-23-50
[ A 4 ].
[ "Teach For America License" means a
two-year provisional license available to an individual who is a participant in
Teach For America and meets the requirements specified in 8VAC20-23-50. ]
Part II
Administering the Regulations
8VAC20-23-20. Administering this chapter.
A. In administering this chapter, modifications may be
made in exceptional cases by the Superintendent of Public Instruction. Proposed
modifications shall be made in writing to the Superintendent of Public
Instruction, Commonwealth of Virginia, Virginia Department of Education, P.O.
Box 2120, Richmond, Virginia 23218-2120.
B. In administering this chapter, competencies required
for endorsement areas are outlined in the Regulations Governing the Review and
Approval of Education Programs in Virginia (8VAC20-543). This document should
be referenced for detailed information regarding coursework content for
endorsements. Individuals [ must shall ] complete
the semester hours required for endorsement areas, or the equivalent, that
[ must shall ] be documented and approved by
the [ Virginia ] Department of Education.
[ C. Virginia school divisions may submit requests to
the Virginia Department of Education for determination of appropriate
endorsements for blended or integrated course options.
D. Upon the effective date of this chapter, the Virginia
Board of Education grants a one-year transition period for the implementation
of this chapter. ]
Part III
Licensure
8VAC20-23-30. Purpose and responsibility for licensure.
The primary purpose for licensing teachers and other
school personnel is to maintain standards of professional competence. The
responsibility for licensure is set forth in § 22.1-298.1 of the Code of
Virginia, which states that the Virginia Board of Education shall prescribe by
regulation the requirements for licensure of teachers.
8VAC20-23-40. Conditions for licensure.
A. Applicants for licensure [ must
shall ]:
1. Be at least 18 years of age;
2. Pay the appropriate fees as determined by the Virginia
Board of Education and complete the application process;
3. Have earned a baccalaureate degree, with the exception
of the Technical Professional License, from a regionally accredited college or
university and meet requirements for the license sought. Persons seeking
initial licensure through approved programs from Virginia institutions of
higher education shall only be licensed as instructional personnel [ by
the Virginia Board of Education if the professional education programs offered
at such institutions have been accredited by a national accrediting agency and
the education (endorsement) programs have final approval by the if
the education endorsement programs have approval by the ] Virginia
Board of Education; [ individuals who have earned a degree from an
institution in another country shall hold the equivalent of a regionally
accredited college or university degree in the United States, as verified by a
Virginia Department of Education-approved credential evaluation agency, for the
required degree for the license; ] and
4. Possess good moral character [ (i.e.,
and be ] free of conditions outlined in Part VII (8VAC20-23-720 et
seq.) of this chapter.
B. All candidates who hold at least a baccalaureate degree
from a regionally accredited college or university and who seek an initial
Virginia teaching license [ must shall ] obtain
passing scores on professional teacher's assessments prescribed by the Virginia
Board of Education. With the exception of the career switcher program that
requires assessments as prerequisites, individuals [ must
shall ] complete the professional teacher's [ assessments
assessment ] requirements within the three-year validity of the
initial provisional license. Candidates seeking a Technical Professional
License, International Educator License, School Manager License, or Pupil
Personnel Services License are not required to take the professional teacher's
assessments. Individuals who hold a valid out-of-state license (full credential
without deficiencies) and who have completed a minimum of three years of
full-time, successful teaching experience in a public or an accredited
nonpublic school, kindergarten through grade 12, outside of Virginia are exempt
from the professional teacher's assessment requirements. Documentation
[ must shall ] be submitted to verify the
school's status as a public or an accredited nonpublic school.
C. All individuals seeking an initial endorsement in
early/primary education preK-3, elementary education preK-6, special
education-general curriculum, special education-deaf and hard of hearing,
special education-blindness and visual impairments, and individuals seeking an
endorsement as a reading specialist [ must shall ]
obtain passing scores on a reading instructional assessment prescribed by
the Virginia Board of Education.
D. Licensure by reciprocity is set forth in 8VAC20-23-100.
A school leaders [ licensure ] assessment prescribed by
the Virginia Board of Education [ must shall ]
be met for all individuals who are seeking an endorsement authorizing them
to serve as principals and assistant principals in the public schools.
Individuals seeking an initial administration and supervision endorsement who
are interested in serving as central office instructional personnel are not
required to take and pass the school leaders [ licensure ]
assessment prescribed by the Virginia Board of Education.
E. Individuals seeking initial licensure [ must
shall ] demonstrate proficiency in the use of educational
technology for instruction, complete study in child abuse recognition and
intervention in accordance with curriculum guidelines developed by the Virginia
Board of Education in consultation with the Virginia Department of Social
Services, and receive professional development in instructional methods
tailored to promote student academic progress and effective preparation for the
[ Virginia ] Standards of Learning end-of-course and
end-of-grade assessments.
F. Every person seeking initial licensure shall provide
evidence of completion of certification or training in emergency first aid,
cardiopulmonary resuscitation, and use of automated external defibrillators.
The certification or training program shall be based on the current national
evidenced-based emergency cardiovascular care guidelines for cardiopulmonary
resuscitation and the use of an automated external defibrillator, such as a
program developed by the American Heart Association or the American Red Cross.
The Virginia Board of Education shall provide a waiver for this requirement for
any person with a disability whose disability prohibits such person from
completing the certification or training.
G. The teacher of record for verified credit courses for
high school graduation [ must shall ] hold
a Virginia license with the appropriate content endorsement.
[ H. Every teacher seeking an initial license in the
Commonwealth with an endorsement in the area of career and technical education
shall have an industry certification credential, as defined in 8VAC20-23-10, in
the area in which the teacher seeks endorsement. If a teacher seeking an
initial license in the Commonwealth has not attained an industry certification
credential in the area in which the teacher seeks endorsement, the Virginia
Board of Education may, upon request of the employing school division or
educational agency, issue the teacher a provisional license to allow time for
the teacher to attain such credential.
I. Effective July 1, 2017, every person seeking renewal of
a license shall complete awareness training, provided by the Virginia
Department of Education, on the indicators of dyslexia, as that term is defined
by the Virginia Board of Education pursuant to regulations, and the
evidence-based interventions and accommodations for dyslexia. ]
8VAC20-23-50. Types of licenses; dating licenses.
A. The following types of licenses are available:
1. Provisional License. The Provisional License is a
nonrenewable license valid for a period not to exceed three years issued to an
individual who has allowable deficiencies for full licensure as set forth in
this chapter. The Provisional License will be issued for [ two
years a three-year validity period ], with the
[ exception exceptions ] of [ those
individuals seeking a the ] Provisional [ (Career
Switcher) ] License [ through a career switcher
program that will initially be issued for a one-year validity period
and the Provisional Teach For America License issued for a two year validity
period ]. [ Individuals may apply for a third year
on the Provisional License by submitting documentation indicating that all
licensure assessments prescribed by the Virginia Board of Education (http://doe.virginia.gov/teaching/licensure/prof_teacher_assessment.pdf)
have been taken. The Provisional (Career Switcher) License will be dated as set
forth in 8VAC20-23-90 A 2. ] Individuals [ must
shall ] complete [ the all ]
requirements [ for licensure, ] including passing all
licensure assessments, for [ the a ] renewable
[ five-year ] license within the validity period of
the Provisional License. The individual [ must shall ]
have a minimum of an [ undergraduate earned
baccalaureate ] degree from a regionally accredited college or
university, with the exception of those individuals seeking the Technical
Professional License.
2. Collegiate Professional License. The Collegiate
Professional License is a five-year, renewable license available to an
individual who has satisfied all requirements for licensure, including an
earned [ undergraduate baccalaureate ] degree
from a regionally accredited college or university and the professional
teacher's assessments prescribed by the Virginia Board of Education.
3. Postgraduate Professional
License. The Postgraduate Professional License is a five-year, renewable
license available to an individual who has qualified for the Collegiate
Professional License and who holds an appropriate earned graduate degree from a
regionally accredited college or university.
4. Technical Professional License. The Technical
Professional License is a five-year, renewable license available to a person
who has graduated from [ a public or ] an accredited
[ nonpublic ] high school or possesses a [ General
Educational Development Certificate Virginia Board of
Education-approved high school equivalency credential ]; has
exhibited academic proficiency, skills in literacy and communication, technical
competency, and successful occupational experience; [ and ]
has completed nine semester hours of specialized professional studies credit
from a regionally accredited college or university [ ; and has
completed one year of successful, full-time teaching experience in a public
school or accredited nonpublic school in the area of endorsement ].
The nine semester hours of professional studies coursework [ must
shall ] include three semester hours of human development and
learning, three semester hours of curriculum and instruction, and three
semester hours of applications of instructional technology or classroom and
behavior management. The Technical Professional License is issued at the
recommendation of [ an a Virginia ] employing
educational agency in the areas of career and technical education, educational
technology, and military science. Individuals seeking an endorsement to teach
military science [ must shall ] have the
appropriate credentials issued by the United States military. The employing
Virginia educational agency [ must shall ] ensure
the credentials issued by the United States military are active during the
period the individual is teaching. In addition to demonstrating competency in
the endorsement area sought, the individual [ must
shall ]:
a. Hold a valid license issued by the appropriate Virginia
board for those program areas requiring a license and a minimum of two years of
successful experience at the journeyman level or an equivalent. The employing
Virginia educational agency [ must shall ] ensure
that the valid license issued by the appropriate Virginia board for the
occupational program area is active during the period the individual is
teaching;
b. Have completed a registered apprenticeship program and
two years of successful experience at the journeyman level or an equivalent
level in the trade; or
c. Have four years of successful work experience at the
management or supervisory level or equivalent or have a combination of four
years of training and [ successful ] work experience at
the management or supervisory level or equivalent.
Individuals holding the Technical Professional License who
seek the Collegiate Professional or Postgraduate Professional License
[ must shall ] meet the requirements of the
respective licenses.
5. School Manager License. The school manager license is a
five-year, renewable license intended to provide for the differentiation of
administrative responsibilities in a school setting. A school manager is
licensed to administer noninstructional responsibilities in an educational
setting. [ For example, a A ] school
manager is restricted from evaluating teachers, supervising instruction,
developing and evaluating curriculum, and serving as a school's student
disciplinarian. The license is available to a candidate who holds a
baccalaureate degree from a regionally accredited college or university, has
three years of successful managerial experience, and is recommended for the
license by a Virginia school division superintendent.
6. Pupil Personnel Services License. The Pupil Personnel
Services License is a five-year, renewable license available to an individual
who has earned an appropriate graduate degree from a regionally accredited
college or university with an endorsement for school counselor, school
psychologist, school social worker, or vocational evaluator. This license does
not require teaching experience, unless otherwise outlined under the specific
endorsement's requirements.
7. Division Superintendent License. The Division
Superintendent License is a five-year, renewable license available to an
individual who has completed an earned master's degree from a regionally
accredited college or university and meets the requirements specified in
8VAC20-23-630. The individual's name [ must shall ]
be listed on the Virginia Board of Education's list of eligible division
superintendents.
8. International Educator License. The International
Educator License provides a five-year cultural exchange opportunity for
Virginia students and international teachers. The International Educator
License is a professional teaching license issued [ for no more
than five years ] to an exchange teacher with citizenship in a
nation other than the United States of America [ and ]
who is employed as a teacher in a Virginia public or accredited nonpublic
school. To be issued the five-year, nonrenewable International Educator
License, an individual serving as a cultural exchange teacher in Virginia
[ must shall ]:
a. Be employed by a Virginia public or an accredited
nonpublic school;
b. Hold non-United States citizenship and be a
nonpermanent resident; and
c. Meet the following requirements as verified by a
state-approved, federally-designated Exchange Visitor Program (22 CFR Part 62):
(1) Be proficient in written and spoken English;
(2) Demonstrate competence in the appropriate academic
subject area or areas by meeting the credential requirements for a qualified
teacher in the exchange country;
(3) Hold the United States equivalent of a baccalaureate
degree or higher as determined by an approved credential [ evaluation ]
agency; and
(4) Complete at least two years of successful full-time
teaching experience that enables the educator to fulfill a similar assignment
in his home country or is comparable to those requirements for Virginia
teachers.
If an individual meets requirements of subdivisions 8 a, 8
b, 8 c (1), 8 c (2), and 8 c (3) of this subsection and has completed at least
one year, but less than two years, of successful full-time teaching experience
that [ enables would enable ] the
educator to fulfill a similar assignment in his home country or is comparable
to those requirements for Virginia teachers, the International Educator License
will be issued for three years with an option to extend the nonrenewable
International Educator License for the additional two years upon [ meeting
passing ] all teacher assessments prescribed by the Virginia Board
of Education and a recommendation of the Virginia employing school division or
accredited nonpublic school.
Individuals who have been issued an International Educator
License who seek a five-year, renewable license [ will need to
shall ] meet all licensure and endorsement requirements, including
[ passing ] applicable assessments prescribed by the
Virginia Board of Education.
9. Online Teacher License. The Online Teacher License is a
five-year, renewable license valid only for teaching online courses. Teachers
who hold a five-year renewable license issued by the Virginia Board of
Education may teach online courses for which they are properly endorsed and do
not need to seek this license.
a. [ The In order to be issued an
Online Teacher License, the ] individual [ is
required to shall ] meet [ the ] requirements
for an endorsement in a content (teaching) area [ ,
and ] professional studies [ requirements, ]
and [ achieve ] qualifying scores on professional
teacher's assessments as prescribed by the Virginia Board of Education. In
addition, the individual [ must shall ] complete
a three-semester-hour course in online instructional procedures.
Online instructional procedures: [ 3
Three ] semester hours. Skills in this area shall contribute to an
understanding of the principles of online learning and online instructional
strategies and the application of skills [ in and ]
the ability to use the Internet for teaching, learning, and management;
design, deliver, and support instruction in an online environment; adapt
strategies for a variety of course models [ (e.g. ],
[ such as ] synchronous and asynchronous [ ) ];
select, adapt, and create rich multimedia for instruction; adapt individualized
education program requirements to online course practices, as appropriate; use
data to meet individual [ students student's ]
needs; and employ innovative teaching strategies in an online environment.
Demonstrated proficiency of advanced skills in the following [ must
areas shall ] be addressed: use of communication technologies to
interact with and engage students, parents, and mentors; use of education
technologies; management of instructional activities in a technology-mediated
environment; and nontraditional content delivery methods.
b. Online teaching experience is not acceptable to meet the
full-time teaching experience for other license types, such as a Division
Superintendent License, or for endorsements, such as for the reading
specialist, school counselor, or administration and supervision endorsements.
The Online Teacher License may be issued if requirements have been met as one
of the following licenses to individuals teaching only online courses:
(1) Online Teacher (Postgraduate Professional) License - a
five-year, renewable license available to an individual who has qualified for
the Online Teacher (Collegiate Professional) License and who holds an
appropriate earned graduate degree from a regionally accredited college or
university.
(2) Online Teacher (Collegiate Professional) License - a
five-year, renewable teaching license available to an individual who has
satisfied all requirements for licensure, including an earned baccalaureate
degree from a regionally accredited college or university, endorsement and
professional studies requirements, and [ passed ] the
professional teacher's assessments prescribed by the Virginia Board of
Education, or
(3) Online Teacher (Technical Professional) License - a
five-year, renewable teaching license available to an individual who has
graduated from [ a public or ] an accredited
[ nonpublic ] high school or possesses a [ General
Educational Development Certificate Virginia Board of
Education-approved high school equivalency credential ]; has
exhibited academic proficiency, technical competency, and occupational
experience; and meets the requirements specified in subdivision 4 of this
subsection. An individual seeking an Online Teacher (Technical Professional)
License [ must shall ] be recommended for
the license by a Virginia public school, a Virginia accredited nonpublic school,
or an accredited virtual school program.
c. A nonrenewable Online Teacher (Provisional) License may
be issued for a period not to exceed three years to an individual who has
allowable deficiencies for full licensure as set forth in 8VAC20-23-90 B. The
Online (Provisional) License will be issued for [ two
three ] years. [ Individuals may apply for a third
year on the Online (Provisional) License by submitting documentation indicating
that all licensure assessments prescribed by the Virginia Board of Education
have been taken. ] The individual [ must
shall ] have a minimum of an [ undergraduate
earned baccalaureate ] degree from a regionally accredited college
or university, with the exception of those individuals seeking the Technical
Professional License. Individuals [ must shall ]
complete all requirements for a renewable Online Teacher License within the
validity period of the license.
10. Teach For America License. The Teach For America
License is a two-year provisional license.
a. This provisional license is available to any participant
in Teach For America, a nationwide nonprofit organization focused on closing
the achievement gaps between students in high-income and low-income areas, who
submits an application and meets the following requirements:
(1) Holds, at minimum, a baccalaureate degree from a
regionally accredited institution of higher education;
(2) Has met the requirements prescribed by the Virginia
Board of Education for all endorsements sought or has met the qualifying scores
on the content area assessment prescribed by the board for the endorsements
sought;
(3) Possesses good moral character according to criteria
developed by the Virginia Board of Education;
(4) Has been offered and has accepted placement in Teach
For America;
(5) Has successfully completed preservice training and is
participating in the professional development requirements of Teach For
America, including teaching frameworks, curricula, lesson planning,
instructional delivery, classroom management, assessment and evaluation of
student progress, classroom diversity, and literacy development;
(6) Has an offer of employment from a local school board to
teach in a public elementary or secondary school in the Commonwealth or a
preschool program that receives state funds pursuant to subsection C of
§ 22.1-199.1 of the Code of Virginia; and
(7) Receives a recommendation from the employing school
division for a Teach For America License in the endorsement area in which the
individual seeks to be licensed.
b. In addition to the criteria set forth in subdivision 10
a of of this subsection, any individual who seeks an endorsement in early
childhood, early/primary, or elementary education shall either (i) agree to
complete such coursework in the teaching of [ reading
language and literacy ] as may be prescribed by the Virginia Board
of Education pursuant to 8VAC20-23-130 during the first year of employment or
(ii) achieve a passing score on a reading instructional assessment prescribed
by the Virginia Board of Education.
c. Teachers issued a Teach For America provisional license
shall not be eligible for continuing contract status while employed under the
authority of a Teach For America license and shall be subject to the
probationary terms of employment specified in § 22.1-303 of the Code of
Virginia.
d. The Virginia Board of Education may extend any Teach For
America License for one additional year upon request of the employing school
division, provided that no Teach For America License shall exceed a total of
three years in length.
e. Notwithstanding any provision of law to the contrary,
upon completion of at least two years of full-time teaching experience in a
public elementary or secondary school in the Commonwealth or a preschool
program that receives state funds pursuant to subsection C of § 22.1-199.1
of the Code of Virginia, an individual holding a Teach For America License
shall be eligible to receive a renewable license if he has (i) achieved
satisfactory scores on all professional teacher assessments required by the
Virginia Board of Education and (ii) received satisfactory evaluations at the
conclusion of each year of employment.
f. Notwithstanding any provision of law to the contrary,
the Virginia Board of Education shall issue a Teach For America License to any
individual who (i) has completed two years of successful teaching in the Teach
For America program in another state, (ii) is not eligible to receive a
renewable license, and (iii) meets the criteria set forth in subdivision 10 a
of this subsection.
B. All licenses will be effective from July 1 in the
school year in which the application is made. An employing Virginia public
school division, agency, or accredited nonpublic school is required to notify
employees in writing at the time of employment of the need to meet appropriate
assessment requirements for licensure.
8VAC20-23-60. Designations on licenses for career paths to
teaching.
A. Designations on licenses will reflect stages in the
professional development of teachers and promote continuing growth and career
paths as educators.
B. Teaching licenses may be issued with one of the
following designations, and the designation will be processed as an add-on
endorsement. These designations will not apply to the Division Superintendent
License, School Manager License, International Educator License, or Pupil
Personnel Services License.
1. Career Teacher: This voluntary teacher designation will
be issued on a renewable teaching license for individuals who have gained
continuing contract status in Virginia and who apply for the Career Teacher
designation.
2. Mentor Teacher: This voluntary teacher designation will
be issued on a renewable teaching license for individuals who have (i) achieved
the Career Teacher designation, (ii) received a recommendation for the
designation from an employing Virginia school division superintendent or
designee or accredited nonpublic school head, (iii) served at least three years
as a mentor teacher in Virginia, (iv) documented responsibilities as a mentor,
and (v) completed a local or state mentor teacher training program in
accordance with the Virginia Board of Education requirements for mentor
teachers in the [ Virgnia Virginia ] Board
of Education Mentor Teacher Guidelines [ (http://www.doe.virginia.gov/teaching/career_resources/mentor/program_creation_guidelines.pdf) ].
3. Teacher as Leader: This voluntary teacher designation
will be issued on a renewable teaching license for individuals who have (i)
achieved the Career Teacher designation; (ii) completed at least five years of
successful, full-time teaching experience in a Virginia public school or
accredited nonpublic school; (iii) received [ the a ]
recommendation from an employing Virginia school division superintendent or
designee or an accredited nonpublic school head; (iv) and completed one of the
following:
a. National Board Certification or a nationally recognized
certification program approved by the Virginia Board of Education and a
recommendation from an employing Virginia school division superintendent or
designee or accredited nonpublic school head and documentation [ , ]
in an approved [ Virginia ] Department of Education
format [ , ] verifying the individual's demonstrated
skills and abilities as a school leader and direct contributions to school
effectiveness and student achievement; or
b. A recommendation from an employing Virginia school
division superintendent or designee or accredited nonpublic school head and
documentation [ , ] in an approved [ Virginia ]
Department of Education format [ , ] verifying the
individual's demonstrated skills and abilities as a school leader and direct
contributions to school effectiveness and student achievement.
8VAC20-23-70. Additional endorsements.
A. An individual who holds a teaching license may add an
additional teaching endorsement to the license by passing a rigorous academic
subject test for endorsements in which a test is prescribed by the Virginia
Board of Education. This testing option does not apply to individuals (i) who
are seeking an early/primary education preK-3 or elementary education preK-6
endorsement, special education endorsements, or a reading specialist
endorsement or (ii) who hold a Technical Professional License, Vocational
Evaluator License, Pupil Personnel Services License, School Manager License, or
Division Superintendent License.
B. One or more endorsements may be added to a license
[ , ] provided [ that ] specific
endorsement requirements have been met. Written requests may be made by the
licensed professional and should be directed to the Virginia employing
educational agency [ (if the individual has such employment) ]
or college or university. If the request is not acted upon by the local
educational agency or college or university within 30 days or is disputed, the
license holder may make a written request for an additional endorsement
directly to the Office of Professional Licensure, Virginia Department of
Education. Written requests should be submitted by January 15 to be in effect
by July 1 of the same [ calendar ] year.
8VAC20-23-80. Deletion of an endorsement.
An endorsement may be deleted from a license at the
request of the licensed professional. Written requests are made by the licensed
professional and should be directed to the employing educational agency. If the
request is not acted upon by the local educational agency within 30 days or is
disputed, the license holder may make a written request for the deletion of an
endorsement directly to the Office of Professional Licensure, Virginia
Department of Education. Written requests should be submitted by January 15 to
be in effect on July 1 of that [ calendar ] year.
Individuals who wish to add an endorsement that has been deleted [ must
shall ] meet requirements for that endorsement at the time it is
requested.
8VAC20-23-90. Alternate routes to licensure.
A. Career switcher alternate route to licensure for career
[ professions professionals ] - Provisional
(Career Switcher) License. An alternate route is available to career switchers
who seek teaching endorsements preK through grade 12 with the exception of
special education.
1. An individual seeking a Provisional (Career Switcher)
License through the career switcher program [ must
shall ] meet the following prerequisite requirements:
a. An application process;
b. An earned baccalaureate degree from a regionally
accredited college or university;
c. The completion of requirements for an endorsement in a
teaching area or the equivalent through verifiable experience or academic
study;
d. At least [ five three ]
years of [ successful ] full-time work experience or
its equivalent; and
e. Virginia qualifying scores on the professional teacher's
assessments as prescribed by the Virginia Board of Education.
2. The Provisional (Career Switcher) License is awarded at
the end of Level I preparation [ for an initial validity period of
one school year ]. All components of the career switcher alternate
route for career [ professions must professionals
shall ] be completed by the candidate.
3. The Level I requirements [ must
shall ] be completed during the course of a single year and may be
offered through a variety of delivery systems, including distance learning
programs. If an employing agency recommends extending the Provisional (Career
Switcher) License for a second year, the candidate will enter Level III of the
program. Career switcher programs [ must be certified
shall submit program documentation as set forth by the Virginia Department of
Education for review and be certified every seven years ] by the
Virginia Department of Education.
a. Level I preparation. Intensive Level I preparation
includes a minimum of 180 clock hours of instruction, including field
experience. This phase includes [ , but is not limited to,
human development and learning; ] curriculum and instruction,
including technology [ , reading, and other; language
and literacy; ] specific course content relating to the [ Virginia ]
Standards of Learning; [ differentiation of instruction
foundations of education and the teaching profession ]; classroom
and behavior management; [ instructional design based on
assessment data; and human development and learning and assessment
of and for learning ].
b. Level II preparation during first year of employment.
(1) Candidate seeks employment in Virginia with the
one-year Provisional (Career Switcher) License.
(2) Continued Level II preparation during the first year of
employment with a minimum of five seminars that expand the intensive
preparation requirements listed in subdivision 3 a of this subsection. The five
seminars will include a minimum of 20 cumulative instructional hours. A variety
of instructional delivery techniques will be utilized to implement the
seminars.
(3) One year of successful, full-time teaching experience
in a Virginia public or accredited nonpublic school under a one-year
Provisional (Career Switcher) License. A trained mentor [ must
shall ] be assigned to assist the candidate during the first year
of employment. Responsibilities of the mentor include [ , but
are not limited to, ] the following:
(a) Collaborate with the beginning teacher in the
development and implementation of an individualized professional development
plan;
(b) Observe, assess, coach, and provide opportunities for
constructive feedback, including strategies for self-reflection;
(c) Share resources and materials;
(d) Share best instructional, assessment, and
organizational practices; classroom and behavior management strategies; and
techniques for promoting [ varied and ] effective
[ methods of ] communication [ with and among
students ]; and
(e) Provide general support and direction regarding school
policies and procedures.
(4) Upon [ successful ] completion
of [ the ] Levels I and II [ preparation
requirements ] of the career switcher alternate route to licensure
program and submission of a recommendation from the [ employing ]
Virginia educational [ employing ] agency,
the candidate will be eligible to apply for a five-year, renewable license.
Renewal requirements for the regular license will be subject to current
regulations of the Virginia Board of Education.
c. Level III preparation, if required.
(1) Post preparation, if required, will be conducted by the
[ employing ] Virginia [ employing ]
educational agency to address the areas where improvement is needed as
identified in the candidate's professional improvement plan; and
(2) Upon [ successful ] completion
of Levels I, II, and [ , if required, Level ] III of
the career switcher alternate route to licensure program and submission of a
recommendation from the [ employing ] Virginia
educational [ employing ] agency, the candidate
will be eligible to receive a five-year renewable license.
4. Verification of program completion will be documented by
the certified program provider and the division superintendent or designee.
5. Certified providers implementing a career switcher
program may charge a fee for participation in the program.
B. An alternate route is available to individuals employed
by [ an a Virginia ] educational agency
who seek teaching endorsements preK through grade 12. The employing Virginia
educational agency may request a nonrenewable Provisional License on behalf of
the individual if the individual has completed an allowable portion of
professional studies and endorsement requirements. [ An employed
teacher may demonstrate meeting the teaching endorsement requirements by
passing a rigorous academic subject test for endorsements in which a test is
prescribed by the Virginia Board of Education. This testing option does not
apply to individuals (i) who are seeking an early/primary education preK-3 or
elementary education preK-6 endorsement, special education endorsements, or a
reading specialist endorsement or (ii) who hold a Technical Professional
License, Vocational Evaluator License, Pupil Personnel Services License, School
Manager License, or Division Superintendent License. ] This route
[ is ] also [ applicable
is available ] to individuals who are employed by a Virginia public
school, a Virginia accredited nonpublic school, or an accredited virtual school
or program and who are seeking the Online Teacher License that is issued to
teachers who teach only online courses. The Provisional License will be issued
for [ two a validity period not to exceed three ]
years. [ Individuals may apply for a third year on the
Provisional License by submitting documentation indicating that all licensure
assessments prescribed by the Virginia Board of Education have been taken. ]
The Provisional License is a nonrenewable teaching license valid for a
period not to exceed three years. Individuals [ must
shall ] complete all licensure requirements to become eligible for
the five-year, renewable license.
1. An individual seeking a license through this alternate
route [ must shall ] have met the
following requirements:
a. Entered the teaching field through the alternate route
to licensure upon the recommendation of the [ employing ] Virginia
[ employing ] educational agency. For the Online
Teacher Provisional License, individuals [ must shall ]
be employed by a Virginia public school division, a Virginia accredited
nonpublic school, or an accredited virtual school or program;
b. Earned a baccalaureate degree from a regionally
accredited college or university with the exception of individuals seeking the
Technical Professional License;
c. Have met requirements for the endorsement area; and
d. Need to complete an allowable portion of professional
studies and licensure requirements.
2. The professional studies requirements for the
appropriate level of endorsement sought [ must shall ]
be completed. A Virginia educational agency may submit to the Superintendent
of Public Instruction for approval an alternate program to meet the
professional studies requirements. The alternate program [ must
shall ] include training [ (e.g., such as ]
seminar, internship, [ or ] coursework [ ,
etc.) ] in human development and learning; curriculum and
instruction, including technology; assessment of and for learning; classroom
and behavior management; [ foundations of education and ] the
teaching profession, including legal status of teachers and students, federal
and state laws, and teacher evaluation as prescribed by [ Virginia's
Guidelines for Uniform Performance Standards and Evaluation Criteria for
Teachers the Virginia Board of Education's guidelines for
performance standards and evaluation criteria established pursuant to § 22.1-253.13:5
B of the Code of Virginia ] and [ reading
language and literacy ].
3. One year of successful, full-time teaching experience in
the appropriate teaching area in a Virginia public or an accredited nonpublic
school [ must shall ] be completed. For
the Online Teacher License only, one year of successful online teaching
experience in the endorsement area in a public school division, an accredited
nonpublic school, or an accredited virtual school or program may be accepted in
lieu of the supervised teaching experience. A fully licensed experienced
teacher [ must shall ] be available in
the school building to assist the beginning teacher employed through the
alternate route.
C. Alternate route in special education. The Provisional
(Special Education) License is a nonrenewable teaching license issued
[ for a validity period not to exceed three years ] to an
individual employed as a special education teacher in a public school or a
nonpublic [ special education ] school in
Virginia who does not hold the appropriate special education endorsement. The
Provisional (Special Education) License will be issued [ for two
years. Individuals may apply for a third year on the Provisional License by
submitting documentation indicating that all licensure assessments prescribed
by the Virginia Board of Education have been taken only with
endorsements in special education ]. The Provisional License is a
nonrenewable teaching license valid for a period not to exceed three years.
This alternate route to special education [ endorsement ] is
not applicable to individuals seeking the Online Teacher License. To be issued
the Provisional (Special Education) License through this alternate route, an
individual [ must meet the requirements through one of the two
following options shall ]:
1. [ Option I. The individual must hold a
full, valid Collegiate Professional or Postgraduate Professional License and
must: a. ] Be employed by a Virginia public or [ accredited ]
nonpublic school as a special [ educator education
teacher ] and have the recommendation of the employing educational
agency;
[ b. 2. ] Have earned a
baccalaureate degree from a regionally accredited college or university;
[ c. 3. ] Have an assigned
mentor with an active Virginia teaching license with an endorsement in special
education; and
[ d. 4. ] Have a planned
program of study in the assigned endorsement area, make progress toward meeting
the endorsement requirements each of the three years of the license, and have
completed at least three semester hours of coursework in the competencies of
foundations for educating students with disabilities and [ have ]
an understanding and application of the legal aspects and regulatory
requirements associated with identification, education, and evaluation of
students with disabilities. A survey course integrating these competencies
would satisfy this requirement.
The Provisional (Special Education) License [ issued ]
through this alternate route shall not be issued without the completion of
these prerequisites.
[ 2. Option II. The individual must:
a. Be employed by a Virginia public or nonpublic school
as a special educator and have the recommendation of the employing educational
agency;
b. Have earned a baccalaureate degree from a regionally
accredited college or university;
c. Have an assigned mentor endorsed in special
education; and
d. Have a planned program of study in the assigned
endorsement area, make progress toward meeting the endorsement requirements
each of the three years of the license, and have completed nine semester hours
including courses in the following: characteristics of students with
disabilities, individualized education program implementation, and classroom
and behavior management.
The Provisional (Special Education) License through this
alternate route shall not be issued without the completion of these prerequisites. ]
D. Alternate programs at institutions of higher education
or Virginia school divisions. Alternate programs developed by institutions of
higher education (i) recognize the unique strengths of prospective teachers
from nontraditional backgrounds and (ii) prepare these individuals to meet the
same standards that are established for others who are granted a license
through an alternate route.
E. Experiential learning. Individuals applying for an
initial teaching license through the alternate route as prescribed by the
Virginia Board of Education [ must shall ] meet
the following criteria to be eligible to request [ that ] experiential
learning [ to ] satisfy the coursework for the
endorsement (teaching) content area:
1. Have earned a baccalaureate degree from a regionally
accredited college or university;
2. Have at least [ five three ]
years of documented [ successful ] full-time work
experience that may include specialized training related to the endorsement
sought; and
3. Have met the [ Virginia ] qualifying
score on the content knowledge assessment prescribed by the Virginia Board of
Education.
Experiential learning does not apply to individuals
seeking special education and [ elementary education (i.e., ]
preK-3 and preK-6 [ ) ] endorsements or
endorsements in which there is no Virginia Board of Education [ - ]
prescribed content or subject assessment.
8VAC20-23-100. Conditions for licensure for out-of-state
candidates by reciprocity.
A. An individual coming into Virginia from any state may
qualify for a Virginia teaching license with comparable endorsement areas if
the individual (i) has completed a state-approved teacher preparation program
through a regionally accredited four-year college or university or (ii) holds a
valid out-of-state teaching license [ (i.e., full
(full ] credential without deficiencies) that [ must
shall ] be in force at the time the application for a Virginia
license is made. [ An individual shall meet licensure requirements
set forth in the Code of Virginia. ] An individual seeking
licensure [ must shall ] establish a file
in the [ Virginia ] Department of Education by
submitting a complete application packet that includes official student
transcripts. Unless exempted by the criteria in subsection C of this section,
professional teacher's [ assessments assessment
requirements ] prescribed by the Virginia Board of Education
[ must shall ] be satisfied.
B. An individual coming into Virginia will qualify for a
Virginia teaching license with comparable endorsement areas if the individual
holds an active national certification from the National Board for Professional
Teaching Standards (NBPTS) or a nationally recognized certification program
approved by the Virginia Board of Education.
C. Individuals who hold a valid out-of-state license
[ (i.e., full (full ] credential without
deficiencies) and who have completed a minimum of three years of full-time,
successful teaching experience in a public or an accredited nonpublic school,
kindergarten through grade 12, outside of Virginia are exempt from the
professional teacher's assessment requirements. Documentation [ must
shall ] be submitted to verify the school's status as a public or
accredited nonpublic school.
8VAC20-23-110. Requirements for renewing a license.
A. The Division Superintendent, Postgraduate Professional,
Collegiate Professional, Technical Professional, Pupil Personnel Services,
Online Teacher, and School Manager Licenses may be renewed upon the completion
of 180 professional development points within a five-year validity period based
on an individualized professional development plan that includes ongoing,
sustained, and high-quality professional development. [ Every
person seeking renewal of a license shall complete all renewal requirements,
including professional development in a manner prescribed by the Virginia Board
of Education, except that no person seeking renewal of a license shall be
required to satisfy any such requirement by completing coursework and earning
credit at an institution of higher education. ]
B. An individual [ who holds an expired
license must seeking renewal shall ] submit a completed
licensure application at the time a [ licensure ] renewal
request is submitted.
[ C. Virginia public school divisions and public
education agencies must report annually to the Virginia Department of Education
that instructional personnel have completed high-quality professional
development each year as set forth by the Virginia Department of Education.
D. C. ] Any individual licensed
and endorsed to teach (i) middle school civics or economics or (ii) high school
government or history who is seeking renewal of such license is required to
demonstrate knowledge of Virginia history or state and local government by
completing a module or professional development course specifically related to
Virginia history or state and local government that has a value of five
professional development points. [ This requirement applies for
purposes of the individual's next or initial renewal occurring after July 1,
2014.
E. If the requirement has not been met for initial
licensure or licensure renewal, individuals D. Every person ]
seeking renewal of a license shall provide evidence of completion of
certification or training in emergency first aid, cardiopulmonary
resuscitation, and the use of automated external defibrillators. The
certification or training program shall be based on the current national
evidence-based emergency cardiovascular care guidelines for cardiopulmonary
resuscitation and the use of an automated external defibrillator, such as a
program developed by the American Heart Association or the American Red Cross.
The Virginia Board of Education shall provide a waiver for this requirement for
any person with a disability whose disability prohibits such person from completing
the certification or training.
[ F. E. Every person seeking renewal of
a license shall demonstrate proficiency in the use of educational technology
for instruction.
F. Every person seeking renewal of a license shall
complete awareness training, provided by the Virginia Department of Education,
on the indicators of dyslexia, as that term is defined by the Virginia Board of
Education pursuant to regulations, and the evidence-based interventions and
accommodations for dyslexia.
G. Training in instructional methods tailored to promote
academic progress and effective preparation for the Virginia Standards of
Learning tests and end-of-grade assessments is required for licensure renewal.
H. Every person seeking renewal or initial license shall
complete a study in child abuse recognition and intervention in accordance with
curriculum guidelines developed by the Virginia Board of Education in
consultation with the Virginia Department of Social Services.
I. When provided by the state, individuals shall complete
other professional development activities prescribed by the Virginia Board of
Education.
J. ] Professional development points may be
accrued by the completion of professional development activities to improve and
increase instructional personnel's knowledge of the academic subjects the
teachers teach or the area assigned from one or more of the following eight
options.
1. College credit. Acceptable coursework offers content
that provides new information and is offered on campus, off campus, or through
extension by any regionally accredited two-year or four-year college or
university. College coursework [ must shall ]
develop further experiences in subject content taught, teaching strategies,
uses of technologies, leadership, and other essential elements in teaching to
high standards and increasing student learning. [ Instructional
personnel must complete coursework to improve and increase the knowledge of the
academic subjects or endorsement areas in which they are assigned. Individuals
who do not hold a graduate degree must refer to subsection G of this section.
No person seeking renewal of a license shall be required to complete coursework
and earn credit at an institution of higher learning. ]
2. Professional conference. A professional conference is a
workshop, institute, or seminar of four or more hours that contributes to
ongoing, sustained, and high-quality professional development.
3. Curriculum development. Curriculum development is a
group activity in which the license holder contributes to the improvement of
the curriculum of a school, a school division, or an [ education
educational ] institution in the teaching area assigned. This
includes the alignment of curriculum frameworks, instructional materials, and
assessments to provide a system with clear expectations of what is to be taught
and learned.
4. Publication of article. The article [ must
shall ] contribute to the education profession or to the body of
knowledge of the license holder's teaching area or instructional position.
[ This article shall be published in a recognized professional journal. ]
Grant reports that present the results of educational research are
acceptable provided the license holder had an active role in planning,
analyzing, interpreting, demonstrating, disseminating, or evaluating the study
or innovation. [ The article must be published in a recognized
professional journal. ]
5. Publication of book. Books [ must
shall ] be published for purchase and [ must
shall ] contribute to the education profession or to the body of
knowledge of the license holder's teaching area or instructional position. The
published book [ must shall ] increase
the field of content knowledge; [ provide information on ]
planning and assessment for evaluating and providing students with feedback
that encourages student progress and measures student achievement; [ reference ]
instruction, safety, and learning environment; [ expand upon ]
and communication and community relations working with students, parents,
and members of the community to promote broad support for student learning.
Points will not be awarded for self-published books.
6. Mentorship. Mentoring is the process by which an
experienced professional who has received mentorship training provides
assistance to one or more persons for the purpose of improving their
performance. Assistance may involve role modeling, direct instruction,
demonstration, observation with feedback, developing of plans, and consultation
to promote instructional excellence and increased student achievement.
Mentoring may include the supervision of a field experience of a pre-service
student teacher or an intern in an approved teacher or principal preparation
program, as well as mentoring as part of the induction process for a beginning
teacher or a first-year administrator. Individuals serving in this role and
submitting documentation for license renewal based on the mentorship option
shall receive training as a mentor prior to the assignment and at least once
during the five-year renewal cycle.
7. Educational project. Educational projects [ must
shall ] be planned, focused projects based on high standards of
teaching and learning. Projects [ must shall ]
result in a written report or other tangible product. Projects [ must
shall ] contribute to the education profession or to the body of
knowledge of the license holder's teaching area or instructional position. A
project could include participation in new professional responsibilities, such
as leading a school improvement initiative.
8. Professional development activity. Professional
development activities [ must shall ] focus
on student learning and achievement, schoolwide educational improvement,
leadership, subject content, teaching strategies, and use of technologies
[ and or ] other essential elements in
teaching to high standards. Activities [ must shall ]
be planned, rigorous, systematic, and promote continuous inquiry and
reflection. Local employing educational agencies are encouraged to design
professional development activities that are conducted in school settings and
linked to student learning and achievement.
[ G. A minimum of 90 points (i.e., three semester
hours in a content area) at the undergraduate (i.e., two-year or four-year
institution) or graduate level earned from a regionally accredited college or
university in the license holder's endorsement areas shall be required of
license holders without a master's degree. With prior approval, exceptions to
the content course requirement may be made by the division superintendent or
principal. Special education coursework designed to assist classroom teachers
and other school personnel in working with students with disabilities, a course
in gifted education, a course in educational technology, or a course in English
as a second language may be completed to satisfy the content course
requirement. Professional development activities designed to support the
Virginia Standards of Learning, Standards of Accreditation, and state
assessments may be accepted in lieu of the content course. An individual
without a master's degree who holds a renewable Online Teacher License may
complete pedagogy of online instruction coursework to meet this requirement.
The substance of the activities must clearly support these initiatives and
address one or more of the following areas: (i) new content knowledge to
implement the Virginia Standards of Learning, (ii) curriculum development
initiative designed to translate the standards from standards to classroom
objectives, (iii) teaching beginning reading skills including phonemic
awareness and the structure of language (i.e., phonics), (iv) staff development
activities in assessment to assist classroom teachers in the utilization of
test results to improve classroom instruction, and (v) professional development
designed to implement the technology standards in the schools. Technical
Professional License holders without baccalaureate degrees may satisfy the
requirement through career and technical education workshops, career and
technical education institutes, or through undergraduate coursework at two-year
or four-year institutions.
H. Content area courses are courses at the
undergraduate level (i.e., two-year or four-year institution) or at the
graduate level that will not duplicate previous courses taken in the
humanities, English, history and social sciences, sciences, mathematics, health
and physical education, and fine arts. These courses are usually available
through the college of or department of arts and sciences. License holders with
elementary education, middle education, special education, or reading
endorsements must satisfy the 90-point requirement through reading coursework
or content coursework in one of the areas listed in this subsection. Courses
available through a regionally accredited college's or university's department
of education may be used to satisfy the content requirement for those license
holders with endorsements in health and physical education, career and
technical education, and library science education.
I. With prior approval of the division superintendent
or principal, the 90 points in a content area also may be satisfied through
coursework taken to obtain a new teaching endorsement or coursework taken
because of a particular need of a particular teacher. ]
[ J. K. ] The [ remaining
90 180 ] points may be accrued by activities drawn from
one or more of the eight renewal options. Renewal work is designed to provide
licensed personnel with opportunities for professional development relative to
the grade levels or teaching fields to which they are assigned or for which
they seek an added endorsement. Such professional development encompasses (i)
responsible remediation of any area of an individual's knowledge or skills that
fails to meet the standards of competency and (ii) responsible efforts to
increase the individual's knowledge of new developments in his field and to
respond to new curricular demands within the individual's area of professional
competence.
[ K. L. ] The proposed work
toward renewal in certain options [ must shall ]
be approved in advance by the chief executive officer or designee of the
employing educational agency. Persons who are not employed by an educational
agency may renew [ or reinstate ] their license
by submitting to the Office of Professional Licensure, [ Virginia ]
Department of Education, [ their a renewal
application, fee, the ] individualized renewal record [ , ]
and verification of [ points the completion of all
renewal requirements ], including official student transcripts of
coursework taken at a regionally accredited two-year or four-year college or
university.
[ L. Accrual of professional development points
shall be determined by criteria set forth by the Virginia Department of
Education in the Virginia Renewal Manual (http://doe.virginia.gov/teaching/licensure/licensure_renewal_manual.pdf).
M . Persons seeking license renewal as teachers must
demonstrate proficiency in the use of educational technology for instruction.
N. M. ] Virginia school
divisions and [ accredited ] nonpublic schools
[ will shall ] recommend renewal of licenses
using the renewal point system. [ The renewal recommendation
must include verification of demonstrated proficiency in the use of educational
technology for instruction.
O. Training in instructional methods tailored to
promote academic progress and effective preparation for the Standards of
Learning tests and end-of-grade assessments is required for licensure renewal.
P. If they have not already met the requirement,
persons seeking licensure renewal as teachers must complete study in child
abuse recognition and intervention in accordance with curriculum guidelines
developed by the Virginia Board of Education in consultation with the Virginia
Department of Social Services that are relevant to the specific teacher
licensure routes. ]
Part IV
Licensure Regulations Governing Early/Primary Education, Elementary Education,
and Middle Education Endorsements
8VAC20-23-120. Early/primary education, elementary
education, and middle education endorsements.
Individuals seeking licensure with endorsements in
early/primary education, elementary education, and middle education may meet
requirements through the completion of an approved program [ , ]
or if employed by a Virginia public or [ accredited ] nonpublic
school [ , ] through the alternate route to licensure.
Components of the licensure program include a degree from a regionally
accredited college or university in the liberal arts [ and
or ] sciences, or equivalent; professional teacher's assessments
requirement prescribed by the Virginia Board of Education; specific endorsement
requirements; and professional studies requirements.
8VAC20-23-130. Professional studies requirements [ for
early/primary education, elementary education, and middle education
endorsements ].
Professional studies requirements for early/primary education,
elementary education, and middle education: 21 semester hours. These
requirements may be taught in integrated coursework or modules.
1. Human development and learning (birth through
adolescence): 3 semester hours.
a. Skills in this area shall contribute to an understanding
of the physical, social, emotional, speech and language, and intellectual
development of children and the ability to use this understanding in guiding
learning experiences and relating meaningfully to students.
b. The interaction of children with individual differences
- economic, social, racial, ethnic, religious, physical, and [ mental
cognitive ]- should be incorporated to include skills contributing
to an understanding of developmental disabilities and developmental issues related
to [ , ] but not limited to [ , ] low
socioeconomic status [ ,; ] attention
deficit disorders [ ,; ] developmental
disorders [ ,; ] gifted education
[ , ] including the use of multiple criteria to identify
gifted students [ ,; ] substance abuse
[ , child abuse,; trauma, including child abuse and
neglect and other adverse childhood experiences; ] and family
disruptions.
2. Curriculum and instruction: 3 semester hours.
a. Early/primary education preK-3 or elementary education
preK-6 curriculum and instruction: 3 semester hours.
(1) Skills in this area shall contribute to an
understanding of the principles of learning; the application of skills in
discipline-specific methodology; [ varied and ] effective
[ methods of ] communication with and among students;
selection and use of materials, including media and contemporary technologies;
and selection, development, and use of appropriate curricula, methodologies,
and materials that support and enhance student learning and reflect the
research on unique, age-appropriate, and culturally relevant curriculum and
pedagogy.
(2) Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
(3) Instructional practices that are sensitive to
culturally and linguistically diverse learners, including [ limited ]
English [ proficient students learners ],
gifted and talented students, and [ those ] students
with disabilities [ ;, ] and appropriate
for the [ level of endorsement (i.e., ] preK-3
or preK-6 [ ) sought endorsement ] shall
be included.
(4) Teaching methods shall be tailored to promote student
engagement and student academic progress and effective preparation for the
[ Virginia ] Standards of Learning assessments.
(5) Study in (i) methods of improving communication between
schools and families [ ,; ] (ii)
communicating with families regarding social and instructional needs of
children [ ,; ] (iii) ways of increasing
family [ involvement engagement ] in
student learning at home and in school [ ,; ]
(iv) the Virginia Standards of Learning [ ,; ]
and (v) Virginia Foundation Blocks for Early Learning: Comprehensive
Standards for Four-Year-Olds prepared by the [ department's
Virginia Department of Education's ] Office of Humanities and Early
Childhood shall be included.
(6) Early childhood educators [ must
shall ] understand the role of families in child development and in
relation to teaching educational skills.
(7) Early childhood educators [ must
shall ] understand the role of the informal and play-mediated
settings for promoting students' skills and development and [ must
shall ] demonstrate knowledge and skill in interacting in such
situations to promote specific learning outcomes as reflected in Virginia's
Foundation Blocks for Early Learning [ : Comprehensive Standards
for Four-Year-Olds ].
[ (8) ] Demonstrated proficiency in the
use of educational technology for instruction shall be [ included
required ]. [ Persons seeking initial licensure as
teachers and persons seeking licensure renewal as teachers for the first time
shall complete study Study ] in child abuse recognition
and intervention in accordance with curriculum guidelines developed by the
Virginia Board of Education in consultation with the Virginia Department of
Social Services [ that are relevant to the specific teacher
licensure routes and training or certification in emergency first
aid, cardiopulmonary resuscitation, and the use of automated external
defibrillators shall be included ].
[ (9) ] Pre-student teaching experiences
[ ( i.e., field (field ] experiences) should
be evident within these skills.
b. Middle education 6-8 curriculum and instruction: 3
semester hours.
(1) Skills in this area shall contribute to an
understanding of the principles of learning; the application of skills in
discipline-specific methodology; [ varied and ] effective
[ methods of ] communication with and among students;
[ and ] selection and use of materials, including
media and contemporary technologies [ ; and evaluation of pupil
performance ].
(2) Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
(3) Instructional practices that are sensitive to
culturally and linguistically diverse learners including [ limited ]
English [ proficient students learners ],
gifted and talented students, and students with disabilities, and [ must
shall ] be appropriate for the middle education endorsement shall
be included.
(4) Teaching methods shall be tailored to promote student
engagement and student academic progress and effective preparation for the
Virginia Standards of Learning assessments.
(5) Study in methods of improving communication between schools
and families, ways of increasing family [ involvement
engagement ] in student learning at home and in school, and
[ family engagement with ] the [ Virginia ]
Standards of Learning shall be included.
(6) Demonstrated proficiency in the use of educational
technology for instruction shall be included. [ (7) Persons
seeking initial licensure as teachers and persons seeking licensure renewal as
teachers for the first time shall complete study Study ] in
child abuse recognition and intervention in accordance with curriculum
guidelines developed by the Virginia Board of Education in consultation with
the Virginia Department of Social Services [ that are relevant
to the specific teacher licensure routes and training or
certification in emergency first aid, cardiopulmonary resuscitation, and the
use of automated external defibrillators shall be included ].
[ (7) ] Pre-student teaching experiences
[ (i.e., field (field ] experiences) should
be evident within these skills.
3. Classroom and behavior management: 3 semester hours.
a. Skills in this area shall contribute to an understanding
and application of research-based classroom and behavior management techniques,
classroom community building, positive behavior supports, and individual
interventions, including techniques that promote emotional well-being and teach
and maintain behavioral conduct and skills consistent with norms, standards,
and rules of the educational environment.
b. This area shall address diverse approaches based upon
[ culturally responsive ] behavioral, cognitive, affective,
social and ecological theory and practice.
c. Approaches should support professionally appropriate
practices that promote positive redirection of behavior, development of social
skills, and of [ self discipline self-discipline ].
d. Knowledge and an understanding of various school crisis
management and safety plans and the demonstrated ability to create a safe,
orderly classroom environment [ must shall ]
be included.
e. The link between classroom management and students' ages
[ must shall ] be understood and demonstrated
in techniques used in the classroom.
4. Assessment of and for learning: 3 semester hours.
a. Skills in this area shall be designed to develop an
understanding and application of creating, selecting, and implementing valid
and reliable classroom-based assessments of student learning, including
formative and summative assessments. Assessments designed and adapted to meet
the needs of diverse learners [ must shall ]
be addressed.
b. Analytical skills necessary to inform ongoing planning
and instruction, as well as to understand [ , ] and
help students understand their own progress and growth [ must
shall ] be included.
c. Skills [ shall ] also include
the [ ability to understand the ] relationships among
assessment, instruction, and monitoring student progress to include student
performance measures in grading practices, the ability to interpret valid
assessments using a variety of formats in order to measure student attainment
of essential skills in a standards-based environment, and the ability to
analyze assessment data to make decisions about how to improve instruction and
student performance.
d. Understanding of state assessment programs and
accountability systems, including assessments used for student achievement
[ goal setting goal-setting ] as related to
teacher evaluation and determining student academic progress [ must
shall ] be included.
e. Knowledge of legal and ethical aspects of assessment
[ , ] and skills for developing familiarity with
assessments used in preK-12 education [ (e.g. ],
[ such as ] diagnostic, college admission exams, industry
certifications, and placement [ assessments) must
assessment shall ] be included.
5. [ The Foundations of education
and the ] teaching profession: 3 semester hours.
a. Skills in this area shall be designed to develop an
understanding of the historical, philosophical, and sociological foundations
underlying the role, development, and organization of public education in the
United States.
b. Attention [ must shall ]
be given to the legal status of teachers and students, including federal and
state laws and regulations; school as an organization and culture; and
contemporary issues and current trends in education, including the impact of
technology on education. Local, state, and federal governance of schools,
including the roles of teachers and schools in communities, [ must
shall ] be included.
c. Professionalism and ethical standards, as well as
personal integrity [ must shall ] be
addressed.
d. Knowledge and understanding of Virginia's Guidelines for
Uniform Performance Standards and Evaluation Criteria for Teachers [ must
shall ] be included.
6. [ Reading Language and
literacy ]: 6 semester hours.
a. Early/primary preK-3 and elementary education preK-6 -
language acquisition and reading and writing: 6 semester hours. Skills listed
for these endorsement areas represent the minimum competencies that a beginning
teacher [ must shall ] be able to
demonstrate. These skills are not intended to limit the scope of a beginning
teacher's program. Additional knowledge and skills that add to a beginning
teacher's competencies to deliver instruction and improve student achievement
should be included as part of a quality learning experience.
(1) Language acquisition: 3 semester hours. Skills in this
area shall be designed to impart a thorough understanding of the Virginia
English Standards of Learning [ , ] as well as the
complex nature of language acquisition as a precursor to literacy. Language
acquisition shall follow the typical development of linguistic competence in
the areas of phonetics, semantics, syntax, morphology, phonology, and
pragmatics.
(2) Reading and writing: 3 semester hours. Skills in this
area shall be designed to impart a thorough understanding of the Virginia
English Standards of Learning [ , ] as well as the
reciprocal nature of reading and writing. Reading shall include phonemic
[ and other phonological ] awareness, concept of print,
phonics, fluency, vocabulary development, and comprehension strategies. Writing
shall include writing strategies and conventions as supporting [ the ]
composing and [ writing written ] expression
and usage and mechanics domains. Additional skills shall include proficiency in
understanding the stages of spelling development [ ,
and ] the writing process, as well as the ability to foster
appreciation of a variety of fiction and nonfiction texts and independent
reading.
b. Middle education - language acquisition and reading
development: 3 semester hours and literacy in the content areas: 3 semester
hours.
(1) Language acquisition and reading development: 3
semester hours. Skills in this area shall be designed to impart a thorough
understanding of the complex nature of language acquisition and reading, to
include phonemic [ and other phonological ] awareness,
phonics, fluency, vocabulary development, and comprehension strategies for
adolescent learners. Additional skills shall include proficiency in writing
strategies [ , ] as well as the ability to foster
appreciation of a variety of fiction and nonfiction texts and independent
reading for adolescent learners.
(2) Literacy in the content areas: 3 semester hours. Skills
in this area shall be designed to impart an understanding of vocabulary
development and comprehension skills in English, mathematics, science, history
and social science, and other content areas. Strategies include teaching
students how to ask effective questions, summarize and retell both verbally and
in writing, and to listen effectively. Teaching strategies include literal,
interpretive, critical, and evaluative comprehension, as well as the ability to
foster appreciation of a variety of fiction and nonfiction texts and
independent reading for adolescent readers.
7. Supervised clinical [ experience
experiences ]. Supervised clinical experiences shall be continuous
and systematic and comprised of early field experiences and a minimum of 10
weeks of [ successful ] full-time student teaching
[ in the endorsement area sought ] under the supervision of
a cooperating teacher with demonstrated effectiveness in the classroom. The
summative supervised student teaching experience shall include at least 150
clock hours spent in direct teaching at the level of endorsement [ in
a public or accredited nonpublic school ]. One year of successful
full-time teaching experience in the endorsement area in a public or accredited
nonpublic school may be accepted in lieu of the supervised teaching experience.
For the Online Teacher License only, one year of successful online teaching
experience in the endorsement area in a public school, an accredited nonpublic
school, or an accredited virtual school or program may be accepted in lieu of
the supervised teaching experience. A fully licensed, experienced teacher shall
be available in the school building to assist a beginning teacher employed
through the alternate route.
8VAC20-23-140. Early childhood for three-year-olds and
four-year-olds (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. An earned baccalaureate degree from a regionally
accredited college or university and hold a license issued by the Virginia
Board of Education with an endorsement in elementary education [ (such,
such ] as preK-3 or [ preK-6) preK-6, ]
or special education early childhood;
2. Completed 9 semester hours of graduate-level coursework
in early childhood education; and
3. Completed a supervised practicum of at least 45
instructional hours in a preschool setting [ (i.e., three-year-olds
(three-year-olds ] and four-year-olds) in a public school, an
accredited nonpublic school, or another program approved by the Virginia Board
of Education. One year of successful, full-time teaching experience in a public
or accredited nonpublic school may be accepted in lieu of the practicum.
4. The add-on endorsement to an elementary endorsement that
includes preK is not required to teach preK [ (i.e., three-year-olds
(three-year-olds ] and four-year-olds), but the endorsement
recognizes the candidate's additional preparation in early childhood education.
8VAC20-23-150. Early/primary education preK-3.
Endorsement requirements.
1. The candidate must have graduated from an approved
teacher preparation program in early/primary education preK-3; or
2. The candidate for the early/primary education preK-3
endorsement must have earned a baccalaureate degree from a regionally
accredited college or university in the liberal arts [ and
or ] sciences, or equivalent, and completed coursework that covers the
early/primary education preK-3 competencies and [ fulfills
meets ] the following [ 51 ] semester-hour
requirements:
a. English [ (must (shall ]
include composition, oral communication, and literature): 12 semester hours;
or complete 6 semester hours in English and pass a rigorous elementary subject
test prescribed by the Virginia Board of Education;
b. Mathematics [ (must (shall ]
include algebra, geometry, probability and statistics, and methods in
teaching elementary mathematics): 12 semester hours; or complete 6 semester
hours in mathematics, complete a methods in teaching elementary mathematics
course (3 semester hours), and pass a rigorous elementary subject test
prescribed by the Virginia Board of Education;
c. Laboratory sciences: 12 semester hours (in at least two
science disciplines and methods in teaching elementary science); or complete 6
semester hours in laboratory science (in two science disciplines), complete a
methods in teaching elementary science course (3 semester hours), and pass a rigorous
elementary subject test prescribed by the Virginia Board of Education;
d. History [ (must (shall ]
include American history and world history): 6 semester hours, and Social
Science [ (must (shall ] include
geography and economics): 6 semester hours; or complete 3 semester hours in
history, complete 3 semester hours in social science (geography or economics),
[ complete a methods in teaching elementary history and social sciences
course (3 semester hours), ] and pass a rigorous elementary subject
test prescribed by the Virginia Board of Education; and
e. Arts: 3 semester hours.
8VAC20-23-160. Elementary education preK-6.
Endorsement requirements.
1. The candidate shall have graduated from an approved
teacher preparation program in elementary education preK-6; or
2. The candidate for the elementary education preK-6
endorsement [ must shall ] have earned a
baccalaureate degree from a regionally accredited college or university
majoring in the liberal arts [ and or ] sciences
(or equivalent) and [ fulfill meet ] the
following [ 57 ] semester-hour requirements:
a. English [ (must (shall ]
include composition, oral communication, and literature): 12 semester hours;
or complete 6 semester hours in English and pass a rigorous elementary subject
test prescribed by the Virginia Board of Education;
b. Mathematics [ (must (shall ]
include algebra, geometry, probability and statistics, and teaching
elementary mathematics): 15 semester hours; or complete 6 hours in mathematics,
complete a methods in teaching elementary mathematics course (3 semester
hours), and pass a rigorous elementary subject test prescribed by the Virginia
Board of Education;
c. [ Science (including a laboratory course)
Laboratory sciences ]: 15 semester hours in at least three science
disciplines and at least a three credit science methods course; or complete
[ 6 9 ] semester hours (in two science
disciplines), complete a methods in teaching elementary science course (3
semester hours), and pass a rigorous elementary subject test prescribed by the
Virginia Board of Education;
d. History [ (must (shall ]
include American history and world history): 6 semester hours, and Social
Science [ (must (shall ] include
geography and economics): 6 semester hours; or complete 3 semester hours in
history, complete 3 semester hours in social science (geography or economics),
[ complete a methods in teaching elementary history and social sciences
course (3 semester hours), ] and pass a rigorous elementary subject
test prescribed by the Virginia Board of Education; and
e. Arts: 3 semester hours.
8VAC20-23-170. Middle education 6-8.
Endorsement requirements.
1. The candidate [ must shall ]
have graduated from an approved teacher preparation discipline-specific
program in middle education 6-8 with at least one area of academic preparation
from the areas of English, mathematics, science, and history and social
sciences; or
2. An applicant seeking the middle education 6-8
endorsement [ must shall ] have earned a
baccalaureate degree from a regionally accredited college or university in the
liberal arts [ and or ] sciences, or
equivalent; and completed the minimum number of semester hours, as indicated,
in at least one area of academic preparation [ (i.e.,
concentration) (concentration) ] that will be
listed on the license. The applicant will be restricted to teaching only in the
area or areas of concentration listed on the teaching license.
a. English. English concentration [ (must
(shall ] include coursework in language, [ for
example such as ] history, structure, grammar, fiction
and nonfiction texts, media literacy, advanced composition, and interpersonal
communication or speech): 21 semester hours.
b. Mathematics. Mathematics concentration [ (must
(shall ] include coursework in algebra, geometry, probability and
statistics, applications of mathematics, and methods of teaching mathematics to
include middle school mathematics content): 24 semester hours.
c. [ Science. Science Laboratory
sciences. Laboratory sciences ] concentration [ (must
(shall ] include courses in each of the following: biology,
chemistry, physics, and Earth and space science; and a laboratory course is
required in [ two each ] of the four
areas): [ 21 24 ] semester hours.
d. History and social sciences. History and social sciences
concentration [ (must (shall ] include a
course in American history; world history; economics; American government,
including state and local government; and geography): 21 semester hours.
Part V
Licensure Regulations Governing PreK-12 [ Endorsements ],
Special Education, Secondary Grades 6-12 [ Endorsements ],
and Adult Education [ Endorsements ]
8VAC20-23-180. PreK-12 [ endorsements ],
special education, secondary grades 6-12 [ endorsements ],
and adult education [ endorsements ].
Individuals seeking licensure with preK-12 [ endorsements ],
special education, secondary grades 6-12 [ endorsements ],
or adult education [ endorsements ] may meet
requirements through the completion of an approved program [ , ]
or if employed by a Virginia public or [ accredited ] nonpublic
school [ , ] through the alternate route to licensure.
Components of the licensure program include a degree from a regionally
accredited college or university in the liberal arts [ and
or ] sciences, or equivalent; professional teacher's assessment
requirements prescribed by the Virginia Board of Education; specific
endorsement requirements; and professional studies requirements.
8VAC20-23-190. Professional studies requirements [ for
PreK-12, special education, secondary grades 6-12, and adult education
endorsements ].
Professional studies requirements for [ adult
education, ] preK-12 [ endorsements, and, ]
secondary grades 6-12 [ endorsements, and adult
education endorsements ]: 18 semester hours. Professional studies
requirements for special education [ endorsements ]: 21
semester hours. These requirements may be taught in integrated coursework or
modules.
1. Human development and learning (birth through
adolescence): 3 semester hours.
a. Skills in this area shall contribute to an understanding
of the physical, social, emotional, speech and language, and intellectual
development of children and the ability to use this understanding in guiding
learning experiences [ and relating meaningfully to students ].
b. The interaction of children with individual differences
- economic, social, racial, ethnic, religious, physical, and [ mental
cognitive ] - should be incorporated to include skills contributing
to an understanding of developmental disabilities and developmental issues
related to [ , ] but not limited to [ , ]
low socioeconomic status [ ,; ] attention
deficit disorders [ ,; ] developmental
disabilities [ ,; ] gifted education
[ , ] including the use of multiple criteria to identify
gifted students [ ,; ] substance abuse
[ , child abuse,; trauma, including child abuse and
neglect and other adverse childhood experiences; ] and family
disruptions.
2. Curriculum and instruction: 3 semester hours.
a. Skills in this area shall contribute to an understanding
of the principles of learning; the application of skills in discipline-specific
methodology; [ varied and ] effective [ methods
of ] communication with and among students; selection and use of
materials, including media and contemporary technologies; selection,
development, and use of appropriate curricula, methodologies, and materials
that support and enhance student learning and reflect the research on unique,
age-appropriate, and culturally relevant curriculum and pedagogy.
b. Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
c. Instructional practices that are sensitive to culturally
and linguistically diverse learners, including [ limited ]
English [ proficient students learners ];
gifted and talented students and [ those ] students
with disabilities; and appropriate for the level of endorsement sought shall be
included.
d. Teaching methods shall be tailored to promote student
academic progress and effective preparation for the Virginia Standards of
Learning assessments.
e. Methods of improving communication between schools and
families, ways of increasing family [ involvement
engagement ] in student learning at home and in school, and
[ family engagement with ] the Virginia Standards of
Learning shall be included.
f. Demonstrated proficiency in the use of educational
technology for instruction shall be included. [ g. Persons
seeking initial licensure as teachers and persons seeking licensure renewal as
teachers for the first time shall complete study Study ] in
child abuse recognition and intervention in accordance with curriculum
guidelines developed by the Virginia Board of Education in consultation with
the Virginia Department of Social Services [ that are relevant
to the specific teacher licensure routes and training or
certification in emergency first aid, cardiopulmonary resuscitation, and the
use of automated external defibrillators shall be included ].
[ h. g. ] Curriculum and
instruction for secondary grades 6-12 endorsements shall include middle and
secondary education.
[ h. ] Pre-student teaching experiences
[ (i.e., field (field ] experiences) should
be evident within these skills. For preK-12, field experiences shall be at the
elementary, middle, and secondary levels.
3. Assessment of and for learning: 3 semester hours.
a. Skills in this area shall be designed to develop an
understanding and application of creating, selecting, and implementing valid
and reliable classroom-based assessments of student learning, including
formative and summative assessments. Assessments designed and adapted to meet the
needs of diverse learners [ must shall ] be
addressed.
b. Analytical skills necessary to inform ongoing planning
and instruction, as well as to understand, and help students understand their
own progress and growth [ must shall ] be
included.
c. Skills [ shall ] also include
[ the ability to understand ] the relationships among
assessment, instruction, and monitoring student progress to include student
performance measures in grading practices, the ability to interpret valid
assessments using a variety of formats in order to measure student attainment
of essential skills in a standards-based environment, and the ability to
analyze assessment data to make decisions about how to improve instruction and
student performance.
d. Understanding of state assessment programs and
accountability systems, including assessments used for student achievement
[ goal setting goal-setting ] as related to
teacher evaluation and determining student academic progress [ ,
including knowledge of legal and ethical aspects of assessment shall
be included ].
e. [ Develop Knowledge of legal
and ethical aspects of assessment and skills for developing ] familiarity
with assessments used in preK-12 education [ (e.g.,
such as ] diagnostic, college admission exams, industry certifications,
[ and ] placement assessments [ ) shall
be included ].
4. [ The Foundations of education
and the ] teaching profession: 3 semester hours.
a. Skills in this area shall be designed to develop an
understanding of the historical, philosophical, and sociological foundations
underlying the role, development, and organization of public education in the
United States.
b. Attention [ must shall ]
be given to the legal status of teachers and students, including federal and
state laws and regulations [ ,; ] school
as an organization and culture [ ,; ] and
contemporary issues and current trends in education, including the impact of
technology on education. Local, state, and federal governance of schools,
including the roles of teachers and schools in communities [ must
shall ] be included.
c. Professionalism and ethical standards, as well as
personal integrity [ must shall ] be
addressed.
d. Knowledge and understanding of Virginia's Guidelines for
Uniform Performance Standards and Evaluation Criteria for Teachers [ must
shall ] be included.
5. Classroom and behavior management: 3 semester hours.
a. Skills in this area shall contribute to an understanding
and application of research-based classroom and behavior management techniques,
classroom community building, positive behavior supports, and individual
interventions, including techniques that promote emotional well-being and teach
and maintain behavioral conduct and skills consistent with norms, standards,
and rules of the educational environment.
b. This area shall address diverse approaches based upon
[ culturally responsive ] behavioral, cognitive, affective,
social and ecological theory and practice.
c. Approaches should support professionally appropriate
practices that promote positive redirection of behavior, development of social
skills and of self-discipline.
d. Knowledge and an understanding of various school crisis
management and safety plans and the [ demonstrated ] ability
to create a safe, orderly classroom environment [ must
shall ] be included. The link between classroom management and the
students' ages [ must shall ] be
understood and demonstrated in techniques used in the classroom.
6. [ Reading Language and
literacy ].
a. Adult education, preK-12, and secondary grades 6-12 -
literacy in the content areas: 3 semester hours. Skills in this area shall be
designed to impart an understanding of vocabulary development and comprehension
skills in English, mathematics, science, history and social science, and other
content areas. Strategies include teaching students how to ask effective
questions, summarize and retell both verbally and in writing, and listen
effectively. Teaching strategies include literal, interpretive, critical, and
evaluative comprehension, as well as the ability to foster appreciation of a
variety of fiction and nonfiction texts and independent reading for adolescent
learners.
b. Special education - language acquisition and reading and
writing: 6 semester hours. Skills listed for these endorsement areas represent
the minimum competencies that a beginning teacher [ must
shall ] be able to demonstrate. These skills are not intended to
limit the scope of a beginning teacher's program. Additional knowledge and
skills that add to a beginning teacher's competencies to deliver instruction
and improve student achievement should be included as part of a quality
learning experience.
(1) Language acquisition: 3 semester hours. Skills in this
area shall be designed to impart a thorough understanding of the Virginia
English Standards of Learning [ , ] as well as the
complex nature of language acquisition as a precursor to literacy. Language
acquisition shall follow the typical development of linguistic competence in
the areas of phonetics, semantics, syntax, morphology, phonology, and
pragmatics.
(2) Reading and writing: 3 semester hours. Skills in this
area shall be designed to impart a thorough understanding of the Virginia
English Standards of Learning [ , ] as well as the
reciprocal nature of reading and writing. Reading shall include phonemic
[ and other phonological ] awareness, concept of print,
phonics, fluency, vocabulary development, and comprehension strategies. Writing
shall include writing strategies and conventions as supporting the composing
and [ writing written ] expression and
usage and mechanics domains. Additional skills shall include proficiency in
understanding the stages of spelling development [ ,
and ] the writing process [ , as well as the ability
to foster appreciation of a variety of fiction and nonfiction texts and
independent reading and the ability to foster appreciation of a
variety of fiction and nonfiction texts and independent reading ].
7. Supervised classroom experience. Supervised clinical
experiences shall be continuous and systematic and comprised of early field
experiences and a minimum of 10 weeks of [ successful ] full-time
student teaching [ in the endorsement area sought ] under
the supervision of a cooperating teacher with demonstrated effectiveness in the
classroom. The summative supervised student teaching experience shall include
at least 150 clock hours spent in direct teaching at the level of endorsement
[ in a public or accredited nonpublic school ].
If a preK-12 endorsement is sought, teaching activities
shall be at the elementary and middle or secondary levels. Individuals seeking
the endorsement in library media shall complete the supervised school library
media practicum in a school library media setting. Individuals seeking an
endorsement in an area of special education shall complete the supervised
classroom experience requirement in the area of special education for which the
endorsement is sought. One year of successful full-time teaching experience in
the endorsement area in a public or an accredited nonpublic school may be accepted
in lieu of the supervised teaching experience. For the Online Teacher License
only, one year of successful online teaching experience in the endorsement area
in a public school, an accredited nonpublic school, or an accredited virtual
school or program may be accepted in lieu of the supervised teaching
experience. A fully licensed, experienced teacher shall be available in the
school building to assist a beginning teacher employed through the alternate
route.
8VAC20-23-200. Adult education.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. Earned a baccalaureate degree from a regionally
accredited college or university or hold a Collegiate Professional License
[ (requires a baccalaureate degree from a regionally accredited college
or university) ]; and
2. A minimum of 15 semester hours in adult education that
[ must shall ] include the following
competencies and one semester of supervised successful full-time, or an
equivalent number of hours of part-time experience, teaching of adults:
a. Understanding of the nature or psychology of the adult
learner or adult development;
b. Understanding of the knowledge, skills, and processes
needed for the selection, evaluation, and instructional applications of the
methods and materials for [ adult basic skills adults
to become college and career ready, ] including:
(1) Curriculum development in adult basic education or
[ General Educational Development (GED) Virginia Board of
Education-approved high school equivalency ] instruction;
(2) [ Beginning reading Literacy
skills ] for adults;
(3) [ Beginning mathematics
Numeracy skills ] for adults;
(4) Reading comprehension for adult education; [ and ]
[ (5) Foundations of adult education; and
(6) (5) ] Other adult basic
skills instruction.
B. Individuals not holding a Collegiate Professional
License or a Postgraduate Professional License [ must
shall ] meet the professional teacher's assessment requirements
prescribed by the Virginia Board of Education.
8VAC20-23-210. Adult English as a second language (add-on
endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in adult
English as a second language; or
2. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with an endorsement in
a teaching area; and
3. Completed 21 semester hours of coursework distributed in
the following areas:
a. Methods for teaching [ adult ] English
[ as a second language to adults learners ]:
3 semester hours;
b. English linguistics: 3 semester hours;
c. Cross-cultural education: 3 semester hours;
d. Modern foreign language: 6 semester hours; and
e. Electives from the following areas: 6 semester hours:
(1) Cross-cultural communication;
(2) Second language acquisition;
(3) General linguistics;
(4) Teaching reading to adults;
(5) Adult English [ as a second language
learner ] instruction; or
(6) Adult English [ as a second language
learner ] curriculum development.
8VAC20-23-220. Career and technical education – agricultural
education.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in agricultural education;
or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] 39 semester hours of coursework in agriculture,
including at least [ three 3 ] semester
hours in each of the [ following ] areas in
subdivisions 2 a through 2 f [ of this subsection, ] as
well as a minimum of [ nine 9 semester ] hours
in one concentration area listed in [ the following areas ]
subdivisions 2 a through 2 f:
a. Plant science;
b. Animal science;
c. Agricultural mechanics and applied technology with a lab
component;
d. Agricultural economics and management;
e. Forestry and wildlife management;
f. Horticulture; and
g. Supervised occupational experience, 3 semester hours, or
one year of successful, full-time or the equivalent [ of
relevant occupational experience ] (a minimum of 2,000
cumulative hours) [ relevant occupational experience ] within
the past five years.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry certification
credential in the area in which the teacher seeks endorsement, the Virginia
Board of Education may, upon request of the employing school division or
educational agency, issue the teacher a provisional license to allow time for
the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in
specialized areas may be granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency;
2. Completed two years of successful, full-time or the equivalent
of occupational experience within the past five years in the teaching specialty
sought;
3. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours); and
4. Completed an agricultural education certificate or
associate degree program in the teaching specialty area sought.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-230. Career and technical education – business and
information technology.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in business and information
technology; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in business education or 39 semester hours of
coursework in business and information technology, including:
a. Accounting: 6 semester hours;
b. Economics: 3 semester hours;
c. Business law, business principles, management,
marketing, or finance: 9 semester hours;
d. Communications and media to include oral, written, and
presentation [ skills ]: 3 semester hours;
e. Information systems and technology to include computer
software applications [ (e.g. ], [ such
as ] word processing, spreadsheet, database, and presentation
[ ) ], information technology fundamentals, database
management, communications systems, programming, software development,
security, and networking: 12 semester hours;
f. Input technologies to include touch keyboarding
(required, or documented demonstrated mastery of the touch keyboarding skill),
audio input devices, video input devices, pointing devices, touch screens, or
other emerging input technologies: 3 semester hours; and
g. Supervised business experience: 3 semester hours
[ ;, ] or one year of successful full-time or
the equivalent [ (i.e., (a minimum of ] 2,000
[ part-time cumulative ] hours) relevant
occupational experience within the last five years.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in a
highly specialized business and information technology area, such as
networking, [ administration, communications systems, ]
programming, database management, Internet application development, medical
office procedures, legal office procedures, network administration, and other
emerging highly specialized areas may be granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency;
2. Completed two years of successful, full-time or the
equivalent occupational experience within the last five years in the teaching
specialty area sought;
3. Completed a business certificate or associate degree
program from a regionally accredited institution in the teaching specialty area
sought; and
4. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours).
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-240. Career and technical education – family and
consumer sciences.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in family and consumer
sciences; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in family and consumer sciences education or 39
semester hours of coursework in family and consumer sciences distributed in the
following areas:
a. Development of individuals through the lifespan and the
family life cycle [ and family ]: 9 semester
hours;
b. Resource management, personal and family finance, and
consumer economics: 6 semester hours;
c. Food, nutrition, dietetics, wellness, and food science:
9 semester hours;
d. Housing, home furnishing, and equipment: 3 semester
hours;
e. Apparel and textiles: 6 semester hours;
f. Occupational program management: 3 semester hours; and
g. Supervised occupational experience related to family and
consumer sciences, 3 semester hours, or one year of successful, full-time or
the equivalent [ of (a minimum of 2,000 cumulative
hours) ] relevant occupational experience within the last five
years.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in a
specialized family and consumer sciences area, such as child care occupations,
consumer services, family and human services, fashion design occupations, food
occupations, hospitality occupations, interior design occupations, [ and ]
home furnishings occupations, and home and institutional services, may be
granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency [ .; ]
2. Completed at least two years of successful, full-time
occupational experience or the equivalent within the past five years in the
teaching specialty for which they are seeking endorsement [ .; ]
3. Completed a family and consumer sciences certificate or
associate degree program [ from a regionally accredited college or
university, ] where applicable in the area of endorsement sought
[ .; and ]
4. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours).
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher seeking
an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-250. Career and technical education – health and
medical sciences.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved program of study [ with
a minimum of a baccalaureate degree from a regionally accredited college or
university ] in a health care program of study and hold a
current license or certification as a professional practitioner in the area in
which one is to be teaching; or
2. [ A Earned a baccalaureate
degree from a regionally accredited college or university and hold a ]
current license or certification as a professional practitioner in the area
in which one is to be teaching and completed two years of successful, full-time
or the equivalent of occupational experience within the past five years in an
area related to the teaching specialty sought.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in a
specialized health occupations area may be granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency;
2. A license or [ be are ]
certified as a professional practitioner in the area in which one is to be
teaching;
3. Completed two years of full-time or the equivalent of
occupational experience within the past five years in the teaching specialty
sought;
4. Completed a health occupations certificate or associate
degree program from a regionally accredited institution in the teaching
specialty area sought; and
5. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours).
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-260. Career and technical education – marketing
education.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in marketing education; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in marketing education or a minimum of 39
semester hours of coursework in marketing to include [ ;: ]
a. Marketing processes and environment: 3 semester hours;
b. Management and supervision: 6 semester hours;
c. Economics: 3 semester hours;
d. Merchandising and operations: 3 semester hours;
e. Advertising and promotion: 3 semester hours;
f. Sales and selling: 3 semester hours;
g. Communication theory and techniques: 3 semester hours;
h. Consumer behavior: 3 semester hours;
i. International (global) marketing: 3 semester hours;
j. Finance, accounting, or marketing mathematics: 3
semester hours;
k. Technology applications: 3 semester hours; and
l. Supervised marketing occupational experience, 3 semester
hours, or one year of [ successful ] full-time work
experience in the field of marketing may be accepted in lieu of the supervised
marketing internship.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in a
specialized marketing area, such as apparel and accessories, hotel operations,
international marketing, or restaurant, may be granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency;
2. Completed two years of [ successful ]
full-time occupational experience, or the equivalent, within the last five
years in the teaching specialty area sought; and
3. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours).
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-270. Career and technical education – technology
education.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ from a regionally accredited college or university with a minimum
of a baccalaureate degree ] in technology education; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in technology education or 33 semester hours in
technology education distributed in the following areas:
a. The nature of technology. Experiences shall include
those that promote an understanding of the characteristics, scope, and core
concepts of physical, biological, and informational technologies, the
relationships among these technologies, and their connections to other science,
technology, engineering, and mathematics (STEM) fields: 6 semester hours;
b. Technology and society. Experiences shall include those
that develop a working knowledge of the cultural, social, economic, and
political effects of technology, its effect on the environment, and the role of
society in the history, development, and use of physical, biological, and
informational technologies: 3 semester hours;
c. Engineering. Experiences shall include those that
develop comprehension of the attributes of technological design, inclusive of
constraints, optimization, predictive analysis, problem solving, critical
thinking, technical writing, and integrative mathematics and science: 6
semester hours;
d. Abilities for a technological world. Experiences shall
include those that develop the capacity to utilize the design process, to use
and maintain technological products and systems, and to assess their impact: 9
semester hours; and
e. The designed world. Experiences shall include those that
promote an understanding of current and emerging physical, biological, and
informational technologies: 9 semester hours; or
3. Earned a baccalaureate degree from a regionally
accredited college or university with a major in one of the following fields of
study: architecture, design, engineering, engineering technology, industrial
technology, or physics and completed a minimum of 15 semester hours of
technology education content coursework, including at least 3 semester hours in
each of the following areas:
a. The nature of technology;
b. Technology and society;
c. Engineering;
d. Abilities for a technological world; and
e. The designed world.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-280. Career and technical education – trade and
industrial education.
A. Endorsement requirements.
1. The candidate [ must shall ]
have graduated from an approved teacher preparation program with a minimum
of a baccalaureate degree from a regionally accredited college or university in
trade and industrial education; or
2. A candidate who has graduated from an approved teacher
preparation program that is not in the trade and industrial education program subject
area for which the candidate is seeking endorsement [ must
shall ] have:
a. A current state [ licensure
license ] or industry certification based on the prescribed
standard or examination, if applicable; and
b. Evidence of at least two years of [ successful ]
full-time or equivalent occupational experience within the past five years
in the teaching specialty for which the candidate is seeking endorsement. A
candidate whose occupational experience has not been within the last five years
[ must shall ] participate in a supervised
technical update related to the teaching specialty or area of endorsement or
complete a supervised internship of work experience of not less than six weeks
related to the area of endorsement or teaching specialty.
B. Technical Professional License. An endorsement in a
specialized trade and industrial education area will be granted to an
individual who has:
1. Been recommended by an employing Virginia educational
agency;
2. A current license or is currently certified as a professional
practitioner in the area in which [ he the individual ]
is to be teaching, if applicable, or can demonstrate competency in the area
of trade and industrial education [ he the individual ]
is to be teaching;
3. Evidence of at least two years of [ successful ]
full-time or the equivalent occupational experience within the past five
years in the teaching specialty for which he is seeking endorsement. Candidates
whose occupational experience has not been within the last five years
[ must shall ] participate in a supervised
technical update related to the teaching specialty or area of endorsement or
complete a supervised internship of work experience of not less than six weeks
related to the area of endorsement or teaching specialty; and
4. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester hours).
C. Add-on endorsement requirements. A candidate
[ must shall ]:
1. Hold an active Collegiate Professional or Postgraduate
Professional License with a teaching endorsement;
2. Demonstrate competency in the trade or industrial area
being sought;
3. Hold current state licensure or industry certification
for the trade or industrial area for which endorsement is sought based upon the
prescribed standard or examination;
4. Have completed two years or 4,000 clock hours of
satisfactory, full-time occupational experience at the journeyman level or an
equivalent level in the occupation within the last five years. Candidates whose
occupational experience has not been within the last five years [ must
shall ] participate in a supervised technical update related to the
teaching specialty or area of endorsement or complete a supervised internship
of work experience of not less than six weeks related to the area of
endorsement or teaching specialty; and
5. Have completed 3 semester hours in curriculum and
instruction specific to vocational industrial education.
8VAC20-23-290. Career and technical education – transition
and special needs (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in [ transition
and ] special needs [ education ]; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in career and technical education or special
education [ , pre-K-12 preK-12 ] with an
endorsement in one area of career and technical education or special education
preK-12, including 12 semester hours distributed in the following areas:
a. Overview of special needs programs and services: 3
semester hours;
b. Instructional methods, curriculum, and resources: 3
semester hours;
c. Career and life planning, transitioning, occupational
information, and delivery of cooperative education programs: 3 semester hours;
and
d. Purposes and practices and characteristics of special
populations: 3 semester hours; and
3. Completed successful, supervised occupational
experience, 3 semester hours, or one year of full-time or the equivalent of
relevant occupational experience within the past five years.
8VAC20-23-300. Computer science.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
computer science; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 36 semester hours of coursework
distributed in the following areas:
a. Mathematics, including discrete mathematics;
b. Data structures and algorithm analysis;
c. Foundations of computer science; and
d. Programming in at least two distinct languages: 6
semester hours.
B. Add-on endorsement requirements in computer science.
The candidate [ must shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed 18 semester hours of coursework distributed in
the following areas:
a. Mathematics, including discrete mathematics;
b. Data structures and algorithm analysis;
c. Foundations of computer science; and
d. Programming in at least two distinct languages: 6
semester hours.
8VAC20-23-310. Dance arts preK-12.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in dance
arts; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in dance arts or 24
semester hours with coursework distributed in the following areas:
a. Development of movement language: 9 semester hours.
(1) A course in each area of ballet, folk, jazz, and modern
dance: 6 semester hours; and
(2) Area of concentration in one area of ballet, folk,
jazz, or modern dance beyond the entry level: 3 semester hours;
b. Composition, improvisation, and dance arts production,
[ which ] may include stage lighting, stage costuming, or
stage makeup: 3 semester hours;
c. Scientific foundations, including human anatomy,
kinesiology, and injury prevention and care for dance arts: 9 semester hours;
and
d. Cultural understanding, including cultural context and
dance history: 3 semester hours.
B. Add-on endorsement requirements in dance arts. The
candidate [ must shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed 15 semester hours of coursework distributed in
the following areas:
a. Development of movement language: 9 semester hours.
(1) A course in each area of ballet, folk, jazz, and modern
[ dance ]: 6 semester hours; and
(2) Area of concentration in one area of ballet, folk, jazz,
or modern [ dance ] beyond the entry level: 3 semester
hours;
b. Composition, improvisation, and dance arts production,
[ which ] may include stage lighting, stage costuming, or
stage makeup: 3 semester hours; and
c. Cultural understanding, including cultural context and
dance history: 3 semester hours.
8VAC20-23-320. Driver education (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed an approved teacher preparation program in
driver education; or
3. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and completed ] 6 semester hours of
coursework distributed in the following areas:
a. Driver Task Analysis [ : to include,
including ] instructional strategies as prescribed in the
Curriculum and Administrative Guide for Driver Education in Virginia [ 2010 ] (http://www.doe.virginia.gov/instruction/driver_education/curriculum_admin_guide/index.shtml); understanding the highway transportation
system; applying Virginia's motor vehicle laws; personal, legal, and emotional
factors; visual and sensory perception; risk perception and risk management;
space management and other defensive driving techniques; environmental,
financial, and other vehicle ownership responsibilities; vehicle technologies;
and the scientific principles of the driving tasks: 3 semester hours; and
b. Principles and methodologies of classroom and in-car
instruction, including applying classroom and in-car teaching techniques for
delivering concurrent instruction; applying perception, vehicle balance, speed
control, and other risk management principles to the development of precision
driving skills; and understanding program administrative tasks, including
juvenile licensing laws and issuance of a driver's license; a minimum of 14
hours of actual behind-the-wheel supervised teaching experience demonstrating
vehicle control skills and performance capabilities that includes 2 hours of
basic evasive maneuvers; and a minimum of 14 hours of mentorship with a
licensed, endorsed driver education teacher: 3 semester hours.
4. A current, valid Virginia driver's license. [ School
divisions are to ensure that teachers of driver education hold a valid driver's
license. ]
8VAC20-23-330. Engineering.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
engineering;
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in engineering or an
engineering subspecialty [ at in ] an
Accreditation Board for Engineering and Technology (ABET)-accredited college or
university program;
3. Earned a baccalaureate degree from a regionally
accredited college or university and completed an engineering technology,
science, or technology education major with at least 12 semester hours of
coursework in engineering courses, including:
a. Introduction to engineering design;
b. Statics or dynamics;
c. Circuits or fluid mechanics; and
d. Thermodynamics;
4. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a science, mathematics, or technology education major
with at least five years of successful [ full-time ] experience
working in an engineering environment; or
5. [ Hold Earned a baccalaureate
degree from a regionally accredited college or university and hold ] a
professional engineer's (P.E.) license.
8VAC20-23-340. English.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
English; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in English or a minimum
of 36 semester hours of coursework distributed in the following areas:
a. Literacy and reading: 12 semester hours. Courses
[ must shall ] include:
(1) Survey of British literature;
(2) Survey of American literature;
(3) World literature; and
(4) Literary theory and criticism.
b. Language: 3 semester hours. Includes the development and
nature of the English language.
c. Composition: 12 semester hours. Experiences shall
include:
(1) A grammar course integrating grammar and writing;
(2) The teaching of writing, based on current knowledge and
most effective practices, including the use of technology for this purpose;
(3) An advanced composition course emphasizing rhetorical
practices of expository, persuasive, argumentative, and analytical writing; and
(4) Teaching research including ethical accessing,
evaluating, organizing, crediting, and synthesizing information.
d. Oral language: 3 semester hours. Experiences shall
include the teaching of public and presentation speaking, including nonverbal
communication and the role of communication in small group and mass
communication.
e. Electives from the areas listed in [ this
section this subdivision 2 ]: 6 semester hours.
8VAC20-23-350. English as a second language preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in English
as a second language; or
2. Earned a baccalaureate degree from a regionally accredited
college or university and completed 24 semester hours of coursework distributed
in the following areas:
a. Teaching of reading and writing. Courses [ must
shall ] include [ the five areas of reading
instruction: skills in ] phonemic [ and
other phonological ] awareness [ , phonics, fluency,
vocabulary and text comprehension as well as the similarities and differences
between reading in a first language and reading in a second language and a
balanced literacy approach ]; [ pre-reading, during
reading, and post-reading strategies; vocabulary development; and guided
reading. Ability to structure interactive tasks that engage students in using
oral language to develop language and skills. Ability to determine students'
reading levels and design instruction for multi-level classrooms by
incorporating appropriate scaffolding or language supports; ] one
course [ must shall ] address teaching
reading to English language learners: 6 semester hours;
b. English linguistics: [ general and English
linguistics ] 3 semester hours;
c. Cross-cultural education: 3 semester hours;
d. Second language acquisition: 3 semester hours;
e. Methods of English as a second language, to include
[ instruction based on the understanding of ] the
World-Class Instructional Design and Assessment (WIDA) English Language
Development (ELD) Standards: 3 semester hours;
f. English as a second language assessment to include
assessing comprehension and communication in English: 3 semester hours; and
g. Electives from the areas listed in [ this section this
subdivision 2 ]: 3 semester hours.
8VAC20-23-360. Foreign language preK-12.
A. The specific language of the endorsement will be noted
on the license.
B. Endorsement requirements
for foreign language preK-12 - languages other than Latin [ and American Sign Language ].
The candidate [ must shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in a
foreign language; or
2. Earned a baccalaureate degree from a regionally
accredited college or university [ , ] and completed
[ a major in the foreign language or ] 30 semester hours of
coursework above the intermediate level in the foreign language distributed in
the following areas:
a. Advanced grammar and composition;
b. Conversation, culture and civilization, and literature;
and
c. In addition to the 30 semester hours, completed a
minimum of 3 semester hours of methods of teaching foreign languages at the
elementary and secondary levels.
3. Endorsement in a second [ foreign ]
language may be obtained [ with by successfully
completing ] 24 semester hours of coursework above the intermediate
level.
4. Candidates who have learned a foreign language without
formal academic credit in a regionally accredited college or university
[ must shall ] complete the following
requirements:
a. Achieve a qualifying score on a foreign language
assessment in the appropriate language as prescribed by the Virginia Board of
Education; and
b. Earn a minimum of 3 semester hours of methods of
teaching foreign languages at the elementary and secondary levels from a
regionally accredited college or university in the United States or obtain
teacher certification in another country with at least 3 semester hours of methods
of teaching foreign languages at the elementary and secondary levels at a
foreign institution.
C. Endorsement requirements
for foreign language preK-12 - Latin. The candidate [ must shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in Latin;
or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 24 semester hours of Latin above
the intermediate level. A maximum of six semester hours of Roman history, Roman
life, [ Roman ] mythology, or [ Roman ]
archaeology may be included in the total hours. A minimum of 3 semester
hours of methods of teaching Latin at the elementary and secondary levels are
required.
D. Endorsement requirements
for foreign language preK-12 - American Sign Language.
1. The candidate [ must shall ]
have (i) graduated from an approved teacher preparation program in a foreign
language - American Sign Language or (ii) earned a baccalaureate degree from a
regionally accredited college or university and completed a major in American
Sign Language or 24 semester hours above the intermediate level in American
Sign Language. The program shall include (i) courses in advanced grammar and
syntax, conversation, and culture and (ii) a minimum of 3 semester hours of
methods of teaching foreign languages at the elementary and secondary levels.
2. Native users or candidates who have learned American Sign
Language without formal academic credit in a regionally accredited college or
university, as explained in subdivision 1 of this subsection, [ must
shall ] complete the following requirements:
a. Competency in American Sign Language demonstrated by written
documentation of one of the following:
(1) Hold a current, valid Provisional, Qualified, or
Professional certification by the American Sign Language Teachers' Association;
(2) Hold one of the following current, valid national
certificates in interpreting:
(a) Registry of Interpreters for Deaf certification in at
least one of the following: Certificate of Interpretation (CI), Certificate of
Deaf Interpretation (CDI), Reverse Skills Certification (RSC), or Comprehensive
Skills Certificate (CSC);
(b) [ Hold a A ] current,
valid National Association for the Deaf Level IV certification or higher; or
(c) [ A ] National Interpreter
Certification (NIC); or
(3) Complete requirements by achieving a qualifying score
on an assessment demonstrating proficiency in American Sign Language prescribed
by the Virginia Board of Education.
b. [ Completed a A ] minimum
of 3 semester hours of methods of teaching foreign languages at the elementary
and secondary levels from a regionally accredited college or university in the
United States; and
c. [ Earned a A ] minimum
of 6 semester hours in coursework [ , ] including
grammar and syntax of American Sign Language.
8VAC20-23-370. Gifted education (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; [ and ]
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] an approved teacher preparation program in gifted
education; or
3. Completed the following requirements:
[ a. Earned a baccalaureate degree from a regionally accredited
college or university and hold a license issued by the Virginia Board of
Education with a teaching endorsement in a teaching area; and ]
[ a. b. ] Completed 12
semester hours of graduate-level coursework in gifted education distributed in
the following areas:
(1) [ Academic and social-emotional
characteristics and special populations of gifted learners
Introduction and identification of giftedness ]: 3 semester hours;
(2) [ Curriculum models and differentiation
of instruction for Social and emotional development and guidance of ]
gifted learners: 3 semester hours;
(3) [ Identification and assessment of
Curriculum and instructional strategies for ] gifted learners: 3
semester hours; and
(4) [ Current trends and issues in the field
of gifted education Advanced course work in one of the following
areas ]: 3 semester hours [ ; and:
(a) Advanced curriculum, instruction, and assessment
design;
(b) Advanced program development and evaluation; or
(c) Advanced study in underrepresented populations; and ]
[ b. c. ] Completed a
practicum of at least 45 instructional hours. This practicum shall include a
minimum of 45 instructional hours of successful teaching experiences with
gifted students in a public or an accredited nonpublic school. In lieu of the practicum,
one year of successful, full-time teaching experience with gifted students in a
public or an accredited nonpublic school may be accepted [ , ]
provided the teacher is assigned a mentor holding a valid license with an
endorsement in gifted education.
8VAC20-23-380. Health and physical education preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in health
and physical education; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in health and physical
education or 45 semester hours of coursework distributed in the following
areas:
a. Personal health [ and, ]
safety [ , and care of athletic injuries ]: 3
semester hours;
b. Human anatomy, physiology, [ exercise
physiology, ] and [ kinesiology
biomechanics of human movement ]: 9 semester hours;
c. General health and physical education theory, including
curriculum design and development in health and physical education: 3 semester
hours;
d. Instructional methods and skills for secondary physical
education: 3 semester hours;
e. [ Instructional Concepts of
motor learning, instructional ] methods [ , ] and
skills for elementary physical education: 3 semester hours;
f. [ School Instruction methods
for elementary and secondary school ] health [ methods
course ]: 3 semester hours;
g. Health and physical education electives: 9 semester
hours;
h. [ Adapted Instructional
methods and strategies for adapted ] physical education: 3 semester
hours;
i. Technology in health and physical education: 3 semester
hours;
j. [ Principles of human ] nutrition:
3 semester hours; and
k. [ Measurement Assesment ]
and evaluation in the content area: 3 semester hours.
8VAC20-23-390. History and social sciences.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in history
and social sciences; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 51 semester hours of coursework
distributed in [ each of ] the following areas:
a. History: a major in history or 18 semester hours in
history [ (must (shall ] include
coursework in American history, Virginia history, and world history);
b. Political science: a major in political science or 18
semester hours in political science [ to, which shall ]
include coursework in American government (state and local government);
c. Geography: 9 semester hours; and
d. Economics: 6 semester hours.
B. Add-on endorsement requirements in history, political
science, geography, and economics. The candidate [ must
shall ] have:
1. Earned a baccalaureate degree from a regionally
accredited college or university and [ have hold ]
a teaching license with an endorsement in history, political science,
geography, or economics; and
2. Completed 21 semester hours of coursework in the
additional social science area [ (i.e., - ] history,
political science, geography, or economics [ ) for
which the add-on endorsement is ] sought.
8VAC20-23-400. Journalism (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed a minimum of 15 semester hours in journalism.
8VAC20-23-410. Keyboarding (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed 6 semester hours in keyboarding. Three
of the six semester hours may be from either formal keyboarding instruction or
documented demonstrated mastery of the touch keyboarding skill, and three
semester hours [ must shall ] include
document formatting skills, word processing, and computer applications.
8VAC20-23-420. Library media preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved preparation program in school library
media; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 24 semester hours distributed in
the following areas:
a. Teaching for learning, including knowledge of learners
and learning; effective and knowledgeable teaching; collaborative instructional
partners; integration of learning standards and technologies; assessment of and
for student learning; and the design and implementation of instruction that
engages students interests and develops their ability to inquire, think
critically, and gain and share knowledge: 3 semester hours;
b. Literacy and reading, including familiarity with
children's, young adult, and professional literature in multiple formats; use
of a variety of strategies to promote reading for enjoyment and information;
collection development to support diverse learning needs; and collaboration to
reinforce reading instructional strategies: 6 semester hours;
c. Information and knowledge, including efficient and
ethical information-seeking behavior, ethical and equitable access to information,
design and delivery of authentic learning through current and emerging
technology, and the use of evidence-based action research to create and share
knowledge: 6 semester hours;
d. Advocacy and leadership, including networking with the
library community, commitment to professional development, leadership in
articulating the role of the school library program in the educational
community and in student learning, and advocacy for school library programs,
resources, and services: 3 semester hours; and
e. Program management and administration, including
planning, developing, implementing, and evaluating library programs,
collections, and facilities; personnel; funding; organization of materials;
professional ethics; and strategic planning and program assessment: 6 semester
hours.
3. Supervised school library media practicum. Experiences
shall include clinical experience to give the applicant an opportunity to apply
the skills, [ understandings knowledge ],
and competencies required for the endorsement. One year of successful,
full-time experience as a school librarian in a public or accredited nonpublic
school may be accepted in lieu of the supervised practicum.
8VAC20-23-430. Mathematics.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
mathematics; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in mathematics or 36
semester hours of coursework distributed in each of the following areas:
a. Algebra. Experience shall include linear algebra
(matrices, vectors, and linear transformations) and abstract algebra (ring,
group, and field theory);
b. Geometry. Experience shall include Euclidean and
non-Euclidean geometries;
c. Analytic geometry;
d. Probability and statistics;
e. Discrete mathematics. Experience shall include the study
of mathematical properties of finite sets and systems and linear programming;
f. Calculus. Experience shall include multivariable
calculus; [ and ]
g. Mathematical modeling [ ; and
h. Computer science, including two programming languages ].
8VAC20-23-440. Mathematics – [ Algebra
algebra ] I (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Either:
a. Completed an approved teacher preparation program in
Algebra I; or
b. Completed 24 semester hours that include coursework in
each of the following areas:
(1) Elementary functions, introductory college algebra, and
trigonometry;
(2) Linear algebra;
(3) Calculus;
(4) Euclidean geometry;
(5) Probability and statistics;
(6) Discrete mathematics;
(7) Mathematical modeling; and
(8) Methods of teaching algebra.
8VAC20-23-450. Music education – instrumental preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in music
education - instrumental; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 42 semester hours of coursework
distributed in [ each of ] the following areas:
a. Basic music knowledge. Experiences shall be related to
music theory, music history, and literature: 18 semester hours [ .; ]
b. Musical performance. Experiences shall consist of
developing competency in a primary performance medium (band or orchestral
instrument), in a secondary performance medium (band, orchestral, or keyboard instrument),
and in teaching, rehearsing, and conducting ensembles: 18 semester hours
[ .; and ]
c. Electives with coursework selected from either of the
two areas listed in subdivisions 2 a and 2 b of this section: 6 semester hours.
8VAC20-23-460. Music education – vocal/choral preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in music
education - vocal/choral; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 42 semester hours of coursework
distributed in [ each of ] the following areas:
a. Basic music knowledge. Experiences shall be related to
music theory, music history, and literature: 18 semester hours [ .; ]
b. Musical performance. Experiences shall consist of
developing competency in a primary and secondary medium, selected from voice or
keyboard [ , ] and in teaching, rehearsing, and
conducting ensembles: 18 semester hours [ .; and ]
c. Electives with coursework selected from either of the
two areas listed in subdivisions 2 a and 2 b of this section: 6 semester hours.
8VAC20-23-470. Science – biology.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
biology;
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in biology or 32
semester hours in biology [ , ] and at least one
course in each of the following [ areas ]: genetics,
biochemistry/molecular biology, cell biology, botany, zoology, anatomy/physiology,
ecology, and evolutionary biology and other preparation consistent with
the competencies for the endorsement; or
3. Earned an endorsement in another science discipline and
[ completed ] at least 18 semester hours in biology,
including at least one course in each of the following areas: genetics,
biochemistry/molecular biology or cell biology, botany [ or, ]
zoology, anatomy/physiology, and evolutionary biology or ecology.
8VAC20-23-480. Science – chemistry.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
chemistry;
2. Earned a baccalaureate degree from a regionally accredited
college or university and completed a major in chemistry or 32 semester hours
in chemistry, including at least one course in each of the following
[ areas ]: inorganic chemistry, organic chemistry, physical
chemistry, biochemistry, and analytical chemistry and other preparation
consistent with the competencies required for the endorsement; or
3. Earned an endorsement in another science discipline and
[ completed ] at least 18 semester hours in chemistry,
including at least one course in each of the following areas: inorganic
chemistry, organic chemistry, physical chemistry, biochemistry, and analytical
chemistry.
8VAC20-23-490. Science – Earth science.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in Earth
science;
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in Earth science,
geology, or environmental science with a minimum of 32 semester hours in Earth
sciences, including at least one course in each of the following [ areas ]:
structural geology, petrology, paleontology, oceanography, meteorology, and
astronomy/space science; or
3. Earned an endorsement in another science discipline and
[ completed ] at least 18 semester hours in Earth sciences,
including at least one course in each of the following areas: structural
geology, petrology, paleontology, oceanography, meteorology, and
astronomy/space [ or planetary ] science.
8VAC20-23-500. Science – physics.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
physics;
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in physics or 32
semester hours in physics, including the following coursework: mechanics,
electricity and magnetism, optics, and modern physics and other preparation
consistent with the competencies required for the endorsement; or
3. Earned an endorsement in another science discipline and
at least 18 semester hours in physics, including preparation in each of the
following areas: mechanics, electricity and magnetism, optics, and modern
physics.
8VAC20-23-510. Special education – adapted curriculum K-12.
Endorsement requirements: The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved program in special education - adapted
curriculum; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 27 semester hours in the
education of students with disabilities [ as ] distributed
in the following areas:
a. Core coursework: 12 semester hours distributed among the
following areas:
(1) Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities;
(2) Assessment and evaluation: 3 semester hours. Includes
an understanding and application of the foundation of assessment and evaluation
related to best practices in special education, including types and
characteristics of assessment, introduction to formal and informal assessment,
and the use of assessments and other information to determine special education
eligibility, service delivery, curriculum, and instruction of students with
disabilities. Understanding of the current legal and ethical issues related to
assessment selection and use, including comprehensive evaluation requirements,
students with disabilities participation in the state and local accountability
systems, assessment options, appropriate grading and testing accommodations,
and assessment of students from diverse backgrounds.
(3) Collaboration that includes skills in consultation,
case management, co-teaching, and collaboration: 3 semester hours. Includes
understanding roles and responsibilities, knowledge and application of
effective communication skills and of culturally responsive practices and
strategies, and the ability to develop home, school, and community partnerships
to address the needs of students with disabilities.
(4) Management of classroom instruction and behaviors: 3
semester hours. Includes an understanding and knowledge of research-based
classroom management techniques, positive behaviors supports, and individual
interventions and a demonstrated ability to create a safe, orderly classroom
environment [ , ] including classroom organization,
instructional design, and establishment of classroom routines and procedures.
Knowledge of the elements of effective instructional planning, differentiation
of instruction, and other instructional approaches to enhance student
engagement and achievement. Understanding of behavior assessments, data
collection and analysis, and development and monitoring of behavior
intervention plans.
b. Adapted curriculum coursework: 15 semester hours of
coursework distributed in the following areas:
(1) Characteristics: 3 semester hours. Skills in this area
include the ability to demonstrate knowledge of the characteristics, including
medical and health conditions, and learning and support needs of students with
disabilities (K-12) whose cognitive and functional skills are significantly
different from typically developing peers and therefore require adaptations to
the general curriculum for an appropriate education, including, but not limited
to, students with autism spectrum disorders, developmental delay, intellectual
disability, traumatic brain injury, and multiple disabilities including
sensory, deaf-blindness, speech-language, orthopedic [ and/or
and other ] health impairments as an additional disability to those
referenced above.
(2) Individualized education program (IEP) implementation:
3 semester hours. Knowledge of the eligibility process and legal and regulatory
requirements of IEP development, including timelines, components, team
composition, roles, and responsibilities. Skills in this area include the
ability to apply knowledge of assessment and evaluation throughout the K-12
grade levels to construct, use, and interpret a variety of standardized and
nonstandardized data collection techniques; to make decisions about student
progress, instruction, program, goal development, modifications, adaptations,
placement, and teaching methodology for students with disabilities who are
accessing the general education curriculum and [ Virginia ]
Standards of Learning through an aligned curriculum; and to demonstrate the
use of assessment, evaluation, and other information to develop and implement
individual educational planning and group instruction with students with
disabilities in an adapted curriculum across the K-12 grade levels.
(3) Transitioning: 3 semester hours. Skills in this area
include the ability to prepare students and work with families to provide
successful student transitions throughout the educational experience to include
postsecondary education, training, employment, and independent living that
addresses an understanding of long-term planning, age-appropriate transition
assessments, career development, life skills, community experiences and
resources, and self-determination to include goal setting, decision making,
problem solving, self-awareness and self-advocacy, guardianship, and other
legal considerations.
(4) Instructional methods and strategies for the adapted
curriculum: 3 semester hours. An understanding and application of service
delivery, curriculum, and instruction of students with disabilities who need an
adapted curriculum. Knowledge of the general curriculum requirements and
expectations and how to provide access to the curriculum based on student
characteristics and needs. Skills in this area include the ability to
understand and use a range of modifications, adaptations, special instructional
strategies, and research-based interventions that reflect best practice in
reading, writing, and mathematics instruction for students with more
significant disabilities; ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments;
knowledge of available assistive and instructional technologies, including
alternative communication methods and systems to promote learning and
independence for students with disabilities in the adaptive curriculum and the
ability to evaluate its effectiveness; ability to develop and use
curriculum-based and standardized assessment to conduct ongoing evaluations of
instructional material and practices to determine effectiveness and assess
student needs as they relate to curriculum design and delivery; ability to
modify and adapt instructional content in a variety of settings and collaborate
with general education content teachers to develop and implement instructional
practices that meet the needs of students with disabilities in the adapted
curriculum and monitor student progress.
(5) Individualized supports and specialized care of
students with significant disabilities: 3 semester hours. Knowledge of and
ability to implement adapted strategies to address the positioning, handling,
communication, personal care, and medical needs of students with significant
disabilities. Knowledge and understanding of the roles of related disciplines
and service providers in collaborative planning and service delivery.
Demonstration of the ability to develop and utilize a blended curriculum design
to address disability-specific or unique needs such as feeding and communication
while addressing the adapted curriculum requirements.
8VAC20-23-520. Special education blindness and visual
impairments preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in special
education visual impairments preK-12; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in special education
blindness and visual impairments or 30 semester hours in education of students
with visual impairments, distributed with at least one course in each of the
following areas:
a. Characteristics of students with visual impairment [ :
3 semester hours ]. Provides an overview of the characteristics of
and services to persons with visual impairments, including the impact of visual
impairment on infant and child growth and development, child and adolescent
emotional and social development, and family interaction patterns. Includes the
educational, conceptual, psychosocial, and physical implications of a visual
impairment.
b. Foundations [ : 3 semester hours ].
Includes knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include understanding and
application of the regulatory requirements; and expectations associated with
identification, education, and evaluation of students with disabilities.
c. Braille code: 3 semester hours. Includes the literary
code of Braille, its implications for educational and literacy programs for
students with visual disabilities and how to teach the Braille code to students
with visual impairments.
d. Braille reading and writing: 3 semester hours. Includes
instruction in the various technologies used by students who use Braille; basic
instruction on transcription of advanced Braille codes, [ including
uncontracted and contracted Unified English Braille, ] including
music, foreign language, chemistry, [ computer Braille, ]
and Nemeth code (Braille mathematics code); techniques for teaching skills
in each code; and technology tools used to create Braille and tactile materials
in addition to other assistive technologies used for instruction in mathematics
and science.
e. Medical and educational implications of visual
impairment [ : 3 semester hours ]. Includes anatomy of
the human eye, normal visual development, pathology of the eye, examination
procedures for the identification of visual pathology, and the effects of
pathology on visual learning and development.
f. Assistive technology for students with sensory
impairment [ : 3 semester hours ]. Introduces specific
technology and resources available to enhance and improve ability of
individuals with sensory disabilities and includes literacy skill development
of students who are blind or visually impaired using technology.
g. Curriculum and assessment [ : 3 semester
hours ]. Includes knowledge of educational assessments used with
students with visual impairments and additional disabilities including
deaf-blindness. Addresses assessment of technology needs of students with
visual impairments, including functional vision assessments, learning media
assessments, assistive technology, and assessment in areas of the expanded core
curriculum; application of assessment results to development of the
individualized education program (IEP); planning for placement; and services
and accommodations for students with visual impairments.
h. Positive behavior intervention supports [ :
3 semester hours ]. Includes understanding of research-based,
positive behavior intervention supports and individual interventions; knowledge
of the elements of effective instructional planning, differentiation of
instruction, and other instructional approaches to enhance student engagement
and achievement; and understanding of behavior assessments, data collection and
analysis, development and monitoring of behavior intervention plans.
i. Collaboration [ : 3 semester hours ].
Includes skills in consultation, case management, co-teaching, and
collaboration that include understanding roles and responsibilities, knowledge
and application of effective communication skills, of culturally responsive
practices and strategies, and the ability to develop home, school, and
community partnerships to address the needs of students who are visually
impaired.
j. Teaching methods [ : 3 semester hours ].
[ Skills in this area include: ]
(1) [ Includes methods Methods ]
of teaching compensatory skills, the core curriculum, and technology used by
students who are blind and visually impaired; introduces individual family
service plans (IFSPs); and includes understanding and application of
development and implementation of the IEP, including service delivery,
curriculum, and instruction of students who are visually impaired.
(2) Knowledge of the general curriculum requirements and
expectations and how to provide access to the curriculum based on student
characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address the identified needs of the students. Skills
in this area include the ability to identify, understand, and implement a range
of specialized instructional strategies and research-based interventions that
reflect best practice in instruction for students who are visually impaired.
(4) Ability to align the instructional practices and
intervention with the [ Virginia ] Standards of
Learning and state assessments.
(5) Ability to develop and use curriculum-based and
standardized assessments to conduct ongoing evaluations of instructional
materials and practices to assess student needs as they relate to curriculum
design and delivery.
(6) Ability to model and directly teach instructional
strategies in a variety of settings, and monitor student progress.
(7) Ability to adapt materials and procedures to meet the
needs of students with visual impairments.
k. Orientation and mobility. Includes the components of
orientation and mobility (O&M); how the need for independent travel in the
blind population created the field of O&M; and the philosophy and history
of O&M, including cane instruction, dog guides, and methods of travel.
Addresses techniques in developing orientation skills and basic mobility
instruction. Motor and concept skill development are emphasized.
8VAC20-23-530. Special education deaf and hard of hearing
preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in special
education deaf and hard of hearing; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in special education
deaf and hard of hearing or 27 semester hours in education of students who are
deaf and hard of hearing distributed in the following areas:
a. Foundations: 3 semester hours. Includes knowledge of the
foundation for educating students with disabilities; historical, ethical and
legal aspects that include understanding and application of the regulatory
requirements; and expectations associated with identification, education, and
evaluation of students with disabilities.
b. Characteristics: 3 semester hours. Includes the ability
to demonstrate knowledge of etiologies of hearing loss, definitions,
characteristics, learning, and support needs of students who are deaf and hard
of hearing from pre-K through secondary levels, who may be using various
communication modalities/languages and who may have additional disabilities.
c. Assessment and evaluation: 3 semester hours. Includes an
understanding and application of the foundation of assessment and evaluation
related to best practices, including types and characteristics of assessments,
formal and informal assessment, and the use of assessment information to
determine special education eligibility and inform service delivery,
curriculum, accommodations, instructional methods, and student progress.
Understanding comprehensive evaluation requirements, participation of students
with disabilities in state and local accountability systems, assessment
options, appropriate testing accommodations, and assessment of students from
diverse backgrounds.
d. Instructional planning: 3 semester hours. [ Includes
the following: ]
(1) Familiarity with individual family service plans
(IFSPs).
(2) An understanding and application of development and
implementation of the individualized education program (IEP) including service
delivery, curriculum, and instruction of students who are deaf and hard of
hearing and [ in ] transition.
(3) Knowledge of the general curriculum requirements and
expectations and how to provide access to the curriculum based on student
characteristics and needs.
(4) Ability to assess, interpret data, and implement
instructional practices to address the identified needs of the students. Skills
in this area include the ability to identify, understand, and implement a range
of specialized instructional strategies and research-based interventions that
reflect best practice in instruction for students who are deaf and hard of
hearing.
(5) Ability to align the instructional practices and
intervention with the [ Virginia ] Standards of
Learning and state assessments.
(6) Ability to develop and use curriculum-based and
standardized assessments to conduct ongoing evaluations of instructional
materials and practices to assess student needs as they relate to the
curriculum design and delivery.
(7) Ability to model and directly teach instructional
strategies in a variety of settings, collaborate with general educators to
develop and implement instructional practices that meet the needs of students
who are deaf and hard of hearing, and monitor student progress.
e. Speech, language, and literacy development: 3 semester
hours. Includes an understanding of the normal developmental sequence of
speech, language (oral, signed, and written), auditory, and cognitive
milestones, varying methodologies and strategies used in assessing language
skills (through the air and spoken) of a student who is deaf and hard of
hearing; demonstrate skills necessary to foster and enhance language
development and communication skills in students who are deaf and hard of
hearing including American Sign Language, cued speech, and listening and spoken
language skills. Ability to model and directly teach instructional strategies
that foster language and literacy development.
f. Classroom and behavior management: 3 semester hours.
Includes an understanding and knowledge of research-based classroom management
techniques, positive behavior intervention supports and individual
interventions; and demonstrated ability to create a safe, orderly classroom
environment including classroom organization, instructional design, and
establishment of classroom routines and procedures. Knowledge of the elements
of effective instructional planning, differentiation of instruction, and other
instructional approaches to enhance student engagement and achievement.
Understanding of behavior assessments, data collection and analysis,
development, and monitoring of behavior intervention plans
g. Audiology and speech and hearing science: 3 semester
hours. Understanding of the basic principles of sound reception and production
including neuroanatomy of speech and hearing mechanisms and physical
characteristics and measurement of acoustic stimuli; biological, neurological,
and acoustic bases of communication; reading and interpreting audiograms and other
audiologic assessments used in determining eligibility; knowledge of types,
degrees, and effects of hearing loss on developmental domains; relevance of age
of onset, age of identification of hearing loss, and age of amplification and
intervention in speech and language development; ability to troubleshoot
hearing aids, external components of cochlear implants, and other assistive
listening devices; [ and ] ability to foster
development of listening skills.
h. Collaboration: 3 semester hours. Includes skills in
consultation, case management, co-teaching, and collaboration that includes
understanding roles and responsibilities, knowledge and application of
effective communication skills, of culturally responsive practices and
strategies, and the ability to develop home, school, and community partnerships
to address the needs of students who are deaf and hard of hearing.
i. Communication modalities: 3 semester hours. Includes
introduction to the various communication modalities used by students who are deaf
and hard of hearing, including listening and spoken language, cued speech,
speech reading, and through the air communication including use of American
Sign Language (ASL) and contact varieties of signed language and coursework to
learn ASL.
8VAC20-23-540. Special education early childhood (birth-age
five years).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in early
childhood special education; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in early childhood
special education or 27 semester graduate hours in early childhood special
education, including at least one course in each of the following:
a. Foundations and legal aspects of special education: 3
semester hours;
b. Assessment for diagnosis, program planning, and
curriculum-based measurement to document progress for young children with
typical development, disabling, and at-risk conditions: 3 semester hours;
c. Curriculum and instructional programming for preschool:
3 semester hours;
d. Speech and language development and intervention: 3
semester hours;
e. Medical aspects: 3 semester hours;
f. Social and emotional skills and behavior management for
early childhood: 3 semester hours;
g. Consultation, co-teaching, coaching, and mentoring: 3
semester hours;
h. Family-centered intervention: 3 semester hours; and
i. Early childhood elective: 3 semester hours.
8VAC20-23-550. Special education – general curriculum K-12.
Endorsement requirements: The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved program in special education - general
curriculum; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 27 semester hours in the
education of students with disabilities distributed in the following areas:
a. Core coursework: 12 semester hours distributed among the
following areas:
(1) Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities.
(2) Assessment and evaluation: 3 semester hours. Includes
an understanding and application of the foundation of assessment and evaluation
related to best practice in special education, including types and
characteristics of assessment, introduction to formal and informal assessment,
and the use of assessments and other information to determine special education
eligibility, service delivery, curriculum, and instruction of students with
disabilities. Understanding of the current legal and ethical issues related to
assessment selection and use, including comprehensive evaluation requirements,
students with disabilities participation in the state and local accountability
systems, assessment options, appropriate grading and testing accommodations,
and assessment of students from diverse backgrounds.
(3) Collaboration that includes skills in consultation,
case management, co-teaching, and collaboration: 3 semester hours. Includes
understanding roles and responsibilities, knowledge and application of
effective communication skills and of culturally responsive practices and
strategies and the ability to develop home, school, and community partnerships
to address the needs of students with disabilities.
(4) Management of classroom instruction and behaviors: 3
semester hours. Includes an understanding and knowledge of research-based
classroom management techniques, positive behavior support, and individual
interventions and a demonstrated ability to create a safe, orderly classroom
environment, including classroom organization, instructional design, and
establishment of classroom routines and procedures. Knowledge of the elements
of effective instructional planning, differentiation of instruction, and other
instructional approaches to enhance student engagement and achievement.
Understanding of behavior assessments, data collection and analysis,
development, and monitoring of behavior intervention plans.
b. General curriculum coursework: 15 semester hours
distributed in the following areas:
(1) Characteristics: 3 semester hours. Skills in this area
shall include the ability to demonstrate knowledge of definitions,
characteristics, and learning and behavioral support needs of students with
disabilities who are accessing the general education curriculum at the
elementary, middle, and high school levels, including [ but not
limited to, ] students with learning disabilities, emotional
disability, and intellectual disabilities; developmental delay; autism; other
health impairments; traumatic brain injury; and multiple disabilities.
(2) Individualized education program development and
implementation: 3 semester hours. Knowledge of the eligibility process and
legal and regulatory requirements of IEP development [ , ]
including timelines, components, team composition, and roles and
responsibilities. Skills in this area include the ability to apply knowledge of
assessment and evaluation throughout the K-12 grade levels to construct, use,
and interpret a variety of standardized and nonstandardized data collection
techniques; to make decisions about student progress, instructional program,
goal development, accommodations, placement, and teaching methodology for
students with disabilities who are accessing the general education curriculum
and the [ standards of learning Virginia Standards of
Learning ]; and to demonstrate the use of assessment, evaluation,
and other information to develop and implement individual educational planning
and group instruction with students with disabilities who are accessing the
general education curriculum across the K-12 grade levels.
(3) Transitioning: 3 semester hours. Skills in this area
include the ability to prepare students and work with families and community
agencies to provide successful student transitions throughout the educational
experience to include postsecondary education training, employment, and
independent living that addresses an understanding of long-term planning,
career development, life skills, community experiences and resources,
self-advocacy, and self-determination, guardianship, and legal considerations.
(4) Instructional strategies in reading and writing: 3
semester hours. [ Skills in this area include: ]
(a) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in reading and
writing.
(b) Knowledge of the general curriculum, English
requirements and expectations, and how to provide access to the curriculum
based on student characteristics and needs.
(c) Ability to assess, interpret data, and implement
instructional practices to address the identified reading needs of the
students. Skills in this area include the ability to identify, understand, and
implement a range of specialized instructional strategies and research-based
interventions that reflect best practice in reading and writing instruction for
students with disabilities.
(d) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(e) Knowledge and ability to utilize current assistive and
instructional reading and writing technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(f) Ability to develop and use curriculum-based and
standardized reading and writing assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the curriculum design and delivery.
(g) Ability to model and directly teach reading and writing
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the general curriculum, and
monitor student progress.
(5) Instructional strategies in mathematics: 3 semester
hours. [ Skills in this area include: ]
(a) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in mathematics.
(b) Knowledge of the general curriculum mathematics
requirements and expectations and how to provide access to the curriculum based
on student characteristics and needs.
(c) Ability to assess, interpret data, and implement
instructional practices to address calculations, reasoning, and problem-solving
skills. Skills in this area include the ability to understand and use a range
of specialized mathematics instructional strategies and research-based
interventions that reflect best practice in mathematics instruction for students
with disabilities.
(d) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(e) Knowledge of and ability to utilize current mathematics
related assistive and instructional technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(f) Ability to develop and use curriculum-based and
standardized mathematics assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the mathematics curriculum design and delivery.
(g) Ability to model and directly teach mathematics
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the mathematics general
curriculum, and monitor student progress.
8VAC20-23-560. Special education – general curriculum K-6
(add-on endorsement).
Endorsement requirements: The candidate [ must
shall have ]:
1. [ Hold an earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with an endorsement in
elementary education [ (i.e. ], [ such
as ] early/primary education preK-3 or elementary education preK-6
[ ) ].
2. [ Have completed Completed ]
15 semester hours in the education of students with disabilities distributed
in each of the following areas:
a. Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities.
b. Individualized education program development and implementation:
3 semester hours. Knowledge of the eligibility process and legal and regulatory
requirements of IEP development [ , ] including
timelines, components, team composition, and roles and responsibilities. Skills
in this area include the ability to apply knowledge of assessment and
evaluation throughout the K-12 grade levels to construct, use, and interpret a
variety of standardized and nonstandardized data collection techniques; to make
decisions about student progress, instructional, program, goal development,
accommodations, placement, and teaching methodology for students with
disabilities who are accessing the general education curriculum and the
Virginia Standards of Learning; and to demonstrate the use of assessment,
evaluation, and other information to develop and implement individual
educational planning and group instruction with students with disabilities who
are accessing the general education curriculum across the K-12 grade levels.
c. Assessment and evaluation: 3 semester hours. Includes an
understanding and application of the foundation of assessment and evaluation
related to best practice in special education, including types and
characteristics of assessment, introduction to formal and informal assessment,
and the use of assessments and other information to determine special education
eligibility, service delivery, curriculum, and instruction of students with
disabilities. Understanding of the current legal and ethical issues related to
assessment selection and use, including comprehensive evaluation requirements,
students with disabilities' participation in the state and local accountability
systems, assessment options, appropriate grading and testing accommodations,
and assessment of students from diverse backgrounds.
d. Instructional strategies in reading and writing: 3
semester hours. [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in reading and
writing.
(2) Knowledge of the general curriculum, English
requirements and expectations, and how to provide access to the curriculum
based on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address the identified reading needs of the
students. Skills in this area include the ability to identify, understand, and
implement a range of specialized instructional strategies and research-based
interventions that reflect best practice in reading and writing instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge and ability to utilize current assistive and
instructional reading and writing technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(6) Ability to develop and use curriculum-based and
standardized reading and writing assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the curriculum design and delivery.
(7) Ability to model and directly teach reading and writing
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that meet
the needs of students with disabilities in the general curriculum, and monitor
student progress.
e. Instructional strategies in mathematics: (3 semester
hours). [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in mathematics.
(2) Knowledge of the general curriculum mathematics
requirements and expectations and how to provide access to the curriculum based
on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address calculations, reasoning, and problem-solving
skills. Skills in this area include the ability to understand and use a range
of specialized mathematics instructional strategies and research-based
interventions that reflect best practice in mathematics instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge of and ability to utilize current
mathematics-related assistive and instructional technologies to promote
learning and independence for students with disabilities in the general
curriculum and the ability to evaluate the effectiveness of the use of the
technologies.
(6) Ability to develop and use curriculum-based and
standardized mathematics assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the mathematics curriculum design and delivery.
(7) Ability to model and directly teach mathematics
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the mathematics general
curriculum, and monitor student progress.
[ 3. Completed a practicum of at least 45
instructional hours. This practicum shall include a minimum of 45 instructional
hours of successful teaching experiences with students with disabilities
accessing the general curriculum in a public or an accredited nonpublic school.
In lieu of the practicum, one year of successful, full-time teaching experience
with students with disabilities accessing the general curriculum in a public or
an accredited nonpublic school may be accepted provided the teacher is assigned
a mentor holding a valid license with an endorsement in special education. ]
8VAC20-23-570. Special education – general curriculum middle
grades 6-8 (add-on endorsement).
Endorsement requirements: The candidate [ must
shall have ]:
1. [ Hold an earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with an endorsement in
middle education [ (i.e. ], [ such
as ] middle education 6-8 English, middle education 6-8 history and
social sciences, middle education 6-8 mathematics, or middle education-sciences
[ ) ].
2. [ Have completed Completed ]
15 semester hours in the education of students with disabilities distributed
in each of the following areas:
a. Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities.
b. Individualized education program development and
implementation: 3 semester hours. Knowledge of the eligibility process and
legal and regulatory requirements of IEP development, including timelines,
components, team composition, and roles and responsibilities. Skills in this
area include the ability to apply knowledge of assessment and evaluation
throughout the K-12 grade levels to construct, use, and interpret a variety of
standardized and nonstandardized data collection techniques; to make decisions
about student progress, instructional, program, goal development,
accommodations, placement, and teaching methodology for students with
disabilities who are accessing the general education curriculum and the
[ standards of learning Virginia Standards of Learning ];
and to demonstrate the use of assessment, evaluation, and other information to
develop and implement individual educational planning and group instruction
with students with disabilities who are accessing the general education
curriculum across the K-12 grade levels.
c. Transitioning: 3 semester hours. Skills in this area
include the ability to prepare students and work with families and community
agencies to provide successful student transitions throughout the educational
experience to include postsecondary education training, employment, and independent
living that addresses an understanding of long-term planning, career
development, life skills, community experiences and resources, self-advocacy,
and self-determination, guardianship, and legal considerations.
d. Instructional strategies in reading and writing: 3
semester hours. [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in reading and
writing.
(2) Knowledge of the general curriculum, English
requirements and expectations, and how to provide access to the curriculum
based on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address the identified reading needs of the students.
Skills in this area include the ability to identify, understand, and implement
a range of specialized instructional strategies and research-based
interventions that reflect best practice in reading and writing instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge and ability to utilize current assistive and
instructional reading and writing technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(6) Ability to develop and use curriculum-based and
standardized reading and writing assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as it relates to the curriculum design and delivery.
(7) Ability to model and directly teach reading and writing
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the general curriculum, and
monitor student progress.
e. Instructional strategies in mathematics: (3 semester
hours). [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in mathematics.
(2) Knowledge of the general curriculum mathematics
requirements and expectations and how to provide access to the curriculum based
on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address calculations, reasoning and problem-solving
skills. Skills in this area include the ability to understand and use a range
of specialized mathematics instructional strategies and research-based
interventions that reflect best practice in mathematics instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge of and ability to utilize current
mathematics-related assistive and instructional technologies to promote learning
and independence for students with disabilities in the general curriculum and
the ability to evaluate the effectiveness of the use of the technologies.
(6) Ability to develop and use curriculum-based and
standardized mathematics assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the mathematics curriculum design and delivery.
(7) Ability to model and directly teach mathematics
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the mathematics general
curriculum, and monitor student progress.
[ 3. Completed a practicum of at least 45
instructional hours. This practicum shall include a minimum of 45 instructional
hours of successful teaching experiences with students with disabilities
accessing the general curriculum in a public or an accredited nonpublic school.
In lieu of the practicum, one year of successful, full-time teaching experience
with students with disabilities accessing the general curriculum in a public or
an accredited nonpublic school may be accepted provided the teacher is assigned
a mentor holding a valid license with an endorsement in special education. ]
8VAC20-23-580. Special education – general curriculum
secondary grades 6-12 (add-on endorsement).
Endorsement requirements: The candidate [ must
shall have ]:
1. [ Hold an earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with an endorsement in
English, history and social sciences, mathematics, biology, chemistry, Earth
science, or physics.
2. [ Have completed Completed ]
15 semester hours in the education of students with disabilities distributed
in each of the following areas:
a. Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities.
b. Individualized education program development and
implementation: 3 semester hours. Knowledge of the eligibility process and
legal and regulatory requirements of IEP development, including timelines,
components, team composition, and roles and responsibilities. Skills in this
area include the ability to apply knowledge of assessment and evaluation
throughout the K-12 grade levels to construct, use, and interpret a variety of
standardized and nonstandardized data collection techniques; to make decisions about
student progress, instructional, program, goal development, accommodations,
placement, and teaching methodology for students with disabilities who are
accessing the general education curriculum and the Virginia Standards of
Learning; and to demonstrate the use of assessment, evaluation, and other
information to develop and implement individual educational planning and group
instruction with students with disabilities who are accessing the general
education curriculum across the K-12 grade levels.
c. Transitioning: 3 semester hours. Skills in this area
include the ability to prepare students and work with families and community
agencies to provide successful student transitions throughout the educational
experience to include postsecondary education training, employment, and
independent living that addresses an understanding of long-term planning,
career development, life skills, community experiences and resources,
self-advocacy, and self-determination, guardianship, and legal considerations.
d. Instructional strategies in reading and writing: 3
semester hours. [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in reading and
writing.
(2) Knowledge of the general curriculum, English
requirements and expectations, and how to provide access to the curriculum
based on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address the identified reading needs of the
students. Skills in this area include the ability to identify, understand, and
implement a range of specialized instructional strategies and research-based
interventions that reflect best practice in reading and writing instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge and ability to utilize current assistive and
instructional reading and writing technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(6) Ability to develop and use curriculum-based and
standardized reading and writing assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the curriculum design and delivery.
(7) Ability to model and directly teach reading and writing
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the general curriculum, and
monitor student progress.
e. Instructional strategies in mathematics: (3 semester
hours). [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in mathematics.
(2) Knowledge of the general curriculum mathematics
requirements and expectations and how to provide access to the curriculum based
on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address calculations, reasoning, and problem-solving
skills. Skills in this area include the ability to understand and use a range
of specialized mathematics instructional strategies and research-based
interventions that reflect best practice in mathematics instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge of and ability to utilize current
mathematics-related assistive and instructional technologies to promote
learning and independence for students with disabilities in the general
curriculum and the ability to evaluate the effectiveness of the use of the
technologies.
(6) Ability to develop and use curriculum-based and standardized
mathematics assessments to conduct ongoing evaluations of instructional
materials and practices to determine effectiveness and assess student needs as
they relate to the mathematics curriculum design and delivery.
(7) Ability to model and directly teach mathematics
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the mathematics general
curriculum, and monitor student progress.
[ 3. Completed a practicum of at least 45
instructional hours. This practicum shall include a minimum of 45 instructional
hours of successful teaching experiences with students with disabilities
accessing the general curriculum in a public or an accredited nonpublic school.
In lieu of the practicum, one year of successful, full-time teaching experience
with students with disabilities accessing the general curriculum in a public or
an accredited nonpublic school may be accepted provided the teacher is assigned
a mentor holding a valid license with an endorsement in special education. ]
8VAC20-23-590. Speech communication (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
a license issued by the Virginia Board of Education with a teaching endorsement
in a teaching area; and
2. [ A Completed a ] minimum
of 15 semester hours in speech communication.
8VAC20-23-600. Theatre arts preK-12.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in theatre
arts; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in theatre arts or 33
semester hours distributed among the following areas:
a. Directing: 6 semester hours;
b. Technical theatre: 9 semester hours;
c. Cultural context and theatre history: 3 semester hours;
d. Performance: 6 semester hours; and
e. Dramatic literature: 9 semester hours.
B. Add-on endorsement requirements in theatre arts
preK-12. The candidate [ must shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed 15 semester hours distributed in the following
areas:
a. Directing: 3 semester hours;
b. Technical theatre: 3 semester hours;
c. Cultural context and theatre history: 3 semester hours;
and
d. Performance: 6 semester hours.
8VAC20-23-610. Visual arts preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in visual
arts; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in visual arts or 36
semester hours in art distributed in the following areas:
a. Two-dimensional media: 12 semester hours;
b. Three-dimensional media: 12 semester hours;
c. Cultural context and art history: 6 semester hours;
d. Evaluation and criticism and aesthetics: 3 semester
hours; and
e. Related areas of the fine arts: 3 semester hours.
Part VI
Licensure Regulations Governing Support Personnel
8VAC20-23-620. Administration and supervision preK-12.
A. An endorsement in administration and supervision
preK-12 consists of Level I, which is required to serve as a building-level
administrator or central office instructional supervisor, and Level II, which
is an optional endorsement to which an experienced building-level administrator
may aspire. Individuals [ must shall ] meet
the requirements for the administration and supervision preK-12 endorsement
through one of the four options listed in this section. A school leader's
assessment prescribed by the Virginia Board of Education [ must
shall ] be [ met passed ] for
all individuals who are seeking an initial endorsement authorizing them to
serve as principals and assistant principals in the public schools. Individuals
seeking an initial administration and supervision endorsement who are
interested in serving as central office instructional personnel are not
required to take and pass the school leaders assessment prescribed by the
Virginia Board of Education.
B. Level I, Option I: Approved program route to Level I
administration and supervision preK-12 endorsement. To become eligible for a
Level I endorsement under this option, the candidate [ must
shall ] have:
1. Earned a master's degree from a regionally accredited
college or university;
2. Completed three years of successful, full-time
experience in a public school or accredited nonpublic school in an
instructional personnel position that requires licensure in Virginia;
3. Completed an approved program in administration and
supervision from a regionally accredited college or university;
4. Completed a deliberately structured and supervised
internship that is focused on student academic progress for all students and
that:
a. Provides significant experiences within a school
environment for candidates to synthesize and apply content knowledge and
develop professional skills through school-based leadership experiences;
b. Shall occur in a public or accredited nonpublic school;
c. Provides exposure to five different multiple sites
[ (i.e. ], [ such as ] elementary,
middle [ , ] high, central office, [ and ]
agency [ ), ] with diverse student
populations; and
d. Documents a minimum of 320 clock hours, of which 120
clock hours are embedded as experiential field-based opportunities experienced
during coursework; and
5. Satisfied the requirements for the school leaders
licensure assessment prescribed by the Virginia Board of Education. Individuals
seeking an initial administration and supervision endorsement who are
interested in serving as central office instructional personnel are not
required to take and pass the school leaders assessment prescribed by the
Virginia Board of Education.
C. Level I, Option II: Alternate route to Level I
administration and supervision preK-12 endorsement restricted to the Virginia
school division in which the superintendent submitted the recommendation for
endorsement. This endorsement is valid only in the designated Virginia school
division and would not be portable or reciprocal. In order to be eligible for
Level I endorsement under this option, the candidate [ must
shall ] have:
1. Earned a master's degree from a regionally accredited
college or university;
2. Completed graduate coursework in school law, evaluation
of instruction, and other areas of study as required by an employing Virginia
school superintendent. The graduate coursework [ must
shall ] be taken from a regionally accredited college or university
that has a state-approved administration and supervision program;
3. Completed three years of successful, full-time
experience in a public school or accredited nonpublic school in an
instructional personnel position that requires licensure in Virginia;
4. Satisfied the requirements for the school leaders
licensure assessment specified by the Virginia Board of Education; and
5. Been recommended by the superintendent in the employing
Virginia school division.
D. Level I, Option III: Alternate route to Level I
administration and supervision preK-12 endorsement. In order to be eligible for
Level I endorsement under this option, the candidate [ must
shall ] have:
1. Earned a master's degree from a regionally accredited
college or university;
2. Completed graduate coursework in school law, evaluation
of instructional personnel, special education, school finance, educational
leadership, and other areas of study as required by an employing Virginia
school superintendent, and the graduate coursework [ must
shall ] be taken from a regionally accredited college or university
that has a state-approved administration and supervision program, or the
candidate [ must shall ] have completed
school law, school finance, and a research-based program approved by the
Virginia Department of Education that includes organizational leadership,
instructional leadership, instructional practices in content areas, data
utilization, evaluation and instructional coaching, and creating positive
school cultures;
3. Completed three years of successful, full-time
experience in a public school or accredited nonpublic school in an
instructional personnel position that requires licensure in Virginia;
4. Satisfied the requirements for the school leaders
licensure assessment specified by the Virginia Board of Education; and
5. Been recommended by the superintendent in the employing
Virginia school division.
E. Level I, Option IV: Out-of-state administration and
supervision endorsement. Virginia does not issue a stand-alone license in
administration and supervision. The endorsement is added to a license. The
candidate [ must shall ] have:
1. Earned a master's degree from a regionally accredited
college or university;
2. Completed three years of successful, full-time
experience in a public school or accredited nonpublic school in an
instructional personnel position;
3. Satisfied the requirements for the school leaders
licensure assessment specified by the Virginia Board of Education; and
4. A current, valid out-of-state license, [ which
is (with ] full credential [ ) ],
with an endorsement in administration and supervision or completed an approved
program in administration and supervision from a regionally accredited college
or university leading to an endorsement as a building-level administrator.
F. Level II: Principal of Distinction endorsement in
administration and supervision preK-12. A building-level administrator may seek
the Principal of Distinction, Level II endorsement in administration and
supervision preK-12 after successfully serving as a building-level
administrator for at least five years in a public school or an accredited
nonpublic school and successfully completing a formal induction program as a
principal or assistant principal. In order to earn the Principal of
Distinction, Level II endorsement, the candidate [ must
shall ] meet two or more of the following criteria as specified by
the Virginia Board of Education and documented in a Virginia Department of
Education approved format and be recommended by the employing Virginia school
division superintendent:
1. Evidence of improved student achievement;
2. Evidence of effective instructional leadership;
3. Evidence of positive effect on school climate or
culture;
4. Earned doctorate in educational leadership or evidence
of formal professional development in the areas of school law, school finance,
supervision, human resource management, and instructional leadership; or
5. Evidence of [ a ] completion
of a high-quality professional development project designed by the division
superintendent.
8VAC20-23-630. Division Superintendent License.
An individual may be a candidate for the list of eligible division
superintendents and the renewable Division Superintendent License through the
completion of the requirements in one of the following four options:
1. Option I. The individual [ must
shall have ]:
a. [ Hold an earned Earned a ]
doctorate degree in educational administration or educational leadership
from a regionally accredited college or university; and
b. [ Have completed Completed ]
five years of educational experience in a public or an accredited nonpublic
school, two of which [ must shall ] be successful,
full-time teaching experience at the preK-12 level and two of which [ must
shall ] be in administration and supervision at the preK-12 level.
2. Option II. The individual
[ must shall have ]:
a. [ Hold an earned Earned a ]
master's degree from a regionally accredited college or university and
[ successfully ] completed 30 graduate semester hours
beyond the conferral date of the master's degree; and
b. [ Have completed Completed ]
requirements for administration and supervision preK-12 endorsement that
includes the demonstration of competencies in the following areas:
(1) Knowledge, understanding, and application of planning,
assessment, and instructional leadership that builds collective professional
capacity, including;
(a) Principles of student motivation, growth, and
development as a foundation for age- appropriate and grade-appropriate
curriculum, instruction, and assessment;
(b) Collaborative leadership in gathering and analyzing
data to identify needs to develop and implement a school improvement plan that
results in increased student learning;
(c) Planning, implementation, and refinement of
standards-based curriculum aligned with instruction and assessment;
(d) Collaborative planning and implementation of a variety
of assessment techniques, including examination of student work that yields
individual, class, grade level, and school level data as a foundation for
identifying existing competencies and targeting areas in need of further
attention;
(e) Incorporation of differentiated and effective
instruction that responds to individual learner needs [ , ]
including appropriate response to cultural, ethnic, and linguistic
diversity;
(f) Knowledge, understanding, and application of the
federal and state regulatory requirements and expectations associated with
identification, education, and evaluation of students with disabilities;
(g) Collaboratively working with parents and school
personnel to ensure that students with disabilities are included as a valued
part of the school community, and that they receive effective and appropriately
intensive instruction to assist them in meeting the standards set for all
students [ , ] as well as individual goals outlined in
their individualized education programs;
(h) Integration of technology in curriculum and instruction
to enhance learner understanding;
(i) Identification, analysis, and resolution of problems
using effective problem-solving techniques; and
(j) Development, articulation, implementation, and
stewardship of a vision of excellence linked to mission and core beliefs that
promote continuous improvement consistent with the goals of the school
division.
(2) Knowledge, understanding, and application of leadership
and organizations, including;
(a) The change process of systems, organizations, and
individuals, using appropriate and effective adult learning models;
(b) Aligning organizational practice, division mission, and
core beliefs for developing and implementing strategic plans;
(c) Information sources and processing, including data collection
and data analysis strategies;
(d) Using data as a part of ongoing program evaluation to
inform and lead change;
(e) Developing a change management strategy for improved
student outcomes;
(f) Developing distributed leadership strategies to create
personalized learning environments for diverse schools; and
(g) Effective two-way communication skills including
consensus building, negotiation, and mediation skills.
(3) Knowledge, understanding, and application of management
and leadership skills that achieve effective and efficient organizational
operations and sustain an instructional program conducive to student academic
progress, including;
(a) Alignment of curriculum and instruction and assessment
of the educational program to achieve high academic success at the school and
division or district level;
(b) Principles and issues of supervising and leading others
to ensure a working and learning climate that is safe, secure, and respectful
of a diverse school community;
(c) Management decisions that ensure successful teaching
and learning including, human resources management and development, theories of
motivation, change in school culture, innovation and creativity, conflict
resolution, adult learning, and professional development models;
(d) Knowledge, understanding, and application of Virginia's
Guidelines for Uniform Performance Standards and Evaluation Criteria for
Teachers and Virginia's Guidelines for Uniform Performance Standards and
Evaluation Criteria for Principals;
(e) Principles and issues related to fiscal operations of
school management;
(f) Principles and issues related to school facilities and
use of space and time for supporting high-quality school instruction and
student learning;
(g) Legal issues impacting school operations and management;
(h) Technologies that support management functions; and
(i) Application of data-driven decision making to initiate
and continue improvement in school and classroom practices and student
achievement.
(4) Knowledge, understanding, and application of the
conditions and dynamics impacting a diverse school community, including:
(a) Emerging issues and trends within school and community
relations;
(b) Working collaboratively with staff, families, and
community members to secure resources and to support the success of a diverse
population;
(c) Developing appropriate public relations and public
engagement strategies and processes for building and sustaining positive
relationships with families, caregivers, and community partners; and
(d) Integration of technology to support communication
efforts.
(5) Knowledge, understanding, and application of the
purpose of education and the role of professionalism in advancing educational
goals, including:
(a) Philosophy of education that reflects commitment to
principles of honesty, fairness, caring, and equity in day-to-day professional
behavior;
(b) Integration of high-quality, content-rich, job-embedded
professional learning that respects the contribution of all faculty and staff
members in building a diverse professional learning community;
(c) Reflective understanding of moral and legal
consequences of decision making in the school setting;
(d) Intentional and purposeful effort to model
professional, moral, and ethical standards [ , ] as
well as personal integrity in all interactions; and
(e) Intentional and purposeful effort to model continuous
professional learning and to work collegially and collaboratively with all
members of the school community to support the school's goals and enhance its
collective capacity.
(6) Knowledge, understanding, and application of leadership
theories and influences that impact schools, including:
(a) Concepts of leadership including systems theory, change
theory, learning organizations, and current leadership theory;
(b) [ Identify Ability to
identify ] and respond to internal and external forces and
influences on a school;
(c) [ Identify Ability to
identify ] and apply the processes of educational policy
development at the state, local, and school level; and
(d) [ Identify Ability to identify ]
and demonstrate ways to influence educational policy development at the
state, local, and school level.
3. Option III. The individual [ must
shall have ]:
a. [ Hold an earned Earned a ]
master's degree from a regionally accredited college or university;
b. [ Hold a A ] current,
valid out-of-state license with an endorsement as a division or district
superintendent; and
c. [ Have completed Completed ]
five years of [ successful ] educational experience
in a public or an accredited nonpublic school, two of which must be [ successful, ]
full-time teaching experience at the preK-12 level and two of which must be
in [ successful ] administration and
supervision.
4. Option IV. The individual [ must
shall have ]:
a. [ Hold an earned Earned a ]
master's degree or its equivalent from a regionally accredited college or
university;
b. [ Have held A minimum of three
years of successful, full-time experience in ] a senior leadership
position [ , ] such as chief executive officer or
senior military officer; and
c. Be recommended by a [ Virginia ] school
board interested in employing the individual as superintendent.
8VAC20-23-640. Mathematics specialist for elementary
education.
Endorsement requirements. The candidate [ must
shall ] have:
[ 1. Earned a baccalaureate degree from a
regionally accredited college or university and an endorsement in a teaching
area;
2. 1. ] Completed at least three
years of successful, full-time teaching experience in a public or accredited
nonpublic school in which the teaching of mathematics was an important
responsibility; and
[ 3. 2. ]
Either:
a. Graduated from [ an a
graduate-level ] approved mathematics specialist [ for ]
elementary [ education ] preparation program - master's
[ level degree from a regionally accredited college or
university required ]; or
b. Completed a [ master's
graduate- ] level program in mathematics, mathematics education, or
related education field [ - master’s degree from a regionally
accredited college or university required - ] with at least 21
semester hours undergraduate or graduate mathematics coursework distributed in
the following areas: (i) number and operations; (ii) rational numbers; (iii)
geometry and measurement; (iv) probability and statistics; (v) algebra and
functions; and (vi) at least nine semester hours of graduate coursework
pertaining to mathematics education in mathematics instructional leadership,
evaluation of mathematics curriculum and instruction, mathematical learning theory,
and student assessment for mathematics.
8VAC20-23-650. Mathematics specialist for [ elementary
and ] middle education.
Endorsement requirements. The candidate [ must
shall ] have:
[ 1. Earned a baccalaureate degree from a
regionally accredited college or university and an endorsement in a teaching
area;
2. 1. ] Completed at least three
years of successful, full-time teaching experience in a public or accredited
nonpublic school in which the teaching of mathematics was an important
responsibility;
[ 3. Hold 2. A Virginia license with a
Mathematics – algebra I (add-on) or mathematics (secondary) ] teaching
endorsement (6-12); and
[ 4. 3. ] Either:
a. Graduated from [ an a
graduate-level ] approved mathematics specialist [ for
elementary and ] middle education preparation program - master's
[ level degree from a regionally accredited college or
university required ]; or
b. Completed a [ master's
graduate- ] level program in mathematics, mathematics education, or
related education field [ - master's degree from a regionally
accredited college or university required - ] with at least 21
semester hours of undergraduate or graduate mathematics coursework distributed
in the following areas; (i) number and operations; (ii) rational numbers; (iii)
geometry and measurement; (iv) probability and statistics; (v) algebra and
functions; and (vi) at least nine semester hours of graduate coursework
pertaining to mathematics education in mathematics instructional leadership,
evaluation of mathematics curriculum and instruction, mathematical learning
theory, and student assessment for mathematics.
8VAC20-23-660. Reading specialist.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Completed Graduated from ]
a [ state-approved ] graduate-level reading specialist
[ state-approved ] preparation program - master's
degree [ from a regionally accredited college or university ]
required - that includes course experiences of at least 30 semester hours of
graduate coursework in the competencies for the endorsement, as well as a
practicum experience in the diagnosis and remediation of reading difficulties
[ .; ]
2. Satisfied the requirements for the reading specialist
assessment specified by the Virginia Board of Education [ .;
and ]
3. At least three years of successful classroom teaching
experience in which the teaching of reading was an important responsibility.
8VAC20-23-670. School counselor preK-12.
Endorsement requirements.
1. Option I. The candidate [ must
shall ] have:
a. Earned a master's degree from a regionally accredited
college or university [ and completed an approved in
a state-approved ] school counselor preparation program that shall
include at least 100 clock hours of internship and practicum experiences in the
preK-6 setting and 100 clock hours of internship and practicum experiences in
the grades 7-12 setting; and
b. Two years of successful, full-time teaching experience
or two years of successful, full-time experience in school counseling in a
public or an accredited nonpublic school. Two years of successful, full-time
experience in school counseling in a public or an accredited nonpublic school
under a [ nonrenewable ] Provisional License may be
accepted to meet this requirement.
2. Option II. The candidate [ must
shall ] have:
a. Earned a master's degree from a regionally accredited
college or university and completed an approved school counselor preparation
program that shall include at least 100 clock hours of internship and practicum
experiences in the preK-6 setting and 100 clock hours of internship and
practicum experiences in the grades 7-12 setting; and
b. Two years of successful, full-time teaching experience
or two years of successful, full-time experience in school counseling in a
public or an accredited nonpublic school. Two years of successful, full-time
experience in school counseling in a public or an accredited nonpublic school
under a nonrenewable Provisional License may be accepted to meet this
requirement.
8VAC20-23-680. School manager license.
A. The school manager license is intended to provide for
the differentiation of administrative responsibilities in a school setting. A
school manager is licensed to administer noninstructional responsibilities in
an educational setting. For example, a school manager is restricted from evaluating
teachers, supervising instruction, developing and evaluating curriculum, and
serving as a school's student disciplinarian.
B. To earn a school manager license, the candidate
[ must shall ]:
1. Have earned a baccalaureate degree from a regionally
accredited college or university;
2. Have three years successful, full-time managerial
experience; and
3. Be recommended for the license by a Virginia school
division superintendent.
8VAC20-23-690. School psychology.
Endorsement requirements:
1. Option I. The candidate [ must
shall ]:
a. Complete an approved program in school psychology;
b. Earn a baccalaureate degree from a regionally accredited
college or university and complete 60 graduate-level hours, 54 of which are
academic coursework, exclusive of field-based experiences, that culminate in at
least a master's degree; and
c. Complete an internship that is documented by the
degree-granting institution. The internship experience shall occur on a
full-time basis over a period of one year or on a half-time basis over a period
of two consecutive years. The internship shall occur under conditions of
appropriate supervision, that is, the school-based supervisor shall be licensed
as either a school or clinical psychologist. The internship shall include experiences
at multiple age levels, at least one half of which shall be in [ an
a public or ] accredited [ nonpublic ] school
setting.
2. Option II. The candidate [ must
shall ] hold a currently valid certificate issued by the National
School Psychology Certification Board.
8VAC20-23-700. School social worker.
Endorsement requirements. The candidate [ must
shall ] have:
1. Earned a master's of social work degree from a
regionally accredited college or university [ school of social
work ] with a minimum of 60 graduate-level semester hours;
[ or earned an advanced standing master's of social work degree from a
regionally accredited college or university with a minimum of 30 graduate-level
semester hours; ]
2. A minimum of six graduate semester hours in education to
include six semester hours from two of the following courses:
a. [ The Foundations of education
and the ] teaching profession (3 semester hours);
b. Characteristics of special education (3 semester hours);
c. Human development and learning (3 semester hours); or
d. Classroom and behavior management (3 semester hours).
3. Completed a supervised practicum or field experience of
a minimum of 400 clock hours in a public or an accredited nonpublic school
discharging the duties of a school social worker. One year of successful,
full-time experience as a school social worker in a public or an accredited
nonpublic school may be accepted in lieu of the school social work practicum.
8VAC20-23-710. Vocational evaluator.
Endorsement requirements:
1. Option I. The candidate [ must
shall ] be certified as a vocational evaluation specialist by
holding a professional vocational evaluator (PVE) credential or a certified
vocational evaluator (CVE) specialist credential, meeting all standards and
criteria of the Commission on Certification of Work Adjustment and Vocational
Evaluation Specialists (CCWAVES).
2. Option II. The candidate [ must
shall ] have earned a master's degree in vocational evaluation,
career and technical education, special education, or rehabilitation counseling
[ from a regionally accredited college or university ] and
completed 15 graduate semester hours distributed in the following areas:
a. Tests and measurements: 3 semester hours;
b. Medical and educational aspects of disability: 3
semester hours;
c. Occupational information and job analysis: 3 semester
hours;
d. Purposes and practices of vocational evaluation: 3
semester hours; and
e. Career, life planning, and transition services: 3
semester hours.
Part VII
Revocation, Cancellation, Suspension, Denial, and Reinstatement of [ Teaching ]
Licenses
8VAC20-23-720. Revocation.
A. A license issued by the Virginia Board of Education may
be revoked for the following reasons:
1. Obtaining or attempting to obtain [ such
a ] license by fraudulent means or through misrepresentation of
material facts;
2. Falsification of school records, documents, statistics,
or reports;
3. Conviction of any felony;
4. Conviction of any misdemeanor involving moral turpitude;
5. Conviction of any misdemeanor involving a [ student
or ] minor [ child or drugs, not including alcohol ];
6. [ Conviction of any misdemeanor
involving drugs (not alcohol);
7. ] Conduct with direct and detrimental effect
on the health, welfare, discipline, or morale of [ students
a student or minor ];
[ 7. 8. ] Misapplication of
or failure to account for school funds or other school properties with which
the licensee has been entrusted;
[ 8. 9. ] Acts related to
secure mandatory tests as specified in subsection A of § 22.1-292.1 of the
Code of Virginia;
[ 9. 10. ] Knowingly and
willfully with the intent to compromise the outcome of an athletic competition
procure, sell, or administer anabolic steroids or cause such drugs to be
procured, sold, or administered to a student who is a member of a school
athletic team, or fail to report the use of such drugs by a student to the
school principal and division superintendent as required by clause (iii) of
subsection A of § 22.1-279.3:1 of the Code of Virginia. Any person whose
license is suspended or revoked by the board pursuant to this section shall be
ineligible for three school years for employment in the public schools of the
Commonwealth;
[ 10. 11. ] Revocation,
suspension, surrender, cancellation, invalidation, or denial of, or other
adverse action against, a teaching, administrator, pupil personnel services, or
other education-related certificate or license by another state, territory, or
country; [ or denial of an application for any such certificate or
license; ]
[ 11. 12. ] Founded case of
child abuse or neglect after all [ appeal rights
administrative appeals ] have been exhausted;
[ 12. 13. ] Notification of
dismissal or resignation pursuant to subsection F of § 22.1-313 of the
Code of Virginia; or
[ 13. 14. ] Other good and
just cause in the best interest of the public schools of the Commonwealth of
Virginia.
B. Procedures.
1. A complaint may be filed by anyone, but it shall be the
duty of a division superintendent, principal, or other responsible school
employee to file a complaint in any case in which he has knowledge that a
[ holder of a license is guilty of any offense basis for
the revocation of a license exists, as ] set forth in subsection A
of this section. The person making the complaint shall submit the complaint in
writing to the appropriate division superintendent. [ If the
subject of the complaint is the division superintendent, the person making the
complaint may submit the complaint to the chair of the local school board. ]
2. Upon receipt of the complaint against the holder of a
license, a division superintendent or his duly authorized representative shall
[ immediately and thoroughly ] investigate the complaint.
If, on the basis of such investigation, the division superintendent finds the
complaint to be without merit, he shall so notify the complaining party or
parties in writing and then close his file on the matter. This action shall be
final unless the local school board, on its own motion, votes to proceed to a
hearing on the complaint.
C. Petition for revocation. Should the division
superintendent or local school board conclude that there is reasonable cause to
believe that a [ complaint against the holder of a license is
well founded basis for revocation of the license exists ],
the license holder shall be notified of the complaint by a written petition for
revocation of a license signed by the division superintendent. A copy of such
petition shall be sent by certified mail, return receipt requested, to the
license holder's last known address.
D. Form of petition. The petition for the revocation of a
license shall set forth:
1. The name and last known address of the person against
whom the petition is being filed;
2. The type of license and the license number held by the
person against whom the petition is being filed;
3. The [ offenses alleged basis
for revocation ] and the specific [ underlying alleged ]
actions [ that comprise the alleged offenses ];
4. A statement of rights of the person [ charged
under this chapter against whom the petition is being filed ].
The statement of rights shall [ notify the person that any adverse
action against a license, including revocation, will be reported to the
division superintendents in Virginia and, through a national clearinghouse, to
chief state school officers of the other states and territories of the United
States. The statement also shall ] include notification to the
person of the right to cancel the license if he chooses not to contest the
allegations in the petition. The statement [ must
shall ] notify the individual that he shall receive a notice of
cancellation that will include the statement: "The license holder
voluntarily returned the license in response to a petition for
revocation." The individual also shall be notified that the cancellation
of the license will be reported to division superintendents in Virginia and
[ , through a national clearinghouse, ] to chief state
school officers of the other states and territories of the United States; and
5. Any other pertinent information.
E. Filing of petition. The original petition shall be
entered in the files of the local school board where the license holder is or
was last employed.
F. Response to petition. The license holder shall present
his written answer to the petition, if any, within 14 days of delivery or
attempted delivery of the petition as certified by the United States Postal
Service.
1. If the license holder does not wish to contest the
allegations in the petition, he may [ cancel request
cancellation of ] the license by [ returning
the license to the division superintendent with submitting ] a
written, signed statement requesting cancellation in response to a petition for
revocation. The division superintendent shall forward the request for
cancellation along with the petition for revocation to the Superintendent of
Public Instruction within 14 days of receipt. The Superintendent of Public
Instruction shall cancel the license and send a notice of cancellation to the
person by certified mail within 14 days of receipt of the request for
cancellation.
2. If the license holder files a written answer admitting
or denying the allegations in the petition or fails to file a written answer
within 14 days of delivery or attempted delivery of the petition [ , ]
as certified by the United States Postal Service, the local school board
shall [ promptly ] proceed to a hearing
[ within 90 days of mailing the petition to the license holder and
provide the Superintendent of Public Instruction a copy of the petition and
investigative file at the time the local school board hearing is scheduled ].
The local school board shall provide a hearing at the time and place of its
regular meeting or at such other reasonable time and place it may specify. The
license holder or his representative, if any, shall be given at least 14 days'
notice of the hearing.
3. At the hearing, the local school board shall receive the
recommendation of the division superintendent and then either deny the petition
or recommend license revocation or suspension. A decision to deny the petition
shall be final, except as specified in subsection G of this section, and the
investigative file on the petition shall be closed and maintained as a separate
file. Any record or material relating to the allegations in the petition shall
be placed in the investigative file. Should the local school board recommend
the revocation or suspension of a license, the division superintendent shall
forward the recommendation [ , petition, ] and
[ the ] investigative file to the Superintendent of
Public Instruction within 14 days.
G. Revocation on motion of the Virginia Board of
Education. The Virginia Board of Education reserves the right to act directly
to revoke a license when the Virginia Board of Education has reasonable cause
to believe that subsection A of this section is applicable. The Superintendent
of Public Instruction may send a petition for revocation to the license holder
as provided by subsection D of this section. The license holder shall have the
opportunity to [ respond present his written answer,
if any, ] to the petition [ or request cancellation
of the license ] within 14 days of delivery or attempted
delivery of the petition, as certified by the United States Postal Service.
1. [ If the license holder does not wish to
contest the allegations in the petition, he may request the cancellation of the
license by submitting a written, signed statement requesting cancellation in
response to a petition for revocation. The Superintendent of Public Instruction
shall cancel the license and send a notice of cancellation to the person by certified
mail within 14 day of receipt of the request for cancellation.
2. ] If the license holder files a written
answer admitting the allegations in the petition or fails to file a written
answer within 14 days of delivery or attempted delivery of the petition
[ , ] as certified by the United States Postal Service, the
petition shall be forwarded to the Virginia Board of Education for action. No
revocation will be ordered without the involved license holder being given the
opportunity to appear at a hearing specified in 8VAC20-23-780 C.
[ 2. 3. ] If the license
holder timely files his written answer denying the allegations in the petition,
the Superintendent of Public Instruction shall schedule a hearing with the
investigative panel provided in 8VAC20-23-780 A. The license holder or his
representative, if any, shall be given at least 14 days' notice of the hearing.
The investigative panel shall take action on the petition as specified in
8VAC20-23-780 A. No revocation will be ordered without the involved license
holder being given the opportunity to appear at a hearing specified in
8VAC20-23-780 C.
H. Reinstatement of license. A license that has been
revoked may be reinstated by the Virginia Board of Education after five years
if the board is satisfied that reinstatement is in the best interest of the
public schools of the Commonwealth of Virginia. The individual seeking
reinstatement [ must shall ] submit a
written request and completed application to the board. [ The
request for reinstatement will be reviewed by the Superintendent of Public
Instruction's investigative panel pursuant to 8VAC20-23-780. ] Notification
to all appropriate parties will be communicated in writing by the Virginia
Department of Education.
8VAC20-23-730. Cancellation.
A. A license may be canceled by the voluntary return of
the license by the license holder [ in response to a petition for
revocation or suspension or pursuant to a court order ]. Reasons
for cancellation are the same as those listed under 8VAC20-23-720 A.
B. The individual may voluntarily return the license to
the division superintendent or the Superintendent of Public Instruction with a
written, signed statement requesting cancellation. The individual shall
acknowledge in the request that he understands that the notice of cancellation
will include the statement: "The license holder voluntarily [ returned
surrendered ] his teaching license and requested cancellation.
Reasons for cancellation are the same as those for revocation."
[ However, if the request for cancellation is in response to a
petition for revocation, the The ] individual shall
[ also ] acknowledge that he understands that the notice of
cancellation will include the statement: "The license holder voluntarily
[ returned surrendered ] the license in
response to a petition for revocation [ or suspension or a court
order ]." The individual also shall acknowledge that he
understands that the cancellation of the license will be reported to division
superintendents in Virginia and [ , through a national
clearinghouse, ] to chief state school officers of the other states
and territories of the United States. The division superintendent shall forward
any request for cancellation and, if applicable, the petition for revocation
[ or suspension ] to the Superintendent of Public
Instruction within 14 days of receipt. The Superintendent of Public Instruction
shall cancel the license and send the person a notice of cancellation by
certified mail within 14 days of receipt of the request for cancellation.
C. A license that has been canceled may be reinstated by
the Virginia Board of Education if the board is satisfied that reinstatement is
in the best interest of the public schools of the Commonwealth of Virginia. The
individual seeking reinstatement [ must shall ]
submit a written request and completed application to the board. [ The
request for reinstatement will be reviewed by the Superintendent of Public
Instruction's investigative panel pursuant to 8VAC20-23-780 A. ]
Notification to all appropriate parties will be communicated in writing by
the Virginia Department of Education.
8VAC20-23-740. Suspension.
A. A license may be suspended for the following reasons:
1. Physical, mental, or emotional incapacity as shown by a
competent medical authority;
2. Incompetence or neglect of duty;
3. Failure or refusal to comply with school laws and
regulations, including willful violation of contractual obligations;
4. Acts related to secure mandatory tests as specified in
subsection A of § 22.1-292.1 of the Code of Virginia;
5. Knowingly and willfully with the intent to compromise
the outcome of an athletic competition procure, sell, or administer anabolic
steroids or cause such drugs to be procured, sold, or administered to a student
who is a member of a school athletic team, or fail to report the use of such
drugs by a student to the school principal and division superintendent as
required by clause (iii) of subsection A of § 22.1-279.3:1 of the Code of
Virginia. Any person whose license is suspended or revoked by the board pursuant
to this section shall be ineligible for three school years for employment in
the public schools of the Commonwealth; or
6. Other good and just cause in the best interest of the
public schools of the Commonwealth of Virginia.
B. Procedures.
1. A complaint may be filed by anyone, but it shall be the
duty of a division superintendent, principal, or other responsible school
employee to file a complaint in any case in which he has knowledge that
[ the license holder has committed any offense a basis
for suspension exists, as ] set forth in subsection A of this
section. The person making the complaint shall submit the complaint in writing
to the appropriate division superintendent. [ If the subject of the
complaint is the division superintendent, the person making the complaint may
submit the complaint to the chair of the local school board. ]
2. Upon receipt of the complaint against the holder of a
license, a division superintendent or his duly authorized representative shall
[ immediately and thoroughly ] investigate the complaint.
If, on the basis of such investigation, the division superintendent finds the
complaint to be without merit, he shall so notify the complaining party or
parties in writing and then close his file on the matter. This action shall be
final unless the local school board on its own motion votes to proceed to a
hearing on the complaint.
C. Petition for suspension. Should the division
superintendent or local school board conclude that there is reasonable cause to
believe that a [ complaint against the holder of a license is
well founded basis for suspension of the license exists ],
the license holder shall be notified of the complaint by a written petition for
suspension of a license signed by the division superintendent. A copy of such
petition shall be sent by certified mail, return receipt requested, to the
license holder's last known address.
D. Form of petition. The petition for the suspension of a
license shall set forth:
1. The name and last known address of the person against
whom the petition is being filed;
2. The type of license and the license number held by the
person against whom the petition is being filed;
3. The [ offenses alleged basis
for suspension ] and the specific [ underlying alleged ]
actions [ that comprise the alleged offenses ];
4. A statement of the rights of the person against whom the
petition is being filed. The statement of rights shall notify the person
[ that the license may be suspended for up to five years with the
period of suspension, as determined by the Virginia Board of Education. In
addition, the statement shall notify the person that any adverse action against
a license, including suspension, will be reported to the division
superintendents in Virginia and, through a national clearinghouse, to chief
state school officers of the other states and territories of the United States.
The statement also shall notify the person ] of the right to cancel
the license if he chooses not to contest the allegations in the petition
[ . The statement also shall notify the individual that the license
may be suspended for up to five years and that and notify the individual
that if he cancels the license, ] he shall receive a notice of
cancellation that will include the statement: "The license holder
voluntarily returned the license in response to a petition for
suspension." The individual also shall be notified that the cancellation
[ and period of suspension ] will be reported to
division superintendents in Virginia and [ , through a national
clearinghouse, ] to chief state school officers of the other states
and territories of the United States; and
5. Any other pertinent information.
E. Filing of petition. The original petition shall be
entered in the files of the local school board where the license holder is or
was last employed.
F. Response to petition. The license holder shall present
his written answer to the petition, if any, within 14 days of delivery or
attempted delivery of the petition, as certified by the United States Postal
Service.
1. If the license holder does not wish to contest the
allegations in the petition, he may [ cancel request
cancellation of ] the license by [ returning the
license to the division superintendent with submitting ] a
written and signed statement requesting cancellation [ in response
to a petition for suspension to the division superintendent ]. The
division superintendent shall forward the request for cancellation along with
the petition for suspension to the Superintendent of Public Instruction within
14 days of receipt. The Superintendent of Public Instruction shall cancel the
license and send the person a notice of cancellation [ to the
person ] by certified mail within 14 days of receipt of the request
for cancellation.
2. If the license holder files a written answer admitting
or denying the allegations in the petition or fails to file a written answer
within 14 days of delivery or attempted delivery of the petition [ , ]
as certified by the United States Postal Service, the local school board
shall promptly proceed to a hearing. The local school board shall provide a
hearing at the time and place of its regular meeting or at such other
reasonable time and place it may specify. The license holder or his
representative, if any, shall be given at least 14 days' notice of the hearing.
3. At its hearing, the local school board shall receive the
recommendation of the division superintendent and then either deny the petition
or recommend suspension. A decision to deny the petition shall be final, except
as specified in subsection G of this section, and the investigative file on the
petition shall be closed and maintained as a separate file. Any record or
material relating to the allegations in the petition shall be placed in the
investigative file. Should the local school board recommend the suspension of a
license, the division superintendent shall forward the recommendation and the
investigative file to the Superintendent of Public Instruction within 14 days.
G. Suspension on motion of the Virginia Board of
Education. The Virginia Board of Education reserves the right to act directly
to suspend a license when the Virginia Board of Education has reasonable cause
to believe that subsection A of this section is applicable. The Superintendent
of Public Instruction may send a petition for suspension to the license holder
as specified in subsection D of this section. The license holder shall have the
opportunity to [ respond present his written answer ]
to the petition [ or request cancellation of the license,
if any, ] within 14 days of delivery or attempted delivery of the
petition, as certified by the United States Postal Service.
1. [ If the license holder does not wish to
contest the allegations in the petition, he may request cancellation of the
license by submitting a written, signed statement requesting cancellation in
response to a petition for suspension. The Superintendent of Public Instruction
shall cancel the license and send a notice of cancellation to the person by
certified mail within 14 days of receipt of their request for cancellation.
2. ] If the license holder files a written
answer admitting the allegations in the petition or fails to file a written
answer within 14 days of delivery or attempted delivery of the petition
[ , ] as certified by the United States Postal Service, the
petition shall be forwarded to the Virginia Board of Education for action. No
suspension will be ordered without the involved license holder being given the
opportunity to appear at a hearing specified in 8VAC20-23-780 C.
[ 2. 3. ] If the license
holder timely files his written answer denying the allegations in the petition,
the Superintendent of Public Instruction shall schedule a hearing with the
investigative panel provided in 8VAC20-23-780 A. The license holder or his
representative, if any, shall be given at least 14 days' notice of the hearing.
The investigative panel shall take action on the petition as specified in
8VAC20-23-780 A. No suspension will be ordered without the involved license
holder being given the opportunity to appear at a hearing specified in
8VAC20-23-780 C.
H. Reinstatement of license. A license may be suspended
for a period of time not to exceed five years. The license may be reinstated by
the Superintendent of Public Instruction, upon written request and application,
with verification that all [ requirements for license renewal
all conditions for licensure ] have been satisfied.
Notification to all appropriate parties will be communicated in writing by the
Virginia Department of Education.
8VAC20-23-750. Denial.
[ A. ] A license may be denied for the
following reasons:
1. Attempting to obtain [ such a ]
license by fraudulent means or through misrepresentation of material facts;
2. Falsification of records or documents;
3. Conviction of any felony;
4. Conviction of any misdemeanor involving moral turpitude;
5. Conviction of any misdemeanor involving a [ minor
child or drugs, not including alcohol student or minor ];
6. [ Conviction of any misdemeanor involving
drugs (not alcohol);
7. ] Conduct with [ a ]
direct and detrimental effect on the health, welfare, discipline, or morale
of [ students a student or minor ];
[ 7. 8. ] Revocation,
suspension, surrender, cancellation, invalidation, or denial of, or other
adverse action against, a teaching, administrator, pupil personnel services, or
other education-related certificate or license by another state, territory, or
country [ , or denial of an application for any such certificate or
license ];
[ 8. 9. ] Founded case of
child abuse or neglect, after all [ appeal rights
administrative appeals ] have been exhausted; or
[ 9. 10. ] Other good and
just cause in the best interest of the public schools of the Commonwealth of
Virginia.
[ B. Any denial of a license for a reason set forth
in 8VAC20-23-750 A shall be reported to division superintendents in Virginia
and, through a national clearinghouse, to chief state school officers of the
other states and territories of the United States. ]
8VAC20-23-760. Expired [ licenses
license ].
[ A. The holder of a license that has expired must
apply for a license according to the procedures set forth in 8VAC20-23-40 or
8VAC20-23-110. Such application may be denied renewal by the Superintendent of
Public Instruction for any of the reasons specified in 8VAC20-23-750. No such
denial will be ordered unless the license holder is given the opportunity for
the hearing specified in 8VAC20-23-780 C.
B. A Action against a ] license
issued by the Virginia Board of Education may be [ revoked or
suspended taken ] for any of the reasons listed in 8VAC20-23-720
A [ or, ] 8VAC20-23-740 A, [ or
8VAC20-23-750 A ] even if the license is expired, as long as the
basis for action occurred prior to the issuance of the license or while the
license was active.
8VAC20-23-770. Right to counsel and transcript.
A license holder or applicant shall have the right, at his
own expense, to be represented by an attorney or other representative at (i)
any local school board hearing provided for in 8VAC20-23-720 F 2 or
8VAC20-23-740 F 2, (ii) [ the ] investigative panel
hearing provided for in 8VAC20-23-780 A, or (iii) [ in ] proceedings
before the Virginia Board of Education as specified in 8VAC20-23-780 C. The
hearing before the local school board provided for in 8VAC20-23-720 F 2 or
8VAC20-23-740 F 2 and the investigative panel hearing provided for in
8VAC20-23-780 A shall be recorded, and [ , ] upon
written request [ , ] the license holder or applicant
shall be provided a transcript of the hearing at his own expense. Any such
hearing before the Virginia Board of Education shall be recorded, and
[ , ] upon written request [ , ] the
license holder or applicant shall be provided a transcript of the hearing at no
charge.
8VAC20-23-780. Action by the Superintendent of Public
Instruction and the Virginia Board of Education.
A. Upon receipt of a petition, the Superintendent of
Public Instruction will ensure that an investigative panel at the state level
reviews the petition. The panel shall consist of three to five members selected
by the Superintendent of Public Instruction. The applicant or license holder
shall be given at least 14 days' notice of the date, time, and location of the
investigative panel hearing when his case will be considered. The Virginia
Department of Education shall ensure that the applicant or license holder receives
all documentation that will be used during the investigative panel hearing
prior to the hearing. Representatives of the local school division and the
applicant or license holder are entitled to be present with counsel and
witnesses if so desired. The investigative panel hearing shall be recorded. The
recommendation of the investigative panel is made to the Superintendent of
Public Instruction who will forward his recommendation and the documentation
used during the investigative panel hearing to the Virginia Board of Education
or its duly designated committee [ for consideration ] at
one of its scheduled meetings. The applicant or license holder shall be given
at least 14 days' notice of the Virginia Board of Education meeting when his
case will be considered. Following the investigative panel hearing, the
Virginia Department of Education shall forward the recommendation of the
investigative panel to the applicant or license holder as soon as practicable,
but no later than 14 days prior to the scheduled Virginia Board of Education
meeting when his case will be considered.
B. The Superintendent of Public Instruction is authorized
to approve the issuance of licenses for individuals who have a misdemeanor
[ convictions conviction ] related to drugs,
not including alcohol, based on a review of the cases. No individual
[ would will ] be denied a license without a
hearing of the Virginia Board of Education as required in this section.
C. [ The applicant or license holder and
representatives of the local school division are entitled to be present with
counsel and witnesses, if so desired, at the hearing of the Virginia Board of
Education. ] The Virginia Board of Education, or its duly
designated committee, shall consider the recommendation of the Superintendent
of Public Instruction and such relevant and material evidence as the applicant
or license holder [ and representative of the local school division ]
may desire to present at the hearing. At its discretion, the Virginia Board
of Education may ask the applicant or license holder questions. At the
conclusion of the hearing, the Virginia Board of Education will announce its
decision.
D. The decision of the Virginia Board of Education shall
be recorded in the minutes of the meeting, and the applicant or license holder
and principal complainants will receive written notice of the decision.
8VAC20-23-790. Right of applicant or license holder to
appear at hearing.
An applicant or a license holder shall have the right to
appear in person at the hearings held by the local school board, [ the
Superintendent's Investigative Panel, ] Virginia Board of
Education, or board committee described in this part unless he is confined to
jail or a penal institution. The local school board or Virginia Board of
Education, at its discretion, may continue such hearings for a reasonable time
if the applicant or license holder is prevented from appearing in person for
reasons such as [ a ] documented medical [ condition ]
or mental impairment.
8VAC20-23-800. Notification.
Notification of the revocation, suspension, cancellation,
denial, or reinstatement of a license shall be made by the Superintendent of
Public Instruction, or his designee, to division superintendents in Virginia
and [ , through a national clearinghouse, ] to chief
state school officers of the other states and territories of the United States.
VA.R. Doc. No. R13-3476; Filed July 3, 2018, 11:22 a.m.
TITLE 8. EDUCATION
STATE BOARD OF EDUCATION
Final Regulation
Titles of Regulations: 8VAC20-22. Licensure
Regulations for School Personnel (repealing 8VAC20-22-10 through
8VAC20-22-760).
8VAC20-23. Licensure Regulations for School Personnel (adding 8VAC20-23-10 through 8VAC20-23-800).
Statutory Authority: §§ 22.1-298.1 and 22.1-299 of the
Code of Virginia.
Effective Date: August 23, 2018.
Agency Contact: Patty S. Pitts, Assistant Superintendent
for Teacher Education and Licensure, Department of Education, P.O. Box 2120,
Richmond, VA 23218, telephone (804) 371-2522, or email
patty.pitts@doe.virginia.gov.
Summary:
The regulatory action repeals the existing regulation
(8VAC20-22) and adopts a new regulation (8VAC20-23) regarding licensure for
school personnel to align the regulation with recent changes in the Code of
Virginia, current best practices in education, current educational research, and
the revised Virginia Standards of Learning and the Guidelines for Uniform
Performance Standards and Evaluation Criteria for Teachers.
Substantive elements of the regulations (i) revise selected
definitions to conform with changes in the regulations; (ii) modify prescribed
licensure requirements, including reducing the number of years of work
experience required for a career switcher provisional license from five to
three and extending the international educator license from three to five
years; (iii) add new endorsement areas in mathematics, engineering, and special
education; and (iv) increase rigor in the requirements for selected endorsement
areas.
Summary of Public Comments and Agency's Response: A
summary of comments made by the public and the agency's response may be
obtained from the promulgating agency or viewed at the office of the Registrar
of Regulations.
CHAPTER 23
LICENSURE REGULATIONS FOR SCHOOL PERSONNEL
Part I
Definitions
8VAC20-23-10. Definitions.
The following words and terms when used in this chapter
shall have the meanings indicated unless the context clearly implies otherwise:
"Accredited institution" means an institution of
higher education accredited by a regional accrediting agency recognized by the
United States Department of Education.
"Accredited virtual school or program" means a
virtual school or program accredited by one of the accrediting agencies
recognized by the Virginia Department of Education. [ School
divisions operating as multi-division online providers may be deemed as meeting
accreditation requirements if a majority of their schools are fully accredited
by the Virginia Board of Education. ]
"Alternate route to licensure" means a
nontraditional route to licensure available to individuals who meet the
criteria specified in 8VAC20-23-90.
"Approved program" means a professional
education program recognized as meeting state standards for the content and
operation of such programs so that graduates of the program will be eligible
for state licensure. The Virginia Board of Education has the authority to
approve programs in Virginia.
"Cancellation" means the withdrawal of a
[ teaching ] license following the voluntary return
of the license by the license holder.
"Certified [ program ] provider"
means a provider certified by the Virginia Department of Education to provide
preparation and training for applicants seeking the Provisional License
specified in 8VAC20-23-90.
"Collegiate Professional License" means a
five-year, renewable [ teaching ] license available to
an individual who has satisfied all requirements for licensure set forth in
this chapter, including an earned baccalaureate degree from a regionally
accredited college or university and the professional teacher's assessments
prescribed by the Virginia Board of Education.
[ "Content area coursework" means
courses at the undergraduate level (i.e., two-year or four-year institution) or
at the graduate level that will not duplicate previous courses, or the level of
coursework, taken in humanities, English, history and social sciences,
sciences, mathematics, health and physical education, and fine arts. These
courses are usually available through the college or department of arts or
sciences. ]
"Denial" means the refusal to grant a
[ teaching ] license [ to a new
applicant or to an applicant who is reapplying after the expiration of a
license ].
"Division Superintendent License" means a
five-year, renewable license available to an individual who has completed an
earned master's degree from a regionally accredited college or university and
meets the requirements specified in 8VAC20-23-630. The individual's name [ must
shall ] be listed on the Virginia Board of Education's list of
eligible division superintendents.
"Experiential learning" means a process of
applying for an initial license through the alternate route as prescribed by
the Virginia Board of Education and meeting the criteria specified in
8VAC20-23-90 E to be eligible to request experiential learning credits in lieu
of the coursework for the endorsement (teaching) content area.
[ "Industry certification credential" means
an active career and technical education credential that is earned by
successfully completing a Virginia Board of Education-approved industry
certification examination, being issued a professional license in the
Commonwealth, or successfully completing an occupational competency
examination. ]
"International Educator License" means
[ a five-year cultural exchange opportunity for Virginia students
and international teachers. The International Educator License is ]
a professional teaching license issued for no more than five years to an
exchange teacher with citizenship in a nation other than the United States of
America [ and who meets requirements by a
state-approved, federally-designated Exchange Visitor Program and who is ]
employed as [ a ] teacher in a Virginia public
school or an accredited nonpublic school.
"Licensure by reciprocity" means a process used
to issue a license to an individual coming into Virginia from another state
when that individual meets certain conditions specified in this chapter.
"Mentor" means a classroom teacher hired by the
local school division who has achieved continuing contract status or other
instructional personnel including retired teachers who meet local mentor
selection criteria. The mentor should work in the same building as the
beginning teacher or be instructional personnel who is assigned solely as a
mentor. A mentor should be assigned a limited number of teachers at any time.
Instructional personnel who are not assigned solely as mentors should not be
assigned to more than four teachers at any time. Mentors guide teachers in the
program through demonstrations, observations, and consultations.
"Online Teacher License" means a five-year,
renewable license valid only for teaching online courses. Teachers who hold a
five-year renewable license issued by the Virginia Board of Education may teach
online courses for which they are properly endorsed and do not need to seek
this license.
"Postgraduate Professional License" means a
five-year, renewable license available to an individual who has qualified for
the Collegiate Professional License and who holds an appropriate earned
graduate degree from a regionally accredited college or university.
[ "Professional studies" means courses and
other learning experiences designed to prepare individuals in the areas of
human development and learning, curriculum and instruction, assessment of and
for learning, classroom and behavior management, foundations of education and
the teaching profession, language and literacy, and supervised clinical
experiences. ]
"Professional teacher assessment" means those
tests or other requirements mandated for licensure as prescribed by the
Virginia Board of Education.
"Provisional License" means a nonrenewable
license valid for a specified period of time not to exceed three years issued
to an individual who has allowable deficiencies for full licensure as set forth
in this chapter. The individual [ must shall ]
have a minimum of an [ undergraduate earned
baccalaureate ] degree from a regionally accredited college or
university, with the exception of those individuals seeking the Technical
Professional License. The Provisional License [ will be issued for
a three-year validity period ], with the exception of [ those
individuals seeking licensure through a career switcher program who will be
issued a one-year Provisional License, will be the Provisional
(Career Switcher) License that will be initially issued for a one-year validity
period and Teach For America Provisional License that will be initially ]
issued for [ two years a two-year validity period ].
[ Individuals may apply for a third year on the Provisional License
by submitting documentation indicating that all licensure assessments prescribed
by the Virginia Board of Education have been taken. ] Individuals
[ must shall ] complete all requirements
[ for licensure ], including passing all licensure
assessments, for a renewable license within the validity period of the
[ license Provisional License ].
"Pupil Personnel Services License" means a
five-year, renewable license available to an individual who has earned an
appropriate graduate degree from a regionally accredited college or university
with an endorsement as a school counselor, school psychologist, school social
worker, or vocational evaluator. This license does not require teaching
experience unless otherwise outlined under the specific endorsement's
requirements.
"Renewable license" means a license issued by
the Virginia Board of Education for five years to an individual who meets all
requirements specified in this chapter.
"Revocation" means the withdrawal of a
[ teaching ] license.
"School Manager License" means a five-year,
renewable license intended to provide for a differentiation of administrative
responsibilities in a school setting. A school manager is licensed to
administer noninstructional responsibilities in an educational setting.
[ For example, a A ] school manager is
restricted from evaluating teachers, supervising instruction, developing and
evaluating curriculum, and serving as a school’s student disciplinarian. The
license is available to a candidate who holds a baccalaureate degree from a
regionally accredited college or university; has three years of [ success
successful ] managerial experience; and is recommended for the
license by a Virginia school division superintendent.
"Suspension" means the temporary withdrawal of a
[ teaching ] license.
"Technical Professional License" means a
five-year, renewable license available to an individual who has graduated from
[ an a public or ] accredited [ nonpublic ]
high school (or possesses a [ General Educational Development
Certificate Virginia Board of Education-approved high school
equivalency credential ]); has exhibited academic proficiency,
technical competency, and successful occupational experience; and meets the
requirements specified in [ subdivision 4 of ] 8VAC20-23-50
[ A 4 ].
[ "Teach For America License" means a
two-year provisional license available to an individual who is a participant in
Teach For America and meets the requirements specified in 8VAC20-23-50. ]
Part II
Administering the Regulations
8VAC20-23-20. Administering this chapter.
A. In administering this chapter, modifications may be
made in exceptional cases by the Superintendent of Public Instruction. Proposed
modifications shall be made in writing to the Superintendent of Public
Instruction, Commonwealth of Virginia, Virginia Department of Education, P.O.
Box 2120, Richmond, Virginia 23218-2120.
B. In administering this chapter, competencies required
for endorsement areas are outlined in the Regulations Governing the Review and
Approval of Education Programs in Virginia (8VAC20-543). This document should
be referenced for detailed information regarding coursework content for
endorsements. Individuals [ must shall ] complete
the semester hours required for endorsement areas, or the equivalent, that
[ must shall ] be documented and approved by
the [ Virginia ] Department of Education.
[ C. Virginia school divisions may submit requests to
the Virginia Department of Education for determination of appropriate
endorsements for blended or integrated course options.
D. Upon the effective date of this chapter, the Virginia
Board of Education grants a one-year transition period for the implementation
of this chapter. ]
Part III
Licensure
8VAC20-23-30. Purpose and responsibility for licensure.
The primary purpose for licensing teachers and other
school personnel is to maintain standards of professional competence. The
responsibility for licensure is set forth in § 22.1-298.1 of the Code of
Virginia, which states that the Virginia Board of Education shall prescribe by
regulation the requirements for licensure of teachers.
8VAC20-23-40. Conditions for licensure.
A. Applicants for licensure [ must
shall ]:
1. Be at least 18 years of age;
2. Pay the appropriate fees as determined by the Virginia
Board of Education and complete the application process;
3. Have earned a baccalaureate degree, with the exception
of the Technical Professional License, from a regionally accredited college or
university and meet requirements for the license sought. Persons seeking
initial licensure through approved programs from Virginia institutions of
higher education shall only be licensed as instructional personnel [ by
the Virginia Board of Education if the professional education programs offered
at such institutions have been accredited by a national accrediting agency and
the education (endorsement) programs have final approval by the if
the education endorsement programs have approval by the ] Virginia
Board of Education; [ individuals who have earned a degree from an
institution in another country shall hold the equivalent of a regionally
accredited college or university degree in the United States, as verified by a
Virginia Department of Education-approved credential evaluation agency, for the
required degree for the license; ] and
4. Possess good moral character [ (i.e.,
and be ] free of conditions outlined in Part VII (8VAC20-23-720 et
seq.) of this chapter.
B. All candidates who hold at least a baccalaureate degree
from a regionally accredited college or university and who seek an initial
Virginia teaching license [ must shall ] obtain
passing scores on professional teacher's assessments prescribed by the Virginia
Board of Education. With the exception of the career switcher program that
requires assessments as prerequisites, individuals [ must
shall ] complete the professional teacher's [ assessments
assessment ] requirements within the three-year validity of the
initial provisional license. Candidates seeking a Technical Professional
License, International Educator License, School Manager License, or Pupil
Personnel Services License are not required to take the professional teacher's
assessments. Individuals who hold a valid out-of-state license (full credential
without deficiencies) and who have completed a minimum of three years of
full-time, successful teaching experience in a public or an accredited
nonpublic school, kindergarten through grade 12, outside of Virginia are exempt
from the professional teacher's assessment requirements. Documentation
[ must shall ] be submitted to verify the
school's status as a public or an accredited nonpublic school.
C. All individuals seeking an initial endorsement in
early/primary education preK-3, elementary education preK-6, special
education-general curriculum, special education-deaf and hard of hearing,
special education-blindness and visual impairments, and individuals seeking an
endorsement as a reading specialist [ must shall ]
obtain passing scores on a reading instructional assessment prescribed by
the Virginia Board of Education.
D. Licensure by reciprocity is set forth in 8VAC20-23-100.
A school leaders [ licensure ] assessment prescribed by
the Virginia Board of Education [ must shall ]
be met for all individuals who are seeking an endorsement authorizing them
to serve as principals and assistant principals in the public schools.
Individuals seeking an initial administration and supervision endorsement who
are interested in serving as central office instructional personnel are not
required to take and pass the school leaders [ licensure ]
assessment prescribed by the Virginia Board of Education.
E. Individuals seeking initial licensure [ must
shall ] demonstrate proficiency in the use of educational
technology for instruction, complete study in child abuse recognition and
intervention in accordance with curriculum guidelines developed by the Virginia
Board of Education in consultation with the Virginia Department of Social
Services, and receive professional development in instructional methods
tailored to promote student academic progress and effective preparation for the
[ Virginia ] Standards of Learning end-of-course and
end-of-grade assessments.
F. Every person seeking initial licensure shall provide
evidence of completion of certification or training in emergency first aid,
cardiopulmonary resuscitation, and use of automated external defibrillators.
The certification or training program shall be based on the current national
evidenced-based emergency cardiovascular care guidelines for cardiopulmonary
resuscitation and the use of an automated external defibrillator, such as a
program developed by the American Heart Association or the American Red Cross.
The Virginia Board of Education shall provide a waiver for this requirement for
any person with a disability whose disability prohibits such person from
completing the certification or training.
G. The teacher of record for verified credit courses for
high school graduation [ must shall ] hold
a Virginia license with the appropriate content endorsement.
[ H. Every teacher seeking an initial license in the
Commonwealth with an endorsement in the area of career and technical education
shall have an industry certification credential, as defined in 8VAC20-23-10, in
the area in which the teacher seeks endorsement. If a teacher seeking an
initial license in the Commonwealth has not attained an industry certification
credential in the area in which the teacher seeks endorsement, the Virginia
Board of Education may, upon request of the employing school division or
educational agency, issue the teacher a provisional license to allow time for
the teacher to attain such credential.
I. Effective July 1, 2017, every person seeking renewal of
a license shall complete awareness training, provided by the Virginia
Department of Education, on the indicators of dyslexia, as that term is defined
by the Virginia Board of Education pursuant to regulations, and the
evidence-based interventions and accommodations for dyslexia. ]
8VAC20-23-50. Types of licenses; dating licenses.
A. The following types of licenses are available:
1. Provisional License. The Provisional License is a
nonrenewable license valid for a period not to exceed three years issued to an
individual who has allowable deficiencies for full licensure as set forth in
this chapter. The Provisional License will be issued for [ two
years a three-year validity period ], with the
[ exception exceptions ] of [ those
individuals seeking a the ] Provisional [ (Career
Switcher) ] License [ through a career switcher
program that will initially be issued for a one-year validity period
and the Provisional Teach For America License issued for a two year validity
period ]. [ Individuals may apply for a third year
on the Provisional License by submitting documentation indicating that all
licensure assessments prescribed by the Virginia Board of Education (http://doe.virginia.gov/teaching/licensure/prof_teacher_assessment.pdf)
have been taken. The Provisional (Career Switcher) License will be dated as set
forth in 8VAC20-23-90 A 2. ] Individuals [ must
shall ] complete [ the all ]
requirements [ for licensure, ] including passing all
licensure assessments, for [ the a ] renewable
[ five-year ] license within the validity period of
the Provisional License. The individual [ must shall ]
have a minimum of an [ undergraduate earned
baccalaureate ] degree from a regionally accredited college or
university, with the exception of those individuals seeking the Technical
Professional License.
2. Collegiate Professional License. The Collegiate
Professional License is a five-year, renewable license available to an
individual who has satisfied all requirements for licensure, including an
earned [ undergraduate baccalaureate ] degree
from a regionally accredited college or university and the professional
teacher's assessments prescribed by the Virginia Board of Education.
3. Postgraduate Professional
License. The Postgraduate Professional License is a five-year, renewable
license available to an individual who has qualified for the Collegiate
Professional License and who holds an appropriate earned graduate degree from a
regionally accredited college or university.
4. Technical Professional License. The Technical
Professional License is a five-year, renewable license available to a person
who has graduated from [ a public or ] an accredited
[ nonpublic ] high school or possesses a [ General
Educational Development Certificate Virginia Board of
Education-approved high school equivalency credential ]; has
exhibited academic proficiency, skills in literacy and communication, technical
competency, and successful occupational experience; [ and ]
has completed nine semester hours of specialized professional studies credit
from a regionally accredited college or university [ ; and has
completed one year of successful, full-time teaching experience in a public
school or accredited nonpublic school in the area of endorsement ].
The nine semester hours of professional studies coursework [ must
shall ] include three semester hours of human development and
learning, three semester hours of curriculum and instruction, and three
semester hours of applications of instructional technology or classroom and
behavior management. The Technical Professional License is issued at the
recommendation of [ an a Virginia ] employing
educational agency in the areas of career and technical education, educational
technology, and military science. Individuals seeking an endorsement to teach
military science [ must shall ] have the
appropriate credentials issued by the United States military. The employing
Virginia educational agency [ must shall ] ensure
the credentials issued by the United States military are active during the
period the individual is teaching. In addition to demonstrating competency in
the endorsement area sought, the individual [ must
shall ]:
a. Hold a valid license issued by the appropriate Virginia
board for those program areas requiring a license and a minimum of two years of
successful experience at the journeyman level or an equivalent. The employing
Virginia educational agency [ must shall ] ensure
that the valid license issued by the appropriate Virginia board for the
occupational program area is active during the period the individual is
teaching;
b. Have completed a registered apprenticeship program and
two years of successful experience at the journeyman level or an equivalent
level in the trade; or
c. Have four years of successful work experience at the
management or supervisory level or equivalent or have a combination of four
years of training and [ successful ] work experience at
the management or supervisory level or equivalent.
Individuals holding the Technical Professional License who
seek the Collegiate Professional or Postgraduate Professional License
[ must shall ] meet the requirements of the
respective licenses.
5. School Manager License. The school manager license is a
five-year, renewable license intended to provide for the differentiation of
administrative responsibilities in a school setting. A school manager is
licensed to administer noninstructional responsibilities in an educational
setting. [ For example, a A ] school
manager is restricted from evaluating teachers, supervising instruction,
developing and evaluating curriculum, and serving as a school's student
disciplinarian. The license is available to a candidate who holds a
baccalaureate degree from a regionally accredited college or university, has
three years of successful managerial experience, and is recommended for the
license by a Virginia school division superintendent.
6. Pupil Personnel Services License. The Pupil Personnel
Services License is a five-year, renewable license available to an individual
who has earned an appropriate graduate degree from a regionally accredited
college or university with an endorsement for school counselor, school
psychologist, school social worker, or vocational evaluator. This license does
not require teaching experience, unless otherwise outlined under the specific
endorsement's requirements.
7. Division Superintendent License. The Division
Superintendent License is a five-year, renewable license available to an
individual who has completed an earned master's degree from a regionally
accredited college or university and meets the requirements specified in
8VAC20-23-630. The individual's name [ must shall ]
be listed on the Virginia Board of Education's list of eligible division
superintendents.
8. International Educator License. The International
Educator License provides a five-year cultural exchange opportunity for
Virginia students and international teachers. The International Educator
License is a professional teaching license issued [ for no more
than five years ] to an exchange teacher with citizenship in a
nation other than the United States of America [ and ]
who is employed as a teacher in a Virginia public or accredited nonpublic
school. To be issued the five-year, nonrenewable International Educator
License, an individual serving as a cultural exchange teacher in Virginia
[ must shall ]:
a. Be employed by a Virginia public or an accredited
nonpublic school;
b. Hold non-United States citizenship and be a
nonpermanent resident; and
c. Meet the following requirements as verified by a
state-approved, federally-designated Exchange Visitor Program (22 CFR Part 62):
(1) Be proficient in written and spoken English;
(2) Demonstrate competence in the appropriate academic
subject area or areas by meeting the credential requirements for a qualified
teacher in the exchange country;
(3) Hold the United States equivalent of a baccalaureate
degree or higher as determined by an approved credential [ evaluation ]
agency; and
(4) Complete at least two years of successful full-time
teaching experience that enables the educator to fulfill a similar assignment
in his home country or is comparable to those requirements for Virginia
teachers.
If an individual meets requirements of subdivisions 8 a, 8
b, 8 c (1), 8 c (2), and 8 c (3) of this subsection and has completed at least
one year, but less than two years, of successful full-time teaching experience
that [ enables would enable ] the
educator to fulfill a similar assignment in his home country or is comparable
to those requirements for Virginia teachers, the International Educator License
will be issued for three years with an option to extend the nonrenewable
International Educator License for the additional two years upon [ meeting
passing ] all teacher assessments prescribed by the Virginia Board
of Education and a recommendation of the Virginia employing school division or
accredited nonpublic school.
Individuals who have been issued an International Educator
License who seek a five-year, renewable license [ will need to
shall ] meet all licensure and endorsement requirements, including
[ passing ] applicable assessments prescribed by the
Virginia Board of Education.
9. Online Teacher License. The Online Teacher License is a
five-year, renewable license valid only for teaching online courses. Teachers
who hold a five-year renewable license issued by the Virginia Board of
Education may teach online courses for which they are properly endorsed and do
not need to seek this license.
a. [ The In order to be issued an
Online Teacher License, the ] individual [ is
required to shall ] meet [ the ] requirements
for an endorsement in a content (teaching) area [ ,
and ] professional studies [ requirements, ]
and [ achieve ] qualifying scores on professional
teacher's assessments as prescribed by the Virginia Board of Education. In
addition, the individual [ must shall ] complete
a three-semester-hour course in online instructional procedures.
Online instructional procedures: [ 3
Three ] semester hours. Skills in this area shall contribute to an
understanding of the principles of online learning and online instructional
strategies and the application of skills [ in and ]
the ability to use the Internet for teaching, learning, and management;
design, deliver, and support instruction in an online environment; adapt
strategies for a variety of course models [ (e.g. ],
[ such as ] synchronous and asynchronous [ ) ];
select, adapt, and create rich multimedia for instruction; adapt individualized
education program requirements to online course practices, as appropriate; use
data to meet individual [ students student's ]
needs; and employ innovative teaching strategies in an online environment.
Demonstrated proficiency of advanced skills in the following [ must
areas shall ] be addressed: use of communication technologies to
interact with and engage students, parents, and mentors; use of education
technologies; management of instructional activities in a technology-mediated
environment; and nontraditional content delivery methods.
b. Online teaching experience is not acceptable to meet the
full-time teaching experience for other license types, such as a Division
Superintendent License, or for endorsements, such as for the reading
specialist, school counselor, or administration and supervision endorsements.
The Online Teacher License may be issued if requirements have been met as one
of the following licenses to individuals teaching only online courses:
(1) Online Teacher (Postgraduate Professional) License - a
five-year, renewable license available to an individual who has qualified for
the Online Teacher (Collegiate Professional) License and who holds an
appropriate earned graduate degree from a regionally accredited college or
university.
(2) Online Teacher (Collegiate Professional) License - a
five-year, renewable teaching license available to an individual who has
satisfied all requirements for licensure, including an earned baccalaureate
degree from a regionally accredited college or university, endorsement and
professional studies requirements, and [ passed ] the
professional teacher's assessments prescribed by the Virginia Board of
Education, or
(3) Online Teacher (Technical Professional) License - a
five-year, renewable teaching license available to an individual who has
graduated from [ a public or ] an accredited
[ nonpublic ] high school or possesses a [ General
Educational Development Certificate Virginia Board of
Education-approved high school equivalency credential ]; has
exhibited academic proficiency, technical competency, and occupational
experience; and meets the requirements specified in subdivision 4 of this
subsection. An individual seeking an Online Teacher (Technical Professional)
License [ must shall ] be recommended for
the license by a Virginia public school, a Virginia accredited nonpublic school,
or an accredited virtual school program.
c. A nonrenewable Online Teacher (Provisional) License may
be issued for a period not to exceed three years to an individual who has
allowable deficiencies for full licensure as set forth in 8VAC20-23-90 B. The
Online (Provisional) License will be issued for [ two
three ] years. [ Individuals may apply for a third
year on the Online (Provisional) License by submitting documentation indicating
that all licensure assessments prescribed by the Virginia Board of Education
have been taken. ] The individual [ must
shall ] have a minimum of an [ undergraduate
earned baccalaureate ] degree from a regionally accredited college
or university, with the exception of those individuals seeking the Technical
Professional License. Individuals [ must shall ]
complete all requirements for a renewable Online Teacher License within the
validity period of the license.
10. Teach For America License. The Teach For America
License is a two-year provisional license.
a. This provisional license is available to any participant
in Teach For America, a nationwide nonprofit organization focused on closing
the achievement gaps between students in high-income and low-income areas, who
submits an application and meets the following requirements:
(1) Holds, at minimum, a baccalaureate degree from a
regionally accredited institution of higher education;
(2) Has met the requirements prescribed by the Virginia
Board of Education for all endorsements sought or has met the qualifying scores
on the content area assessment prescribed by the board for the endorsements
sought;
(3) Possesses good moral character according to criteria
developed by the Virginia Board of Education;
(4) Has been offered and has accepted placement in Teach
For America;
(5) Has successfully completed preservice training and is
participating in the professional development requirements of Teach For
America, including teaching frameworks, curricula, lesson planning,
instructional delivery, classroom management, assessment and evaluation of
student progress, classroom diversity, and literacy development;
(6) Has an offer of employment from a local school board to
teach in a public elementary or secondary school in the Commonwealth or a
preschool program that receives state funds pursuant to subsection C of
§ 22.1-199.1 of the Code of Virginia; and
(7) Receives a recommendation from the employing school
division for a Teach For America License in the endorsement area in which the
individual seeks to be licensed.
b. In addition to the criteria set forth in subdivision 10
a of of this subsection, any individual who seeks an endorsement in early
childhood, early/primary, or elementary education shall either (i) agree to
complete such coursework in the teaching of [ reading
language and literacy ] as may be prescribed by the Virginia Board
of Education pursuant to 8VAC20-23-130 during the first year of employment or
(ii) achieve a passing score on a reading instructional assessment prescribed
by the Virginia Board of Education.
c. Teachers issued a Teach For America provisional license
shall not be eligible for continuing contract status while employed under the
authority of a Teach For America license and shall be subject to the
probationary terms of employment specified in § 22.1-303 of the Code of
Virginia.
d. The Virginia Board of Education may extend any Teach For
America License for one additional year upon request of the employing school
division, provided that no Teach For America License shall exceed a total of
three years in length.
e. Notwithstanding any provision of law to the contrary,
upon completion of at least two years of full-time teaching experience in a
public elementary or secondary school in the Commonwealth or a preschool
program that receives state funds pursuant to subsection C of § 22.1-199.1
of the Code of Virginia, an individual holding a Teach For America License
shall be eligible to receive a renewable license if he has (i) achieved
satisfactory scores on all professional teacher assessments required by the
Virginia Board of Education and (ii) received satisfactory evaluations at the
conclusion of each year of employment.
f. Notwithstanding any provision of law to the contrary,
the Virginia Board of Education shall issue a Teach For America License to any
individual who (i) has completed two years of successful teaching in the Teach
For America program in another state, (ii) is not eligible to receive a
renewable license, and (iii) meets the criteria set forth in subdivision 10 a
of this subsection.
B. All licenses will be effective from July 1 in the
school year in which the application is made. An employing Virginia public
school division, agency, or accredited nonpublic school is required to notify
employees in writing at the time of employment of the need to meet appropriate
assessment requirements for licensure.
8VAC20-23-60. Designations on licenses for career paths to
teaching.
A. Designations on licenses will reflect stages in the
professional development of teachers and promote continuing growth and career
paths as educators.
B. Teaching licenses may be issued with one of the
following designations, and the designation will be processed as an add-on
endorsement. These designations will not apply to the Division Superintendent
License, School Manager License, International Educator License, or Pupil
Personnel Services License.
1. Career Teacher: This voluntary teacher designation will
be issued on a renewable teaching license for individuals who have gained
continuing contract status in Virginia and who apply for the Career Teacher
designation.
2. Mentor Teacher: This voluntary teacher designation will
be issued on a renewable teaching license for individuals who have (i) achieved
the Career Teacher designation, (ii) received a recommendation for the
designation from an employing Virginia school division superintendent or
designee or accredited nonpublic school head, (iii) served at least three years
as a mentor teacher in Virginia, (iv) documented responsibilities as a mentor,
and (v) completed a local or state mentor teacher training program in
accordance with the Virginia Board of Education requirements for mentor
teachers in the [ Virgnia Virginia ] Board
of Education Mentor Teacher Guidelines [ (http://www.doe.virginia.gov/teaching/career_resources/mentor/program_creation_guidelines.pdf) ].
3. Teacher as Leader: This voluntary teacher designation
will be issued on a renewable teaching license for individuals who have (i)
achieved the Career Teacher designation; (ii) completed at least five years of
successful, full-time teaching experience in a Virginia public school or
accredited nonpublic school; (iii) received [ the a ]
recommendation from an employing Virginia school division superintendent or
designee or an accredited nonpublic school head; (iv) and completed one of the
following:
a. National Board Certification or a nationally recognized
certification program approved by the Virginia Board of Education and a
recommendation from an employing Virginia school division superintendent or
designee or accredited nonpublic school head and documentation [ , ]
in an approved [ Virginia ] Department of Education
format [ , ] verifying the individual's demonstrated
skills and abilities as a school leader and direct contributions to school
effectiveness and student achievement; or
b. A recommendation from an employing Virginia school
division superintendent or designee or accredited nonpublic school head and
documentation [ , ] in an approved [ Virginia ]
Department of Education format [ , ] verifying the
individual's demonstrated skills and abilities as a school leader and direct
contributions to school effectiveness and student achievement.
8VAC20-23-70. Additional endorsements.
A. An individual who holds a teaching license may add an
additional teaching endorsement to the license by passing a rigorous academic
subject test for endorsements in which a test is prescribed by the Virginia
Board of Education. This testing option does not apply to individuals (i) who
are seeking an early/primary education preK-3 or elementary education preK-6
endorsement, special education endorsements, or a reading specialist
endorsement or (ii) who hold a Technical Professional License, Vocational
Evaluator License, Pupil Personnel Services License, School Manager License, or
Division Superintendent License.
B. One or more endorsements may be added to a license
[ , ] provided [ that ] specific
endorsement requirements have been met. Written requests may be made by the
licensed professional and should be directed to the Virginia employing
educational agency [ (if the individual has such employment) ]
or college or university. If the request is not acted upon by the local
educational agency or college or university within 30 days or is disputed, the
license holder may make a written request for an additional endorsement
directly to the Office of Professional Licensure, Virginia Department of
Education. Written requests should be submitted by January 15 to be in effect
by July 1 of the same [ calendar ] year.
8VAC20-23-80. Deletion of an endorsement.
An endorsement may be deleted from a license at the
request of the licensed professional. Written requests are made by the licensed
professional and should be directed to the employing educational agency. If the
request is not acted upon by the local educational agency within 30 days or is
disputed, the license holder may make a written request for the deletion of an
endorsement directly to the Office of Professional Licensure, Virginia
Department of Education. Written requests should be submitted by January 15 to
be in effect on July 1 of that [ calendar ] year.
Individuals who wish to add an endorsement that has been deleted [ must
shall ] meet requirements for that endorsement at the time it is
requested.
8VAC20-23-90. Alternate routes to licensure.
A. Career switcher alternate route to licensure for career
[ professions professionals ] - Provisional
(Career Switcher) License. An alternate route is available to career switchers
who seek teaching endorsements preK through grade 12 with the exception of
special education.
1. An individual seeking a Provisional (Career Switcher)
License through the career switcher program [ must
shall ] meet the following prerequisite requirements:
a. An application process;
b. An earned baccalaureate degree from a regionally
accredited college or university;
c. The completion of requirements for an endorsement in a
teaching area or the equivalent through verifiable experience or academic
study;
d. At least [ five three ]
years of [ successful ] full-time work experience or
its equivalent; and
e. Virginia qualifying scores on the professional teacher's
assessments as prescribed by the Virginia Board of Education.
2. The Provisional (Career Switcher) License is awarded at
the end of Level I preparation [ for an initial validity period of
one school year ]. All components of the career switcher alternate
route for career [ professions must professionals
shall ] be completed by the candidate.
3. The Level I requirements [ must
shall ] be completed during the course of a single year and may be
offered through a variety of delivery systems, including distance learning
programs. If an employing agency recommends extending the Provisional (Career
Switcher) License for a second year, the candidate will enter Level III of the
program. Career switcher programs [ must be certified
shall submit program documentation as set forth by the Virginia Department of
Education for review and be certified every seven years ] by the
Virginia Department of Education.
a. Level I preparation. Intensive Level I preparation
includes a minimum of 180 clock hours of instruction, including field
experience. This phase includes [ , but is not limited to,
human development and learning; ] curriculum and instruction,
including technology [ , reading, and other; language
and literacy; ] specific course content relating to the [ Virginia ]
Standards of Learning; [ differentiation of instruction
foundations of education and the teaching profession ]; classroom
and behavior management; [ instructional design based on
assessment data; and human development and learning and assessment
of and for learning ].
b. Level II preparation during first year of employment.
(1) Candidate seeks employment in Virginia with the
one-year Provisional (Career Switcher) License.
(2) Continued Level II preparation during the first year of
employment with a minimum of five seminars that expand the intensive
preparation requirements listed in subdivision 3 a of this subsection. The five
seminars will include a minimum of 20 cumulative instructional hours. A variety
of instructional delivery techniques will be utilized to implement the
seminars.
(3) One year of successful, full-time teaching experience
in a Virginia public or accredited nonpublic school under a one-year
Provisional (Career Switcher) License. A trained mentor [ must
shall ] be assigned to assist the candidate during the first year
of employment. Responsibilities of the mentor include [ , but
are not limited to, ] the following:
(a) Collaborate with the beginning teacher in the
development and implementation of an individualized professional development
plan;
(b) Observe, assess, coach, and provide opportunities for
constructive feedback, including strategies for self-reflection;
(c) Share resources and materials;
(d) Share best instructional, assessment, and
organizational practices; classroom and behavior management strategies; and
techniques for promoting [ varied and ] effective
[ methods of ] communication [ with and among
students ]; and
(e) Provide general support and direction regarding school
policies and procedures.
(4) Upon [ successful ] completion
of [ the ] Levels I and II [ preparation
requirements ] of the career switcher alternate route to licensure
program and submission of a recommendation from the [ employing ]
Virginia educational [ employing ] agency,
the candidate will be eligible to apply for a five-year, renewable license.
Renewal requirements for the regular license will be subject to current
regulations of the Virginia Board of Education.
c. Level III preparation, if required.
(1) Post preparation, if required, will be conducted by the
[ employing ] Virginia [ employing ]
educational agency to address the areas where improvement is needed as
identified in the candidate's professional improvement plan; and
(2) Upon [ successful ] completion
of Levels I, II, and [ , if required, Level ] III of
the career switcher alternate route to licensure program and submission of a
recommendation from the [ employing ] Virginia
educational [ employing ] agency, the candidate
will be eligible to receive a five-year renewable license.
4. Verification of program completion will be documented by
the certified program provider and the division superintendent or designee.
5. Certified providers implementing a career switcher
program may charge a fee for participation in the program.
B. An alternate route is available to individuals employed
by [ an a Virginia ] educational agency
who seek teaching endorsements preK through grade 12. The employing Virginia
educational agency may request a nonrenewable Provisional License on behalf of
the individual if the individual has completed an allowable portion of
professional studies and endorsement requirements. [ An employed
teacher may demonstrate meeting the teaching endorsement requirements by
passing a rigorous academic subject test for endorsements in which a test is
prescribed by the Virginia Board of Education. This testing option does not
apply to individuals (i) who are seeking an early/primary education preK-3 or
elementary education preK-6 endorsement, special education endorsements, or a
reading specialist endorsement or (ii) who hold a Technical Professional
License, Vocational Evaluator License, Pupil Personnel Services License, School
Manager License, or Division Superintendent License. ] This route
[ is ] also [ applicable
is available ] to individuals who are employed by a Virginia public
school, a Virginia accredited nonpublic school, or an accredited virtual school
or program and who are seeking the Online Teacher License that is issued to
teachers who teach only online courses. The Provisional License will be issued
for [ two a validity period not to exceed three ]
years. [ Individuals may apply for a third year on the
Provisional License by submitting documentation indicating that all licensure
assessments prescribed by the Virginia Board of Education have been taken. ]
The Provisional License is a nonrenewable teaching license valid for a
period not to exceed three years. Individuals [ must
shall ] complete all licensure requirements to become eligible for
the five-year, renewable license.
1. An individual seeking a license through this alternate
route [ must shall ] have met the
following requirements:
a. Entered the teaching field through the alternate route
to licensure upon the recommendation of the [ employing ] Virginia
[ employing ] educational agency. For the Online
Teacher Provisional License, individuals [ must shall ]
be employed by a Virginia public school division, a Virginia accredited
nonpublic school, or an accredited virtual school or program;
b. Earned a baccalaureate degree from a regionally
accredited college or university with the exception of individuals seeking the
Technical Professional License;
c. Have met requirements for the endorsement area; and
d. Need to complete an allowable portion of professional
studies and licensure requirements.
2. The professional studies requirements for the
appropriate level of endorsement sought [ must shall ]
be completed. A Virginia educational agency may submit to the Superintendent
of Public Instruction for approval an alternate program to meet the
professional studies requirements. The alternate program [ must
shall ] include training [ (e.g., such as ]
seminar, internship, [ or ] coursework [ ,
etc.) ] in human development and learning; curriculum and
instruction, including technology; assessment of and for learning; classroom
and behavior management; [ foundations of education and ] the
teaching profession, including legal status of teachers and students, federal
and state laws, and teacher evaluation as prescribed by [ Virginia's
Guidelines for Uniform Performance Standards and Evaluation Criteria for
Teachers the Virginia Board of Education's guidelines for
performance standards and evaluation criteria established pursuant to § 22.1-253.13:5
B of the Code of Virginia ] and [ reading
language and literacy ].
3. One year of successful, full-time teaching experience in
the appropriate teaching area in a Virginia public or an accredited nonpublic
school [ must shall ] be completed. For
the Online Teacher License only, one year of successful online teaching
experience in the endorsement area in a public school division, an accredited
nonpublic school, or an accredited virtual school or program may be accepted in
lieu of the supervised teaching experience. A fully licensed experienced
teacher [ must shall ] be available in
the school building to assist the beginning teacher employed through the
alternate route.
C. Alternate route in special education. The Provisional
(Special Education) License is a nonrenewable teaching license issued
[ for a validity period not to exceed three years ] to an
individual employed as a special education teacher in a public school or a
nonpublic [ special education ] school in
Virginia who does not hold the appropriate special education endorsement. The
Provisional (Special Education) License will be issued [ for two
years. Individuals may apply for a third year on the Provisional License by
submitting documentation indicating that all licensure assessments prescribed
by the Virginia Board of Education have been taken only with
endorsements in special education ]. The Provisional License is a
nonrenewable teaching license valid for a period not to exceed three years.
This alternate route to special education [ endorsement ] is
not applicable to individuals seeking the Online Teacher License. To be issued
the Provisional (Special Education) License through this alternate route, an
individual [ must meet the requirements through one of the two
following options shall ]:
1. [ Option I. The individual must hold a
full, valid Collegiate Professional or Postgraduate Professional License and
must: a. ] Be employed by a Virginia public or [ accredited ]
nonpublic school as a special [ educator education
teacher ] and have the recommendation of the employing educational
agency;
[ b. 2. ] Have earned a
baccalaureate degree from a regionally accredited college or university;
[ c. 3. ] Have an assigned
mentor with an active Virginia teaching license with an endorsement in special
education; and
[ d. 4. ] Have a planned
program of study in the assigned endorsement area, make progress toward meeting
the endorsement requirements each of the three years of the license, and have
completed at least three semester hours of coursework in the competencies of
foundations for educating students with disabilities and [ have ]
an understanding and application of the legal aspects and regulatory
requirements associated with identification, education, and evaluation of
students with disabilities. A survey course integrating these competencies
would satisfy this requirement.
The Provisional (Special Education) License [ issued ]
through this alternate route shall not be issued without the completion of
these prerequisites.
[ 2. Option II. The individual must:
a. Be employed by a Virginia public or nonpublic school
as a special educator and have the recommendation of the employing educational
agency;
b. Have earned a baccalaureate degree from a regionally
accredited college or university;
c. Have an assigned mentor endorsed in special
education; and
d. Have a planned program of study in the assigned
endorsement area, make progress toward meeting the endorsement requirements
each of the three years of the license, and have completed nine semester hours
including courses in the following: characteristics of students with
disabilities, individualized education program implementation, and classroom
and behavior management.
The Provisional (Special Education) License through this
alternate route shall not be issued without the completion of these prerequisites. ]
D. Alternate programs at institutions of higher education
or Virginia school divisions. Alternate programs developed by institutions of
higher education (i) recognize the unique strengths of prospective teachers
from nontraditional backgrounds and (ii) prepare these individuals to meet the
same standards that are established for others who are granted a license
through an alternate route.
E. Experiential learning. Individuals applying for an
initial teaching license through the alternate route as prescribed by the
Virginia Board of Education [ must shall ] meet
the following criteria to be eligible to request [ that ] experiential
learning [ to ] satisfy the coursework for the
endorsement (teaching) content area:
1. Have earned a baccalaureate degree from a regionally
accredited college or university;
2. Have at least [ five three ]
years of documented [ successful ] full-time work
experience that may include specialized training related to the endorsement
sought; and
3. Have met the [ Virginia ] qualifying
score on the content knowledge assessment prescribed by the Virginia Board of
Education.
Experiential learning does not apply to individuals
seeking special education and [ elementary education (i.e., ]
preK-3 and preK-6 [ ) ] endorsements or
endorsements in which there is no Virginia Board of Education [ - ]
prescribed content or subject assessment.
8VAC20-23-100. Conditions for licensure for out-of-state
candidates by reciprocity.
A. An individual coming into Virginia from any state may
qualify for a Virginia teaching license with comparable endorsement areas if
the individual (i) has completed a state-approved teacher preparation program
through a regionally accredited four-year college or university or (ii) holds a
valid out-of-state teaching license [ (i.e., full
(full ] credential without deficiencies) that [ must
shall ] be in force at the time the application for a Virginia
license is made. [ An individual shall meet licensure requirements
set forth in the Code of Virginia. ] An individual seeking
licensure [ must shall ] establish a file
in the [ Virginia ] Department of Education by
submitting a complete application packet that includes official student
transcripts. Unless exempted by the criteria in subsection C of this section,
professional teacher's [ assessments assessment
requirements ] prescribed by the Virginia Board of Education
[ must shall ] be satisfied.
B. An individual coming into Virginia will qualify for a
Virginia teaching license with comparable endorsement areas if the individual
holds an active national certification from the National Board for Professional
Teaching Standards (NBPTS) or a nationally recognized certification program
approved by the Virginia Board of Education.
C. Individuals who hold a valid out-of-state license
[ (i.e., full (full ] credential without
deficiencies) and who have completed a minimum of three years of full-time,
successful teaching experience in a public or an accredited nonpublic school,
kindergarten through grade 12, outside of Virginia are exempt from the
professional teacher's assessment requirements. Documentation [ must
shall ] be submitted to verify the school's status as a public or
accredited nonpublic school.
8VAC20-23-110. Requirements for renewing a license.
A. The Division Superintendent, Postgraduate Professional,
Collegiate Professional, Technical Professional, Pupil Personnel Services,
Online Teacher, and School Manager Licenses may be renewed upon the completion
of 180 professional development points within a five-year validity period based
on an individualized professional development plan that includes ongoing,
sustained, and high-quality professional development. [ Every
person seeking renewal of a license shall complete all renewal requirements,
including professional development in a manner prescribed by the Virginia Board
of Education, except that no person seeking renewal of a license shall be
required to satisfy any such requirement by completing coursework and earning
credit at an institution of higher education. ]
B. An individual [ who holds an expired
license must seeking renewal shall ] submit a completed
licensure application at the time a [ licensure ] renewal
request is submitted.
[ C. Virginia public school divisions and public
education agencies must report annually to the Virginia Department of Education
that instructional personnel have completed high-quality professional
development each year as set forth by the Virginia Department of Education.
D. C. ] Any individual licensed
and endorsed to teach (i) middle school civics or economics or (ii) high school
government or history who is seeking renewal of such license is required to
demonstrate knowledge of Virginia history or state and local government by
completing a module or professional development course specifically related to
Virginia history or state and local government that has a value of five
professional development points. [ This requirement applies for
purposes of the individual's next or initial renewal occurring after July 1,
2014.
E. If the requirement has not been met for initial
licensure or licensure renewal, individuals D. Every person ]
seeking renewal of a license shall provide evidence of completion of
certification or training in emergency first aid, cardiopulmonary
resuscitation, and the use of automated external defibrillators. The
certification or training program shall be based on the current national
evidence-based emergency cardiovascular care guidelines for cardiopulmonary
resuscitation and the use of an automated external defibrillator, such as a
program developed by the American Heart Association or the American Red Cross.
The Virginia Board of Education shall provide a waiver for this requirement for
any person with a disability whose disability prohibits such person from completing
the certification or training.
[ F. E. Every person seeking renewal of
a license shall demonstrate proficiency in the use of educational technology
for instruction.
F. Every person seeking renewal of a license shall
complete awareness training, provided by the Virginia Department of Education,
on the indicators of dyslexia, as that term is defined by the Virginia Board of
Education pursuant to regulations, and the evidence-based interventions and
accommodations for dyslexia.
G. Training in instructional methods tailored to promote
academic progress and effective preparation for the Virginia Standards of
Learning tests and end-of-grade assessments is required for licensure renewal.
H. Every person seeking renewal or initial license shall
complete a study in child abuse recognition and intervention in accordance with
curriculum guidelines developed by the Virginia Board of Education in
consultation with the Virginia Department of Social Services.
I. When provided by the state, individuals shall complete
other professional development activities prescribed by the Virginia Board of
Education.
J. ] Professional development points may be
accrued by the completion of professional development activities to improve and
increase instructional personnel's knowledge of the academic subjects the
teachers teach or the area assigned from one or more of the following eight
options.
1. College credit. Acceptable coursework offers content
that provides new information and is offered on campus, off campus, or through
extension by any regionally accredited two-year or four-year college or
university. College coursework [ must shall ]
develop further experiences in subject content taught, teaching strategies,
uses of technologies, leadership, and other essential elements in teaching to
high standards and increasing student learning. [ Instructional
personnel must complete coursework to improve and increase the knowledge of the
academic subjects or endorsement areas in which they are assigned. Individuals
who do not hold a graduate degree must refer to subsection G of this section.
No person seeking renewal of a license shall be required to complete coursework
and earn credit at an institution of higher learning. ]
2. Professional conference. A professional conference is a
workshop, institute, or seminar of four or more hours that contributes to
ongoing, sustained, and high-quality professional development.
3. Curriculum development. Curriculum development is a
group activity in which the license holder contributes to the improvement of
the curriculum of a school, a school division, or an [ education
educational ] institution in the teaching area assigned. This
includes the alignment of curriculum frameworks, instructional materials, and
assessments to provide a system with clear expectations of what is to be taught
and learned.
4. Publication of article. The article [ must
shall ] contribute to the education profession or to the body of
knowledge of the license holder's teaching area or instructional position.
[ This article shall be published in a recognized professional journal. ]
Grant reports that present the results of educational research are
acceptable provided the license holder had an active role in planning,
analyzing, interpreting, demonstrating, disseminating, or evaluating the study
or innovation. [ The article must be published in a recognized
professional journal. ]
5. Publication of book. Books [ must
shall ] be published for purchase and [ must
shall ] contribute to the education profession or to the body of
knowledge of the license holder's teaching area or instructional position. The
published book [ must shall ] increase
the field of content knowledge; [ provide information on ]
planning and assessment for evaluating and providing students with feedback
that encourages student progress and measures student achievement; [ reference ]
instruction, safety, and learning environment; [ expand upon ]
and communication and community relations working with students, parents,
and members of the community to promote broad support for student learning.
Points will not be awarded for self-published books.
6. Mentorship. Mentoring is the process by which an
experienced professional who has received mentorship training provides
assistance to one or more persons for the purpose of improving their
performance. Assistance may involve role modeling, direct instruction,
demonstration, observation with feedback, developing of plans, and consultation
to promote instructional excellence and increased student achievement.
Mentoring may include the supervision of a field experience of a pre-service
student teacher or an intern in an approved teacher or principal preparation
program, as well as mentoring as part of the induction process for a beginning
teacher or a first-year administrator. Individuals serving in this role and
submitting documentation for license renewal based on the mentorship option
shall receive training as a mentor prior to the assignment and at least once
during the five-year renewal cycle.
7. Educational project. Educational projects [ must
shall ] be planned, focused projects based on high standards of
teaching and learning. Projects [ must shall ]
result in a written report or other tangible product. Projects [ must
shall ] contribute to the education profession or to the body of
knowledge of the license holder's teaching area or instructional position. A
project could include participation in new professional responsibilities, such
as leading a school improvement initiative.
8. Professional development activity. Professional
development activities [ must shall ] focus
on student learning and achievement, schoolwide educational improvement,
leadership, subject content, teaching strategies, and use of technologies
[ and or ] other essential elements in
teaching to high standards. Activities [ must shall ]
be planned, rigorous, systematic, and promote continuous inquiry and
reflection. Local employing educational agencies are encouraged to design
professional development activities that are conducted in school settings and
linked to student learning and achievement.
[ G. A minimum of 90 points (i.e., three semester
hours in a content area) at the undergraduate (i.e., two-year or four-year
institution) or graduate level earned from a regionally accredited college or
university in the license holder's endorsement areas shall be required of
license holders without a master's degree. With prior approval, exceptions to
the content course requirement may be made by the division superintendent or
principal. Special education coursework designed to assist classroom teachers
and other school personnel in working with students with disabilities, a course
in gifted education, a course in educational technology, or a course in English
as a second language may be completed to satisfy the content course
requirement. Professional development activities designed to support the
Virginia Standards of Learning, Standards of Accreditation, and state
assessments may be accepted in lieu of the content course. An individual
without a master's degree who holds a renewable Online Teacher License may
complete pedagogy of online instruction coursework to meet this requirement.
The substance of the activities must clearly support these initiatives and
address one or more of the following areas: (i) new content knowledge to
implement the Virginia Standards of Learning, (ii) curriculum development
initiative designed to translate the standards from standards to classroom
objectives, (iii) teaching beginning reading skills including phonemic
awareness and the structure of language (i.e., phonics), (iv) staff development
activities in assessment to assist classroom teachers in the utilization of
test results to improve classroom instruction, and (v) professional development
designed to implement the technology standards in the schools. Technical
Professional License holders without baccalaureate degrees may satisfy the
requirement through career and technical education workshops, career and
technical education institutes, or through undergraduate coursework at two-year
or four-year institutions.
H. Content area courses are courses at the
undergraduate level (i.e., two-year or four-year institution) or at the
graduate level that will not duplicate previous courses taken in the
humanities, English, history and social sciences, sciences, mathematics, health
and physical education, and fine arts. These courses are usually available
through the college of or department of arts and sciences. License holders with
elementary education, middle education, special education, or reading
endorsements must satisfy the 90-point requirement through reading coursework
or content coursework in one of the areas listed in this subsection. Courses
available through a regionally accredited college's or university's department
of education may be used to satisfy the content requirement for those license
holders with endorsements in health and physical education, career and
technical education, and library science education.
I. With prior approval of the division superintendent
or principal, the 90 points in a content area also may be satisfied through
coursework taken to obtain a new teaching endorsement or coursework taken
because of a particular need of a particular teacher. ]
[ J. K. ] The [ remaining
90 180 ] points may be accrued by activities drawn from
one or more of the eight renewal options. Renewal work is designed to provide
licensed personnel with opportunities for professional development relative to
the grade levels or teaching fields to which they are assigned or for which
they seek an added endorsement. Such professional development encompasses (i)
responsible remediation of any area of an individual's knowledge or skills that
fails to meet the standards of competency and (ii) responsible efforts to
increase the individual's knowledge of new developments in his field and to
respond to new curricular demands within the individual's area of professional
competence.
[ K. L. ] The proposed work
toward renewal in certain options [ must shall ]
be approved in advance by the chief executive officer or designee of the
employing educational agency. Persons who are not employed by an educational
agency may renew [ or reinstate ] their license
by submitting to the Office of Professional Licensure, [ Virginia ]
Department of Education, [ their a renewal
application, fee, the ] individualized renewal record [ , ]
and verification of [ points the completion of all
renewal requirements ], including official student transcripts of
coursework taken at a regionally accredited two-year or four-year college or
university.
[ L. Accrual of professional development points
shall be determined by criteria set forth by the Virginia Department of
Education in the Virginia Renewal Manual (http://doe.virginia.gov/teaching/licensure/licensure_renewal_manual.pdf).
M . Persons seeking license renewal as teachers must
demonstrate proficiency in the use of educational technology for instruction.
N. M. ] Virginia school
divisions and [ accredited ] nonpublic schools
[ will shall ] recommend renewal of licenses
using the renewal point system. [ The renewal recommendation
must include verification of demonstrated proficiency in the use of educational
technology for instruction.
O. Training in instructional methods tailored to
promote academic progress and effective preparation for the Standards of
Learning tests and end-of-grade assessments is required for licensure renewal.
P. If they have not already met the requirement,
persons seeking licensure renewal as teachers must complete study in child
abuse recognition and intervention in accordance with curriculum guidelines
developed by the Virginia Board of Education in consultation with the Virginia
Department of Social Services that are relevant to the specific teacher
licensure routes. ]
Part IV
Licensure Regulations Governing Early/Primary Education, Elementary Education,
and Middle Education Endorsements
8VAC20-23-120. Early/primary education, elementary
education, and middle education endorsements.
Individuals seeking licensure with endorsements in
early/primary education, elementary education, and middle education may meet
requirements through the completion of an approved program [ , ]
or if employed by a Virginia public or [ accredited ] nonpublic
school [ , ] through the alternate route to licensure.
Components of the licensure program include a degree from a regionally
accredited college or university in the liberal arts [ and
or ] sciences, or equivalent; professional teacher's assessments
requirement prescribed by the Virginia Board of Education; specific endorsement
requirements; and professional studies requirements.
8VAC20-23-130. Professional studies requirements [ for
early/primary education, elementary education, and middle education
endorsements ].
Professional studies requirements for early/primary education,
elementary education, and middle education: 21 semester hours. These
requirements may be taught in integrated coursework or modules.
1. Human development and learning (birth through
adolescence): 3 semester hours.
a. Skills in this area shall contribute to an understanding
of the physical, social, emotional, speech and language, and intellectual
development of children and the ability to use this understanding in guiding
learning experiences and relating meaningfully to students.
b. The interaction of children with individual differences
- economic, social, racial, ethnic, religious, physical, and [ mental
cognitive ]- should be incorporated to include skills contributing
to an understanding of developmental disabilities and developmental issues related
to [ , ] but not limited to [ , ] low
socioeconomic status [ ,; ] attention
deficit disorders [ ,; ] developmental
disorders [ ,; ] gifted education
[ , ] including the use of multiple criteria to identify
gifted students [ ,; ] substance abuse
[ , child abuse,; trauma, including child abuse and
neglect and other adverse childhood experiences; ] and family
disruptions.
2. Curriculum and instruction: 3 semester hours.
a. Early/primary education preK-3 or elementary education
preK-6 curriculum and instruction: 3 semester hours.
(1) Skills in this area shall contribute to an
understanding of the principles of learning; the application of skills in
discipline-specific methodology; [ varied and ] effective
[ methods of ] communication with and among students;
selection and use of materials, including media and contemporary technologies;
and selection, development, and use of appropriate curricula, methodologies,
and materials that support and enhance student learning and reflect the
research on unique, age-appropriate, and culturally relevant curriculum and
pedagogy.
(2) Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
(3) Instructional practices that are sensitive to
culturally and linguistically diverse learners, including [ limited ]
English [ proficient students learners ],
gifted and talented students, and [ those ] students
with disabilities [ ;, ] and appropriate
for the [ level of endorsement (i.e., ] preK-3
or preK-6 [ ) sought endorsement ] shall
be included.
(4) Teaching methods shall be tailored to promote student
engagement and student academic progress and effective preparation for the
[ Virginia ] Standards of Learning assessments.
(5) Study in (i) methods of improving communication between
schools and families [ ,; ] (ii)
communicating with families regarding social and instructional needs of
children [ ,; ] (iii) ways of increasing
family [ involvement engagement ] in
student learning at home and in school [ ,; ]
(iv) the Virginia Standards of Learning [ ,; ]
and (v) Virginia Foundation Blocks for Early Learning: Comprehensive
Standards for Four-Year-Olds prepared by the [ department's
Virginia Department of Education's ] Office of Humanities and Early
Childhood shall be included.
(6) Early childhood educators [ must
shall ] understand the role of families in child development and in
relation to teaching educational skills.
(7) Early childhood educators [ must
shall ] understand the role of the informal and play-mediated
settings for promoting students' skills and development and [ must
shall ] demonstrate knowledge and skill in interacting in such
situations to promote specific learning outcomes as reflected in Virginia's
Foundation Blocks for Early Learning [ : Comprehensive Standards
for Four-Year-Olds ].
[ (8) ] Demonstrated proficiency in the
use of educational technology for instruction shall be [ included
required ]. [ Persons seeking initial licensure as
teachers and persons seeking licensure renewal as teachers for the first time
shall complete study Study ] in child abuse recognition
and intervention in accordance with curriculum guidelines developed by the
Virginia Board of Education in consultation with the Virginia Department of
Social Services [ that are relevant to the specific teacher
licensure routes and training or certification in emergency first
aid, cardiopulmonary resuscitation, and the use of automated external
defibrillators shall be included ].
[ (9) ] Pre-student teaching experiences
[ ( i.e., field (field ] experiences) should
be evident within these skills.
b. Middle education 6-8 curriculum and instruction: 3
semester hours.
(1) Skills in this area shall contribute to an
understanding of the principles of learning; the application of skills in
discipline-specific methodology; [ varied and ] effective
[ methods of ] communication with and among students;
[ and ] selection and use of materials, including
media and contemporary technologies [ ; and evaluation of pupil
performance ].
(2) Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
(3) Instructional practices that are sensitive to
culturally and linguistically diverse learners including [ limited ]
English [ proficient students learners ],
gifted and talented students, and students with disabilities, and [ must
shall ] be appropriate for the middle education endorsement shall
be included.
(4) Teaching methods shall be tailored to promote student
engagement and student academic progress and effective preparation for the
Virginia Standards of Learning assessments.
(5) Study in methods of improving communication between schools
and families, ways of increasing family [ involvement
engagement ] in student learning at home and in school, and
[ family engagement with ] the [ Virginia ]
Standards of Learning shall be included.
(6) Demonstrated proficiency in the use of educational
technology for instruction shall be included. [ (7) Persons
seeking initial licensure as teachers and persons seeking licensure renewal as
teachers for the first time shall complete study Study ] in
child abuse recognition and intervention in accordance with curriculum
guidelines developed by the Virginia Board of Education in consultation with
the Virginia Department of Social Services [ that are relevant
to the specific teacher licensure routes and training or
certification in emergency first aid, cardiopulmonary resuscitation, and the
use of automated external defibrillators shall be included ].
[ (7) ] Pre-student teaching experiences
[ (i.e., field (field ] experiences) should
be evident within these skills.
3. Classroom and behavior management: 3 semester hours.
a. Skills in this area shall contribute to an understanding
and application of research-based classroom and behavior management techniques,
classroom community building, positive behavior supports, and individual
interventions, including techniques that promote emotional well-being and teach
and maintain behavioral conduct and skills consistent with norms, standards,
and rules of the educational environment.
b. This area shall address diverse approaches based upon
[ culturally responsive ] behavioral, cognitive, affective,
social and ecological theory and practice.
c. Approaches should support professionally appropriate
practices that promote positive redirection of behavior, development of social
skills, and of [ self discipline self-discipline ].
d. Knowledge and an understanding of various school crisis
management and safety plans and the demonstrated ability to create a safe,
orderly classroom environment [ must shall ]
be included.
e. The link between classroom management and students' ages
[ must shall ] be understood and demonstrated
in techniques used in the classroom.
4. Assessment of and for learning: 3 semester hours.
a. Skills in this area shall be designed to develop an
understanding and application of creating, selecting, and implementing valid
and reliable classroom-based assessments of student learning, including
formative and summative assessments. Assessments designed and adapted to meet
the needs of diverse learners [ must shall ]
be addressed.
b. Analytical skills necessary to inform ongoing planning
and instruction, as well as to understand [ , ] and
help students understand their own progress and growth [ must
shall ] be included.
c. Skills [ shall ] also include
the [ ability to understand the ] relationships among
assessment, instruction, and monitoring student progress to include student
performance measures in grading practices, the ability to interpret valid
assessments using a variety of formats in order to measure student attainment
of essential skills in a standards-based environment, and the ability to
analyze assessment data to make decisions about how to improve instruction and
student performance.
d. Understanding of state assessment programs and
accountability systems, including assessments used for student achievement
[ goal setting goal-setting ] as related to
teacher evaluation and determining student academic progress [ must
shall ] be included.
e. Knowledge of legal and ethical aspects of assessment
[ , ] and skills for developing familiarity with
assessments used in preK-12 education [ (e.g. ],
[ such as ] diagnostic, college admission exams, industry
certifications, and placement [ assessments) must
assessment shall ] be included.
5. [ The Foundations of education
and the ] teaching profession: 3 semester hours.
a. Skills in this area shall be designed to develop an
understanding of the historical, philosophical, and sociological foundations
underlying the role, development, and organization of public education in the
United States.
b. Attention [ must shall ]
be given to the legal status of teachers and students, including federal and
state laws and regulations; school as an organization and culture; and
contemporary issues and current trends in education, including the impact of
technology on education. Local, state, and federal governance of schools,
including the roles of teachers and schools in communities, [ must
shall ] be included.
c. Professionalism and ethical standards, as well as
personal integrity [ must shall ] be
addressed.
d. Knowledge and understanding of Virginia's Guidelines for
Uniform Performance Standards and Evaluation Criteria for Teachers [ must
shall ] be included.
6. [ Reading Language and
literacy ]: 6 semester hours.
a. Early/primary preK-3 and elementary education preK-6 -
language acquisition and reading and writing: 6 semester hours. Skills listed
for these endorsement areas represent the minimum competencies that a beginning
teacher [ must shall ] be able to
demonstrate. These skills are not intended to limit the scope of a beginning
teacher's program. Additional knowledge and skills that add to a beginning
teacher's competencies to deliver instruction and improve student achievement
should be included as part of a quality learning experience.
(1) Language acquisition: 3 semester hours. Skills in this
area shall be designed to impart a thorough understanding of the Virginia
English Standards of Learning [ , ] as well as the
complex nature of language acquisition as a precursor to literacy. Language
acquisition shall follow the typical development of linguistic competence in
the areas of phonetics, semantics, syntax, morphology, phonology, and
pragmatics.
(2) Reading and writing: 3 semester hours. Skills in this
area shall be designed to impart a thorough understanding of the Virginia
English Standards of Learning [ , ] as well as the
reciprocal nature of reading and writing. Reading shall include phonemic
[ and other phonological ] awareness, concept of print,
phonics, fluency, vocabulary development, and comprehension strategies. Writing
shall include writing strategies and conventions as supporting [ the ]
composing and [ writing written ] expression
and usage and mechanics domains. Additional skills shall include proficiency in
understanding the stages of spelling development [ ,
and ] the writing process, as well as the ability to foster
appreciation of a variety of fiction and nonfiction texts and independent
reading.
b. Middle education - language acquisition and reading
development: 3 semester hours and literacy in the content areas: 3 semester
hours.
(1) Language acquisition and reading development: 3
semester hours. Skills in this area shall be designed to impart a thorough
understanding of the complex nature of language acquisition and reading, to
include phonemic [ and other phonological ] awareness,
phonics, fluency, vocabulary development, and comprehension strategies for
adolescent learners. Additional skills shall include proficiency in writing
strategies [ , ] as well as the ability to foster
appreciation of a variety of fiction and nonfiction texts and independent
reading for adolescent learners.
(2) Literacy in the content areas: 3 semester hours. Skills
in this area shall be designed to impart an understanding of vocabulary
development and comprehension skills in English, mathematics, science, history
and social science, and other content areas. Strategies include teaching
students how to ask effective questions, summarize and retell both verbally and
in writing, and to listen effectively. Teaching strategies include literal,
interpretive, critical, and evaluative comprehension, as well as the ability to
foster appreciation of a variety of fiction and nonfiction texts and
independent reading for adolescent readers.
7. Supervised clinical [ experience
experiences ]. Supervised clinical experiences shall be continuous
and systematic and comprised of early field experiences and a minimum of 10
weeks of [ successful ] full-time student teaching
[ in the endorsement area sought ] under the supervision of
a cooperating teacher with demonstrated effectiveness in the classroom. The
summative supervised student teaching experience shall include at least 150
clock hours spent in direct teaching at the level of endorsement [ in
a public or accredited nonpublic school ]. One year of successful
full-time teaching experience in the endorsement area in a public or accredited
nonpublic school may be accepted in lieu of the supervised teaching experience.
For the Online Teacher License only, one year of successful online teaching
experience in the endorsement area in a public school, an accredited nonpublic
school, or an accredited virtual school or program may be accepted in lieu of
the supervised teaching experience. A fully licensed, experienced teacher shall
be available in the school building to assist a beginning teacher employed
through the alternate route.
8VAC20-23-140. Early childhood for three-year-olds and
four-year-olds (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. An earned baccalaureate degree from a regionally
accredited college or university and hold a license issued by the Virginia
Board of Education with an endorsement in elementary education [ (such,
such ] as preK-3 or [ preK-6) preK-6, ]
or special education early childhood;
2. Completed 9 semester hours of graduate-level coursework
in early childhood education; and
3. Completed a supervised practicum of at least 45
instructional hours in a preschool setting [ (i.e., three-year-olds
(three-year-olds ] and four-year-olds) in a public school, an
accredited nonpublic school, or another program approved by the Virginia Board
of Education. One year of successful, full-time teaching experience in a public
or accredited nonpublic school may be accepted in lieu of the practicum.
4. The add-on endorsement to an elementary endorsement that
includes preK is not required to teach preK [ (i.e., three-year-olds
(three-year-olds ] and four-year-olds), but the endorsement
recognizes the candidate's additional preparation in early childhood education.
8VAC20-23-150. Early/primary education preK-3.
Endorsement requirements.
1. The candidate must have graduated from an approved
teacher preparation program in early/primary education preK-3; or
2. The candidate for the early/primary education preK-3
endorsement must have earned a baccalaureate degree from a regionally
accredited college or university in the liberal arts [ and
or ] sciences, or equivalent, and completed coursework that covers the
early/primary education preK-3 competencies and [ fulfills
meets ] the following [ 51 ] semester-hour
requirements:
a. English [ (must (shall ]
include composition, oral communication, and literature): 12 semester hours;
or complete 6 semester hours in English and pass a rigorous elementary subject
test prescribed by the Virginia Board of Education;
b. Mathematics [ (must (shall ]
include algebra, geometry, probability and statistics, and methods in
teaching elementary mathematics): 12 semester hours; or complete 6 semester
hours in mathematics, complete a methods in teaching elementary mathematics
course (3 semester hours), and pass a rigorous elementary subject test
prescribed by the Virginia Board of Education;
c. Laboratory sciences: 12 semester hours (in at least two
science disciplines and methods in teaching elementary science); or complete 6
semester hours in laboratory science (in two science disciplines), complete a
methods in teaching elementary science course (3 semester hours), and pass a rigorous
elementary subject test prescribed by the Virginia Board of Education;
d. History [ (must (shall ]
include American history and world history): 6 semester hours, and Social
Science [ (must (shall ] include
geography and economics): 6 semester hours; or complete 3 semester hours in
history, complete 3 semester hours in social science (geography or economics),
[ complete a methods in teaching elementary history and social sciences
course (3 semester hours), ] and pass a rigorous elementary subject
test prescribed by the Virginia Board of Education; and
e. Arts: 3 semester hours.
8VAC20-23-160. Elementary education preK-6.
Endorsement requirements.
1. The candidate shall have graduated from an approved
teacher preparation program in elementary education preK-6; or
2. The candidate for the elementary education preK-6
endorsement [ must shall ] have earned a
baccalaureate degree from a regionally accredited college or university
majoring in the liberal arts [ and or ] sciences
(or equivalent) and [ fulfill meet ] the
following [ 57 ] semester-hour requirements:
a. English [ (must (shall ]
include composition, oral communication, and literature): 12 semester hours;
or complete 6 semester hours in English and pass a rigorous elementary subject
test prescribed by the Virginia Board of Education;
b. Mathematics [ (must (shall ]
include algebra, geometry, probability and statistics, and teaching
elementary mathematics): 15 semester hours; or complete 6 hours in mathematics,
complete a methods in teaching elementary mathematics course (3 semester
hours), and pass a rigorous elementary subject test prescribed by the Virginia
Board of Education;
c. [ Science (including a laboratory course)
Laboratory sciences ]: 15 semester hours in at least three science
disciplines and at least a three credit science methods course; or complete
[ 6 9 ] semester hours (in two science
disciplines), complete a methods in teaching elementary science course (3
semester hours), and pass a rigorous elementary subject test prescribed by the
Virginia Board of Education;
d. History [ (must (shall ]
include American history and world history): 6 semester hours, and Social
Science [ (must (shall ] include
geography and economics): 6 semester hours; or complete 3 semester hours in
history, complete 3 semester hours in social science (geography or economics),
[ complete a methods in teaching elementary history and social sciences
course (3 semester hours), ] and pass a rigorous elementary subject
test prescribed by the Virginia Board of Education; and
e. Arts: 3 semester hours.
8VAC20-23-170. Middle education 6-8.
Endorsement requirements.
1. The candidate [ must shall ]
have graduated from an approved teacher preparation discipline-specific
program in middle education 6-8 with at least one area of academic preparation
from the areas of English, mathematics, science, and history and social
sciences; or
2. An applicant seeking the middle education 6-8
endorsement [ must shall ] have earned a
baccalaureate degree from a regionally accredited college or university in the
liberal arts [ and or ] sciences, or
equivalent; and completed the minimum number of semester hours, as indicated,
in at least one area of academic preparation [ (i.e.,
concentration) (concentration) ] that will be
listed on the license. The applicant will be restricted to teaching only in the
area or areas of concentration listed on the teaching license.
a. English. English concentration [ (must
(shall ] include coursework in language, [ for
example such as ] history, structure, grammar, fiction
and nonfiction texts, media literacy, advanced composition, and interpersonal
communication or speech): 21 semester hours.
b. Mathematics. Mathematics concentration [ (must
(shall ] include coursework in algebra, geometry, probability and
statistics, applications of mathematics, and methods of teaching mathematics to
include middle school mathematics content): 24 semester hours.
c. [ Science. Science Laboratory
sciences. Laboratory sciences ] concentration [ (must
(shall ] include courses in each of the following: biology,
chemistry, physics, and Earth and space science; and a laboratory course is
required in [ two each ] of the four
areas): [ 21 24 ] semester hours.
d. History and social sciences. History and social sciences
concentration [ (must (shall ] include a
course in American history; world history; economics; American government,
including state and local government; and geography): 21 semester hours.
Part V
Licensure Regulations Governing PreK-12 [ Endorsements ],
Special Education, Secondary Grades 6-12 [ Endorsements ],
and Adult Education [ Endorsements ]
8VAC20-23-180. PreK-12 [ endorsements ],
special education, secondary grades 6-12 [ endorsements ],
and adult education [ endorsements ].
Individuals seeking licensure with preK-12 [ endorsements ],
special education, secondary grades 6-12 [ endorsements ],
or adult education [ endorsements ] may meet
requirements through the completion of an approved program [ , ]
or if employed by a Virginia public or [ accredited ] nonpublic
school [ , ] through the alternate route to licensure.
Components of the licensure program include a degree from a regionally
accredited college or university in the liberal arts [ and
or ] sciences, or equivalent; professional teacher's assessment
requirements prescribed by the Virginia Board of Education; specific
endorsement requirements; and professional studies requirements.
8VAC20-23-190. Professional studies requirements [ for
PreK-12, special education, secondary grades 6-12, and adult education
endorsements ].
Professional studies requirements for [ adult
education, ] preK-12 [ endorsements, and, ]
secondary grades 6-12 [ endorsements, and adult
education endorsements ]: 18 semester hours. Professional studies
requirements for special education [ endorsements ]: 21
semester hours. These requirements may be taught in integrated coursework or
modules.
1. Human development and learning (birth through
adolescence): 3 semester hours.
a. Skills in this area shall contribute to an understanding
of the physical, social, emotional, speech and language, and intellectual
development of children and the ability to use this understanding in guiding
learning experiences [ and relating meaningfully to students ].
b. The interaction of children with individual differences
- economic, social, racial, ethnic, religious, physical, and [ mental
cognitive ] - should be incorporated to include skills contributing
to an understanding of developmental disabilities and developmental issues
related to [ , ] but not limited to [ , ]
low socioeconomic status [ ,; ] attention
deficit disorders [ ,; ] developmental
disabilities [ ,; ] gifted education
[ , ] including the use of multiple criteria to identify
gifted students [ ,; ] substance abuse
[ , child abuse,; trauma, including child abuse and
neglect and other adverse childhood experiences; ] and family
disruptions.
2. Curriculum and instruction: 3 semester hours.
a. Skills in this area shall contribute to an understanding
of the principles of learning; the application of skills in discipline-specific
methodology; [ varied and ] effective [ methods
of ] communication with and among students; selection and use of
materials, including media and contemporary technologies; selection,
development, and use of appropriate curricula, methodologies, and materials
that support and enhance student learning and reflect the research on unique,
age-appropriate, and culturally relevant curriculum and pedagogy.
b. Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
c. Instructional practices that are sensitive to culturally
and linguistically diverse learners, including [ limited ]
English [ proficient students learners ];
gifted and talented students and [ those ] students
with disabilities; and appropriate for the level of endorsement sought shall be
included.
d. Teaching methods shall be tailored to promote student
academic progress and effective preparation for the Virginia Standards of
Learning assessments.
e. Methods of improving communication between schools and
families, ways of increasing family [ involvement
engagement ] in student learning at home and in school, and
[ family engagement with ] the Virginia Standards of
Learning shall be included.
f. Demonstrated proficiency in the use of educational
technology for instruction shall be included. [ g. Persons
seeking initial licensure as teachers and persons seeking licensure renewal as
teachers for the first time shall complete study Study ] in
child abuse recognition and intervention in accordance with curriculum
guidelines developed by the Virginia Board of Education in consultation with
the Virginia Department of Social Services [ that are relevant
to the specific teacher licensure routes and training or
certification in emergency first aid, cardiopulmonary resuscitation, and the
use of automated external defibrillators shall be included ].
[ h. g. ] Curriculum and
instruction for secondary grades 6-12 endorsements shall include middle and
secondary education.
[ h. ] Pre-student teaching experiences
[ (i.e., field (field ] experiences) should
be evident within these skills. For preK-12, field experiences shall be at the
elementary, middle, and secondary levels.
3. Assessment of and for learning: 3 semester hours.
a. Skills in this area shall be designed to develop an
understanding and application of creating, selecting, and implementing valid
and reliable classroom-based assessments of student learning, including
formative and summative assessments. Assessments designed and adapted to meet the
needs of diverse learners [ must shall ] be
addressed.
b. Analytical skills necessary to inform ongoing planning
and instruction, as well as to understand, and help students understand their
own progress and growth [ must shall ] be
included.
c. Skills [ shall ] also include
[ the ability to understand ] the relationships among
assessment, instruction, and monitoring student progress to include student
performance measures in grading practices, the ability to interpret valid
assessments using a variety of formats in order to measure student attainment
of essential skills in a standards-based environment, and the ability to
analyze assessment data to make decisions about how to improve instruction and
student performance.
d. Understanding of state assessment programs and
accountability systems, including assessments used for student achievement
[ goal setting goal-setting ] as related to
teacher evaluation and determining student academic progress [ ,
including knowledge of legal and ethical aspects of assessment shall
be included ].
e. [ Develop Knowledge of legal
and ethical aspects of assessment and skills for developing ] familiarity
with assessments used in preK-12 education [ (e.g.,
such as ] diagnostic, college admission exams, industry certifications,
[ and ] placement assessments [ ) shall
be included ].
4. [ The Foundations of education
and the ] teaching profession: 3 semester hours.
a. Skills in this area shall be designed to develop an
understanding of the historical, philosophical, and sociological foundations
underlying the role, development, and organization of public education in the
United States.
b. Attention [ must shall ]
be given to the legal status of teachers and students, including federal and
state laws and regulations [ ,; ] school
as an organization and culture [ ,; ] and
contemporary issues and current trends in education, including the impact of
technology on education. Local, state, and federal governance of schools,
including the roles of teachers and schools in communities [ must
shall ] be included.
c. Professionalism and ethical standards, as well as
personal integrity [ must shall ] be
addressed.
d. Knowledge and understanding of Virginia's Guidelines for
Uniform Performance Standards and Evaluation Criteria for Teachers [ must
shall ] be included.
5. Classroom and behavior management: 3 semester hours.
a. Skills in this area shall contribute to an understanding
and application of research-based classroom and behavior management techniques,
classroom community building, positive behavior supports, and individual
interventions, including techniques that promote emotional well-being and teach
and maintain behavioral conduct and skills consistent with norms, standards,
and rules of the educational environment.
b. This area shall address diverse approaches based upon
[ culturally responsive ] behavioral, cognitive, affective,
social and ecological theory and practice.
c. Approaches should support professionally appropriate
practices that promote positive redirection of behavior, development of social
skills and of self-discipline.
d. Knowledge and an understanding of various school crisis
management and safety plans and the [ demonstrated ] ability
to create a safe, orderly classroom environment [ must
shall ] be included. The link between classroom management and the
students' ages [ must shall ] be
understood and demonstrated in techniques used in the classroom.
6. [ Reading Language and
literacy ].
a. Adult education, preK-12, and secondary grades 6-12 -
literacy in the content areas: 3 semester hours. Skills in this area shall be
designed to impart an understanding of vocabulary development and comprehension
skills in English, mathematics, science, history and social science, and other
content areas. Strategies include teaching students how to ask effective
questions, summarize and retell both verbally and in writing, and listen
effectively. Teaching strategies include literal, interpretive, critical, and
evaluative comprehension, as well as the ability to foster appreciation of a
variety of fiction and nonfiction texts and independent reading for adolescent
learners.
b. Special education - language acquisition and reading and
writing: 6 semester hours. Skills listed for these endorsement areas represent
the minimum competencies that a beginning teacher [ must
shall ] be able to demonstrate. These skills are not intended to
limit the scope of a beginning teacher's program. Additional knowledge and
skills that add to a beginning teacher's competencies to deliver instruction
and improve student achievement should be included as part of a quality
learning experience.
(1) Language acquisition: 3 semester hours. Skills in this
area shall be designed to impart a thorough understanding of the Virginia
English Standards of Learning [ , ] as well as the
complex nature of language acquisition as a precursor to literacy. Language
acquisition shall follow the typical development of linguistic competence in
the areas of phonetics, semantics, syntax, morphology, phonology, and
pragmatics.
(2) Reading and writing: 3 semester hours. Skills in this
area shall be designed to impart a thorough understanding of the Virginia
English Standards of Learning [ , ] as well as the
reciprocal nature of reading and writing. Reading shall include phonemic
[ and other phonological ] awareness, concept of print,
phonics, fluency, vocabulary development, and comprehension strategies. Writing
shall include writing strategies and conventions as supporting the composing
and [ writing written ] expression and
usage and mechanics domains. Additional skills shall include proficiency in
understanding the stages of spelling development [ ,
and ] the writing process [ , as well as the ability
to foster appreciation of a variety of fiction and nonfiction texts and
independent reading and the ability to foster appreciation of a
variety of fiction and nonfiction texts and independent reading ].
7. Supervised classroom experience. Supervised clinical
experiences shall be continuous and systematic and comprised of early field
experiences and a minimum of 10 weeks of [ successful ] full-time
student teaching [ in the endorsement area sought ] under
the supervision of a cooperating teacher with demonstrated effectiveness in the
classroom. The summative supervised student teaching experience shall include
at least 150 clock hours spent in direct teaching at the level of endorsement
[ in a public or accredited nonpublic school ].
If a preK-12 endorsement is sought, teaching activities
shall be at the elementary and middle or secondary levels. Individuals seeking
the endorsement in library media shall complete the supervised school library
media practicum in a school library media setting. Individuals seeking an
endorsement in an area of special education shall complete the supervised
classroom experience requirement in the area of special education for which the
endorsement is sought. One year of successful full-time teaching experience in
the endorsement area in a public or an accredited nonpublic school may be accepted
in lieu of the supervised teaching experience. For the Online Teacher License
only, one year of successful online teaching experience in the endorsement area
in a public school, an accredited nonpublic school, or an accredited virtual
school or program may be accepted in lieu of the supervised teaching
experience. A fully licensed, experienced teacher shall be available in the
school building to assist a beginning teacher employed through the alternate
route.
8VAC20-23-200. Adult education.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. Earned a baccalaureate degree from a regionally
accredited college or university or hold a Collegiate Professional License
[ (requires a baccalaureate degree from a regionally accredited college
or university) ]; and
2. A minimum of 15 semester hours in adult education that
[ must shall ] include the following
competencies and one semester of supervised successful full-time, or an
equivalent number of hours of part-time experience, teaching of adults:
a. Understanding of the nature or psychology of the adult
learner or adult development;
b. Understanding of the knowledge, skills, and processes
needed for the selection, evaluation, and instructional applications of the
methods and materials for [ adult basic skills adults
to become college and career ready, ] including:
(1) Curriculum development in adult basic education or
[ General Educational Development (GED) Virginia Board of
Education-approved high school equivalency ] instruction;
(2) [ Beginning reading Literacy
skills ] for adults;
(3) [ Beginning mathematics
Numeracy skills ] for adults;
(4) Reading comprehension for adult education; [ and ]
[ (5) Foundations of adult education; and
(6) (5) ] Other adult basic
skills instruction.
B. Individuals not holding a Collegiate Professional
License or a Postgraduate Professional License [ must
shall ] meet the professional teacher's assessment requirements
prescribed by the Virginia Board of Education.
8VAC20-23-210. Adult English as a second language (add-on
endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in adult
English as a second language; or
2. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with an endorsement in
a teaching area; and
3. Completed 21 semester hours of coursework distributed in
the following areas:
a. Methods for teaching [ adult ] English
[ as a second language to adults learners ]:
3 semester hours;
b. English linguistics: 3 semester hours;
c. Cross-cultural education: 3 semester hours;
d. Modern foreign language: 6 semester hours; and
e. Electives from the following areas: 6 semester hours:
(1) Cross-cultural communication;
(2) Second language acquisition;
(3) General linguistics;
(4) Teaching reading to adults;
(5) Adult English [ as a second language
learner ] instruction; or
(6) Adult English [ as a second language
learner ] curriculum development.
8VAC20-23-220. Career and technical education – agricultural
education.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in agricultural education;
or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] 39 semester hours of coursework in agriculture,
including at least [ three 3 ] semester
hours in each of the [ following ] areas in
subdivisions 2 a through 2 f [ of this subsection, ] as
well as a minimum of [ nine 9 semester ] hours
in one concentration area listed in [ the following areas ]
subdivisions 2 a through 2 f:
a. Plant science;
b. Animal science;
c. Agricultural mechanics and applied technology with a lab
component;
d. Agricultural economics and management;
e. Forestry and wildlife management;
f. Horticulture; and
g. Supervised occupational experience, 3 semester hours, or
one year of successful, full-time or the equivalent [ of
relevant occupational experience ] (a minimum of 2,000
cumulative hours) [ relevant occupational experience ] within
the past five years.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry certification
credential in the area in which the teacher seeks endorsement, the Virginia
Board of Education may, upon request of the employing school division or
educational agency, issue the teacher a provisional license to allow time for
the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in
specialized areas may be granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency;
2. Completed two years of successful, full-time or the equivalent
of occupational experience within the past five years in the teaching specialty
sought;
3. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours); and
4. Completed an agricultural education certificate or
associate degree program in the teaching specialty area sought.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-230. Career and technical education – business and
information technology.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in business and information
technology; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in business education or 39 semester hours of
coursework in business and information technology, including:
a. Accounting: 6 semester hours;
b. Economics: 3 semester hours;
c. Business law, business principles, management,
marketing, or finance: 9 semester hours;
d. Communications and media to include oral, written, and
presentation [ skills ]: 3 semester hours;
e. Information systems and technology to include computer
software applications [ (e.g. ], [ such
as ] word processing, spreadsheet, database, and presentation
[ ) ], information technology fundamentals, database
management, communications systems, programming, software development,
security, and networking: 12 semester hours;
f. Input technologies to include touch keyboarding
(required, or documented demonstrated mastery of the touch keyboarding skill),
audio input devices, video input devices, pointing devices, touch screens, or
other emerging input technologies: 3 semester hours; and
g. Supervised business experience: 3 semester hours
[ ;, ] or one year of successful full-time or
the equivalent [ (i.e., (a minimum of ] 2,000
[ part-time cumulative ] hours) relevant
occupational experience within the last five years.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in a
highly specialized business and information technology area, such as
networking, [ administration, communications systems, ]
programming, database management, Internet application development, medical
office procedures, legal office procedures, network administration, and other
emerging highly specialized areas may be granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency;
2. Completed two years of successful, full-time or the
equivalent occupational experience within the last five years in the teaching
specialty area sought;
3. Completed a business certificate or associate degree
program from a regionally accredited institution in the teaching specialty area
sought; and
4. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours).
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-240. Career and technical education – family and
consumer sciences.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in family and consumer
sciences; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in family and consumer sciences education or 39
semester hours of coursework in family and consumer sciences distributed in the
following areas:
a. Development of individuals through the lifespan and the
family life cycle [ and family ]: 9 semester
hours;
b. Resource management, personal and family finance, and
consumer economics: 6 semester hours;
c. Food, nutrition, dietetics, wellness, and food science:
9 semester hours;
d. Housing, home furnishing, and equipment: 3 semester
hours;
e. Apparel and textiles: 6 semester hours;
f. Occupational program management: 3 semester hours; and
g. Supervised occupational experience related to family and
consumer sciences, 3 semester hours, or one year of successful, full-time or
the equivalent [ of (a minimum of 2,000 cumulative
hours) ] relevant occupational experience within the last five
years.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in a
specialized family and consumer sciences area, such as child care occupations,
consumer services, family and human services, fashion design occupations, food
occupations, hospitality occupations, interior design occupations, [ and ]
home furnishings occupations, and home and institutional services, may be
granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency [ .; ]
2. Completed at least two years of successful, full-time
occupational experience or the equivalent within the past five years in the
teaching specialty for which they are seeking endorsement [ .; ]
3. Completed a family and consumer sciences certificate or
associate degree program [ from a regionally accredited college or
university, ] where applicable in the area of endorsement sought
[ .; and ]
4. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours).
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher seeking
an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-250. Career and technical education – health and
medical sciences.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved program of study [ with
a minimum of a baccalaureate degree from a regionally accredited college or
university ] in a health care program of study and hold a
current license or certification as a professional practitioner in the area in
which one is to be teaching; or
2. [ A Earned a baccalaureate
degree from a regionally accredited college or university and hold a ]
current license or certification as a professional practitioner in the area
in which one is to be teaching and completed two years of successful, full-time
or the equivalent of occupational experience within the past five years in an
area related to the teaching specialty sought.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in a
specialized health occupations area may be granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency;
2. A license or [ be are ]
certified as a professional practitioner in the area in which one is to be
teaching;
3. Completed two years of full-time or the equivalent of
occupational experience within the past five years in the teaching specialty
sought;
4. Completed a health occupations certificate or associate
degree program from a regionally accredited institution in the teaching
specialty area sought; and
5. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours).
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-260. Career and technical education – marketing
education.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in marketing education; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in marketing education or a minimum of 39
semester hours of coursework in marketing to include [ ;: ]
a. Marketing processes and environment: 3 semester hours;
b. Management and supervision: 6 semester hours;
c. Economics: 3 semester hours;
d. Merchandising and operations: 3 semester hours;
e. Advertising and promotion: 3 semester hours;
f. Sales and selling: 3 semester hours;
g. Communication theory and techniques: 3 semester hours;
h. Consumer behavior: 3 semester hours;
i. International (global) marketing: 3 semester hours;
j. Finance, accounting, or marketing mathematics: 3
semester hours;
k. Technology applications: 3 semester hours; and
l. Supervised marketing occupational experience, 3 semester
hours, or one year of [ successful ] full-time work
experience in the field of marketing may be accepted in lieu of the supervised
marketing internship.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
B. Technical Professional License. An endorsement in a
specialized marketing area, such as apparel and accessories, hotel operations,
international marketing, or restaurant, may be granted to individuals who have:
1. Been recommended by an employing Virginia educational
agency;
2. Completed two years of [ successful ]
full-time occupational experience, or the equivalent, within the last five
years in the teaching specialty area sought; and
3. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester
hours).
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-270. Career and technical education – technology
education.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ from a regionally accredited college or university with a minimum
of a baccalaureate degree ] in technology education; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in technology education or 33 semester hours in
technology education distributed in the following areas:
a. The nature of technology. Experiences shall include
those that promote an understanding of the characteristics, scope, and core
concepts of physical, biological, and informational technologies, the
relationships among these technologies, and their connections to other science,
technology, engineering, and mathematics (STEM) fields: 6 semester hours;
b. Technology and society. Experiences shall include those
that develop a working knowledge of the cultural, social, economic, and
political effects of technology, its effect on the environment, and the role of
society in the history, development, and use of physical, biological, and
informational technologies: 3 semester hours;
c. Engineering. Experiences shall include those that
develop comprehension of the attributes of technological design, inclusive of
constraints, optimization, predictive analysis, problem solving, critical
thinking, technical writing, and integrative mathematics and science: 6
semester hours;
d. Abilities for a technological world. Experiences shall
include those that develop the capacity to utilize the design process, to use
and maintain technological products and systems, and to assess their impact: 9
semester hours; and
e. The designed world. Experiences shall include those that
promote an understanding of current and emerging physical, biological, and
informational technologies: 9 semester hours; or
3. Earned a baccalaureate degree from a regionally
accredited college or university with a major in one of the following fields of
study: architecture, design, engineering, engineering technology, industrial
technology, or physics and completed a minimum of 15 semester hours of
technology education content coursework, including at least 3 semester hours in
each of the following areas:
a. The nature of technology;
b. Technology and society;
c. Engineering;
d. Abilities for a technological world; and
e. The designed world.
[ If an individual is seeking an initial license in
the Commonwealth with an endorsement in the area of career and technical
education, an industry certification credential as defined in 8VAC20-23-10 in
the area in which the teacher seeks endorsement is required. If a teacher
seeking an initial license in the Commonwealth has not attained an industry
certification credential in the area in which the teacher seeks endorsement,
the Virginia Board of Education may, upon request of the employing school
division or educational agency, issue the teacher a provisional license to
allow time for the teacher to attain such credential. ]
8VAC20-23-280. Career and technical education – trade and
industrial education.
A. Endorsement requirements.
1. The candidate [ must shall ]
have graduated from an approved teacher preparation program with a minimum
of a baccalaureate degree from a regionally accredited college or university in
trade and industrial education; or
2. A candidate who has graduated from an approved teacher
preparation program that is not in the trade and industrial education program subject
area for which the candidate is seeking endorsement [ must
shall ] have:
a. A current state [ licensure
license ] or industry certification based on the prescribed
standard or examination, if applicable; and
b. Evidence of at least two years of [ successful ]
full-time or equivalent occupational experience within the past five years
in the teaching specialty for which the candidate is seeking endorsement. A
candidate whose occupational experience has not been within the last five years
[ must shall ] participate in a supervised
technical update related to the teaching specialty or area of endorsement or
complete a supervised internship of work experience of not less than six weeks
related to the area of endorsement or teaching specialty.
B. Technical Professional License. An endorsement in a
specialized trade and industrial education area will be granted to an
individual who has:
1. Been recommended by an employing Virginia educational
agency;
2. A current license or is currently certified as a professional
practitioner in the area in which [ he the individual ]
is to be teaching, if applicable, or can demonstrate competency in the area
of trade and industrial education [ he the individual ]
is to be teaching;
3. Evidence of at least two years of [ successful ]
full-time or the equivalent occupational experience within the past five
years in the teaching specialty for which he is seeking endorsement. Candidates
whose occupational experience has not been within the last five years
[ must shall ] participate in a supervised
technical update related to the teaching specialty or area of endorsement or
complete a supervised internship of work experience of not less than six weeks
related to the area of endorsement or teaching specialty; and
4. Completed professional studies requirements (human
development and learning: 3 semester hours; curriculum and instruction in
career and technical education: 3 semester hours; and applications of
instructional technology or classroom and behavior management: 3 semester hours).
C. Add-on endorsement requirements. A candidate
[ must shall ]:
1. Hold an active Collegiate Professional or Postgraduate
Professional License with a teaching endorsement;
2. Demonstrate competency in the trade or industrial area
being sought;
3. Hold current state licensure or industry certification
for the trade or industrial area for which endorsement is sought based upon the
prescribed standard or examination;
4. Have completed two years or 4,000 clock hours of
satisfactory, full-time occupational experience at the journeyman level or an
equivalent level in the occupation within the last five years. Candidates whose
occupational experience has not been within the last five years [ must
shall ] participate in a supervised technical update related to the
teaching specialty or area of endorsement or complete a supervised internship
of work experience of not less than six weeks related to the area of
endorsement or teaching specialty; and
5. Have completed 3 semester hours in curriculum and
instruction specific to vocational industrial education.
8VAC20-23-290. Career and technical education – transition
and special needs (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program
[ with a minimum of a baccalaureate degree from a regionally
accredited college or university ] in [ transition
and ] special needs [ education ]; or
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a major in career and technical education or special
education [ , pre-K-12 preK-12 ] with an
endorsement in one area of career and technical education or special education
preK-12, including 12 semester hours distributed in the following areas:
a. Overview of special needs programs and services: 3
semester hours;
b. Instructional methods, curriculum, and resources: 3
semester hours;
c. Career and life planning, transitioning, occupational
information, and delivery of cooperative education programs: 3 semester hours;
and
d. Purposes and practices and characteristics of special
populations: 3 semester hours; and
3. Completed successful, supervised occupational
experience, 3 semester hours, or one year of full-time or the equivalent of
relevant occupational experience within the past five years.
8VAC20-23-300. Computer science.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
computer science; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 36 semester hours of coursework
distributed in the following areas:
a. Mathematics, including discrete mathematics;
b. Data structures and algorithm analysis;
c. Foundations of computer science; and
d. Programming in at least two distinct languages: 6
semester hours.
B. Add-on endorsement requirements in computer science.
The candidate [ must shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed 18 semester hours of coursework distributed in
the following areas:
a. Mathematics, including discrete mathematics;
b. Data structures and algorithm analysis;
c. Foundations of computer science; and
d. Programming in at least two distinct languages: 6
semester hours.
8VAC20-23-310. Dance arts preK-12.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in dance
arts; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in dance arts or 24
semester hours with coursework distributed in the following areas:
a. Development of movement language: 9 semester hours.
(1) A course in each area of ballet, folk, jazz, and modern
dance: 6 semester hours; and
(2) Area of concentration in one area of ballet, folk,
jazz, or modern dance beyond the entry level: 3 semester hours;
b. Composition, improvisation, and dance arts production,
[ which ] may include stage lighting, stage costuming, or
stage makeup: 3 semester hours;
c. Scientific foundations, including human anatomy,
kinesiology, and injury prevention and care for dance arts: 9 semester hours;
and
d. Cultural understanding, including cultural context and
dance history: 3 semester hours.
B. Add-on endorsement requirements in dance arts. The
candidate [ must shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed 15 semester hours of coursework distributed in
the following areas:
a. Development of movement language: 9 semester hours.
(1) A course in each area of ballet, folk, jazz, and modern
[ dance ]: 6 semester hours; and
(2) Area of concentration in one area of ballet, folk, jazz,
or modern [ dance ] beyond the entry level: 3 semester
hours;
b. Composition, improvisation, and dance arts production,
[ which ] may include stage lighting, stage costuming, or
stage makeup: 3 semester hours; and
c. Cultural understanding, including cultural context and
dance history: 3 semester hours.
8VAC20-23-320. Driver education (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed an approved teacher preparation program in
driver education; or
3. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and completed ] 6 semester hours of
coursework distributed in the following areas:
a. Driver Task Analysis [ : to include,
including ] instructional strategies as prescribed in the
Curriculum and Administrative Guide for Driver Education in Virginia [ 2010 ] (http://www.doe.virginia.gov/instruction/driver_education/curriculum_admin_guide/index.shtml); understanding the highway transportation
system; applying Virginia's motor vehicle laws; personal, legal, and emotional
factors; visual and sensory perception; risk perception and risk management;
space management and other defensive driving techniques; environmental,
financial, and other vehicle ownership responsibilities; vehicle technologies;
and the scientific principles of the driving tasks: 3 semester hours; and
b. Principles and methodologies of classroom and in-car
instruction, including applying classroom and in-car teaching techniques for
delivering concurrent instruction; applying perception, vehicle balance, speed
control, and other risk management principles to the development of precision
driving skills; and understanding program administrative tasks, including
juvenile licensing laws and issuance of a driver's license; a minimum of 14
hours of actual behind-the-wheel supervised teaching experience demonstrating
vehicle control skills and performance capabilities that includes 2 hours of
basic evasive maneuvers; and a minimum of 14 hours of mentorship with a
licensed, endorsed driver education teacher: 3 semester hours.
4. A current, valid Virginia driver's license. [ School
divisions are to ensure that teachers of driver education hold a valid driver's
license. ]
8VAC20-23-330. Engineering.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
engineering;
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in engineering or an
engineering subspecialty [ at in ] an
Accreditation Board for Engineering and Technology (ABET)-accredited college or
university program;
3. Earned a baccalaureate degree from a regionally
accredited college or university and completed an engineering technology,
science, or technology education major with at least 12 semester hours of
coursework in engineering courses, including:
a. Introduction to engineering design;
b. Statics or dynamics;
c. Circuits or fluid mechanics; and
d. Thermodynamics;
4. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] a science, mathematics, or technology education major
with at least five years of successful [ full-time ] experience
working in an engineering environment; or
5. [ Hold Earned a baccalaureate
degree from a regionally accredited college or university and hold ] a
professional engineer's (P.E.) license.
8VAC20-23-340. English.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
English; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in English or a minimum
of 36 semester hours of coursework distributed in the following areas:
a. Literacy and reading: 12 semester hours. Courses
[ must shall ] include:
(1) Survey of British literature;
(2) Survey of American literature;
(3) World literature; and
(4) Literary theory and criticism.
b. Language: 3 semester hours. Includes the development and
nature of the English language.
c. Composition: 12 semester hours. Experiences shall
include:
(1) A grammar course integrating grammar and writing;
(2) The teaching of writing, based on current knowledge and
most effective practices, including the use of technology for this purpose;
(3) An advanced composition course emphasizing rhetorical
practices of expository, persuasive, argumentative, and analytical writing; and
(4) Teaching research including ethical accessing,
evaluating, organizing, crediting, and synthesizing information.
d. Oral language: 3 semester hours. Experiences shall
include the teaching of public and presentation speaking, including nonverbal
communication and the role of communication in small group and mass
communication.
e. Electives from the areas listed in [ this
section this subdivision 2 ]: 6 semester hours.
8VAC20-23-350. English as a second language preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in English
as a second language; or
2. Earned a baccalaureate degree from a regionally accredited
college or university and completed 24 semester hours of coursework distributed
in the following areas:
a. Teaching of reading and writing. Courses [ must
shall ] include [ the five areas of reading
instruction: skills in ] phonemic [ and
other phonological ] awareness [ , phonics, fluency,
vocabulary and text comprehension as well as the similarities and differences
between reading in a first language and reading in a second language and a
balanced literacy approach ]; [ pre-reading, during
reading, and post-reading strategies; vocabulary development; and guided
reading. Ability to structure interactive tasks that engage students in using
oral language to develop language and skills. Ability to determine students'
reading levels and design instruction for multi-level classrooms by
incorporating appropriate scaffolding or language supports; ] one
course [ must shall ] address teaching
reading to English language learners: 6 semester hours;
b. English linguistics: [ general and English
linguistics ] 3 semester hours;
c. Cross-cultural education: 3 semester hours;
d. Second language acquisition: 3 semester hours;
e. Methods of English as a second language, to include
[ instruction based on the understanding of ] the
World-Class Instructional Design and Assessment (WIDA) English Language
Development (ELD) Standards: 3 semester hours;
f. English as a second language assessment to include
assessing comprehension and communication in English: 3 semester hours; and
g. Electives from the areas listed in [ this section this
subdivision 2 ]: 3 semester hours.
8VAC20-23-360. Foreign language preK-12.
A. The specific language of the endorsement will be noted
on the license.
B. Endorsement requirements
for foreign language preK-12 - languages other than Latin [ and American Sign Language ].
The candidate [ must shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in a
foreign language; or
2. Earned a baccalaureate degree from a regionally
accredited college or university [ , ] and completed
[ a major in the foreign language or ] 30 semester hours of
coursework above the intermediate level in the foreign language distributed in
the following areas:
a. Advanced grammar and composition;
b. Conversation, culture and civilization, and literature;
and
c. In addition to the 30 semester hours, completed a
minimum of 3 semester hours of methods of teaching foreign languages at the
elementary and secondary levels.
3. Endorsement in a second [ foreign ]
language may be obtained [ with by successfully
completing ] 24 semester hours of coursework above the intermediate
level.
4. Candidates who have learned a foreign language without
formal academic credit in a regionally accredited college or university
[ must shall ] complete the following
requirements:
a. Achieve a qualifying score on a foreign language
assessment in the appropriate language as prescribed by the Virginia Board of
Education; and
b. Earn a minimum of 3 semester hours of methods of
teaching foreign languages at the elementary and secondary levels from a
regionally accredited college or university in the United States or obtain
teacher certification in another country with at least 3 semester hours of methods
of teaching foreign languages at the elementary and secondary levels at a
foreign institution.
C. Endorsement requirements
for foreign language preK-12 - Latin. The candidate [ must shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in Latin;
or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 24 semester hours of Latin above
the intermediate level. A maximum of six semester hours of Roman history, Roman
life, [ Roman ] mythology, or [ Roman ]
archaeology may be included in the total hours. A minimum of 3 semester
hours of methods of teaching Latin at the elementary and secondary levels are
required.
D. Endorsement requirements
for foreign language preK-12 - American Sign Language.
1. The candidate [ must shall ]
have (i) graduated from an approved teacher preparation program in a foreign
language - American Sign Language or (ii) earned a baccalaureate degree from a
regionally accredited college or university and completed a major in American
Sign Language or 24 semester hours above the intermediate level in American
Sign Language. The program shall include (i) courses in advanced grammar and
syntax, conversation, and culture and (ii) a minimum of 3 semester hours of
methods of teaching foreign languages at the elementary and secondary levels.
2. Native users or candidates who have learned American Sign
Language without formal academic credit in a regionally accredited college or
university, as explained in subdivision 1 of this subsection, [ must
shall ] complete the following requirements:
a. Competency in American Sign Language demonstrated by written
documentation of one of the following:
(1) Hold a current, valid Provisional, Qualified, or
Professional certification by the American Sign Language Teachers' Association;
(2) Hold one of the following current, valid national
certificates in interpreting:
(a) Registry of Interpreters for Deaf certification in at
least one of the following: Certificate of Interpretation (CI), Certificate of
Deaf Interpretation (CDI), Reverse Skills Certification (RSC), or Comprehensive
Skills Certificate (CSC);
(b) [ Hold a A ] current,
valid National Association for the Deaf Level IV certification or higher; or
(c) [ A ] National Interpreter
Certification (NIC); or
(3) Complete requirements by achieving a qualifying score
on an assessment demonstrating proficiency in American Sign Language prescribed
by the Virginia Board of Education.
b. [ Completed a A ] minimum
of 3 semester hours of methods of teaching foreign languages at the elementary
and secondary levels from a regionally accredited college or university in the
United States; and
c. [ Earned a A ] minimum
of 6 semester hours in coursework [ , ] including
grammar and syntax of American Sign Language.
8VAC20-23-370. Gifted education (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; [ and ]
2. [ Completed Earned a
baccalaureate degree from a regionally accredited college or university and
completed ] an approved teacher preparation program in gifted
education; or
3. Completed the following requirements:
[ a. Earned a baccalaureate degree from a regionally accredited
college or university and hold a license issued by the Virginia Board of
Education with a teaching endorsement in a teaching area; and ]
[ a. b. ] Completed 12
semester hours of graduate-level coursework in gifted education distributed in
the following areas:
(1) [ Academic and social-emotional
characteristics and special populations of gifted learners
Introduction and identification of giftedness ]: 3 semester hours;
(2) [ Curriculum models and differentiation
of instruction for Social and emotional development and guidance of ]
gifted learners: 3 semester hours;
(3) [ Identification and assessment of
Curriculum and instructional strategies for ] gifted learners: 3
semester hours; and
(4) [ Current trends and issues in the field
of gifted education Advanced course work in one of the following
areas ]: 3 semester hours [ ; and:
(a) Advanced curriculum, instruction, and assessment
design;
(b) Advanced program development and evaluation; or
(c) Advanced study in underrepresented populations; and ]
[ b. c. ] Completed a
practicum of at least 45 instructional hours. This practicum shall include a
minimum of 45 instructional hours of successful teaching experiences with
gifted students in a public or an accredited nonpublic school. In lieu of the practicum,
one year of successful, full-time teaching experience with gifted students in a
public or an accredited nonpublic school may be accepted [ , ]
provided the teacher is assigned a mentor holding a valid license with an
endorsement in gifted education.
8VAC20-23-380. Health and physical education preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in health
and physical education; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in health and physical
education or 45 semester hours of coursework distributed in the following
areas:
a. Personal health [ and, ]
safety [ , and care of athletic injuries ]: 3
semester hours;
b. Human anatomy, physiology, [ exercise
physiology, ] and [ kinesiology
biomechanics of human movement ]: 9 semester hours;
c. General health and physical education theory, including
curriculum design and development in health and physical education: 3 semester
hours;
d. Instructional methods and skills for secondary physical
education: 3 semester hours;
e. [ Instructional Concepts of
motor learning, instructional ] methods [ , ] and
skills for elementary physical education: 3 semester hours;
f. [ School Instruction methods
for elementary and secondary school ] health [ methods
course ]: 3 semester hours;
g. Health and physical education electives: 9 semester
hours;
h. [ Adapted Instructional
methods and strategies for adapted ] physical education: 3 semester
hours;
i. Technology in health and physical education: 3 semester
hours;
j. [ Principles of human ] nutrition:
3 semester hours; and
k. [ Measurement Assesment ]
and evaluation in the content area: 3 semester hours.
8VAC20-23-390. History and social sciences.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in history
and social sciences; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 51 semester hours of coursework
distributed in [ each of ] the following areas:
a. History: a major in history or 18 semester hours in
history [ (must (shall ] include
coursework in American history, Virginia history, and world history);
b. Political science: a major in political science or 18
semester hours in political science [ to, which shall ]
include coursework in American government (state and local government);
c. Geography: 9 semester hours; and
d. Economics: 6 semester hours.
B. Add-on endorsement requirements in history, political
science, geography, and economics. The candidate [ must
shall ] have:
1. Earned a baccalaureate degree from a regionally
accredited college or university and [ have hold ]
a teaching license with an endorsement in history, political science,
geography, or economics; and
2. Completed 21 semester hours of coursework in the
additional social science area [ (i.e., - ] history,
political science, geography, or economics [ ) for
which the add-on endorsement is ] sought.
8VAC20-23-400. Journalism (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed a minimum of 15 semester hours in journalism.
8VAC20-23-410. Keyboarding (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed 6 semester hours in keyboarding. Three
of the six semester hours may be from either formal keyboarding instruction or
documented demonstrated mastery of the touch keyboarding skill, and three
semester hours [ must shall ] include
document formatting skills, word processing, and computer applications.
8VAC20-23-420. Library media preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved preparation program in school library
media; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 24 semester hours distributed in
the following areas:
a. Teaching for learning, including knowledge of learners
and learning; effective and knowledgeable teaching; collaborative instructional
partners; integration of learning standards and technologies; assessment of and
for student learning; and the design and implementation of instruction that
engages students interests and develops their ability to inquire, think
critically, and gain and share knowledge: 3 semester hours;
b. Literacy and reading, including familiarity with
children's, young adult, and professional literature in multiple formats; use
of a variety of strategies to promote reading for enjoyment and information;
collection development to support diverse learning needs; and collaboration to
reinforce reading instructional strategies: 6 semester hours;
c. Information and knowledge, including efficient and
ethical information-seeking behavior, ethical and equitable access to information,
design and delivery of authentic learning through current and emerging
technology, and the use of evidence-based action research to create and share
knowledge: 6 semester hours;
d. Advocacy and leadership, including networking with the
library community, commitment to professional development, leadership in
articulating the role of the school library program in the educational
community and in student learning, and advocacy for school library programs,
resources, and services: 3 semester hours; and
e. Program management and administration, including
planning, developing, implementing, and evaluating library programs,
collections, and facilities; personnel; funding; organization of materials;
professional ethics; and strategic planning and program assessment: 6 semester
hours.
3. Supervised school library media practicum. Experiences
shall include clinical experience to give the applicant an opportunity to apply
the skills, [ understandings knowledge ],
and competencies required for the endorsement. One year of successful,
full-time experience as a school librarian in a public or accredited nonpublic
school may be accepted in lieu of the supervised practicum.
8VAC20-23-430. Mathematics.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
mathematics; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in mathematics or 36
semester hours of coursework distributed in each of the following areas:
a. Algebra. Experience shall include linear algebra
(matrices, vectors, and linear transformations) and abstract algebra (ring,
group, and field theory);
b. Geometry. Experience shall include Euclidean and
non-Euclidean geometries;
c. Analytic geometry;
d. Probability and statistics;
e. Discrete mathematics. Experience shall include the study
of mathematical properties of finite sets and systems and linear programming;
f. Calculus. Experience shall include multivariable
calculus; [ and ]
g. Mathematical modeling [ ; and
h. Computer science, including two programming languages ].
8VAC20-23-440. Mathematics – [ Algebra
algebra ] I (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Either:
a. Completed an approved teacher preparation program in
Algebra I; or
b. Completed 24 semester hours that include coursework in
each of the following areas:
(1) Elementary functions, introductory college algebra, and
trigonometry;
(2) Linear algebra;
(3) Calculus;
(4) Euclidean geometry;
(5) Probability and statistics;
(6) Discrete mathematics;
(7) Mathematical modeling; and
(8) Methods of teaching algebra.
8VAC20-23-450. Music education – instrumental preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in music
education - instrumental; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 42 semester hours of coursework
distributed in [ each of ] the following areas:
a. Basic music knowledge. Experiences shall be related to
music theory, music history, and literature: 18 semester hours [ .; ]
b. Musical performance. Experiences shall consist of
developing competency in a primary performance medium (band or orchestral
instrument), in a secondary performance medium (band, orchestral, or keyboard instrument),
and in teaching, rehearsing, and conducting ensembles: 18 semester hours
[ .; and ]
c. Electives with coursework selected from either of the
two areas listed in subdivisions 2 a and 2 b of this section: 6 semester hours.
8VAC20-23-460. Music education – vocal/choral preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in music
education - vocal/choral; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 42 semester hours of coursework
distributed in [ each of ] the following areas:
a. Basic music knowledge. Experiences shall be related to
music theory, music history, and literature: 18 semester hours [ .; ]
b. Musical performance. Experiences shall consist of
developing competency in a primary and secondary medium, selected from voice or
keyboard [ , ] and in teaching, rehearsing, and
conducting ensembles: 18 semester hours [ .; and ]
c. Electives with coursework selected from either of the
two areas listed in subdivisions 2 a and 2 b of this section: 6 semester hours.
8VAC20-23-470. Science – biology.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
biology;
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in biology or 32
semester hours in biology [ , ] and at least one
course in each of the following [ areas ]: genetics,
biochemistry/molecular biology, cell biology, botany, zoology, anatomy/physiology,
ecology, and evolutionary biology and other preparation consistent with
the competencies for the endorsement; or
3. Earned an endorsement in another science discipline and
[ completed ] at least 18 semester hours in biology,
including at least one course in each of the following areas: genetics,
biochemistry/molecular biology or cell biology, botany [ or, ]
zoology, anatomy/physiology, and evolutionary biology or ecology.
8VAC20-23-480. Science – chemistry.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
chemistry;
2. Earned a baccalaureate degree from a regionally accredited
college or university and completed a major in chemistry or 32 semester hours
in chemistry, including at least one course in each of the following
[ areas ]: inorganic chemistry, organic chemistry, physical
chemistry, biochemistry, and analytical chemistry and other preparation
consistent with the competencies required for the endorsement; or
3. Earned an endorsement in another science discipline and
[ completed ] at least 18 semester hours in chemistry,
including at least one course in each of the following areas: inorganic
chemistry, organic chemistry, physical chemistry, biochemistry, and analytical
chemistry.
8VAC20-23-490. Science – Earth science.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in Earth
science;
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in Earth science,
geology, or environmental science with a minimum of 32 semester hours in Earth
sciences, including at least one course in each of the following [ areas ]:
structural geology, petrology, paleontology, oceanography, meteorology, and
astronomy/space science; or
3. Earned an endorsement in another science discipline and
[ completed ] at least 18 semester hours in Earth sciences,
including at least one course in each of the following areas: structural
geology, petrology, paleontology, oceanography, meteorology, and
astronomy/space [ or planetary ] science.
8VAC20-23-500. Science – physics.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in
physics;
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in physics or 32
semester hours in physics, including the following coursework: mechanics,
electricity and magnetism, optics, and modern physics and other preparation
consistent with the competencies required for the endorsement; or
3. Earned an endorsement in another science discipline and
at least 18 semester hours in physics, including preparation in each of the
following areas: mechanics, electricity and magnetism, optics, and modern
physics.
8VAC20-23-510. Special education – adapted curriculum K-12.
Endorsement requirements: The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved program in special education - adapted
curriculum; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 27 semester hours in the
education of students with disabilities [ as ] distributed
in the following areas:
a. Core coursework: 12 semester hours distributed among the
following areas:
(1) Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities;
(2) Assessment and evaluation: 3 semester hours. Includes
an understanding and application of the foundation of assessment and evaluation
related to best practices in special education, including types and
characteristics of assessment, introduction to formal and informal assessment,
and the use of assessments and other information to determine special education
eligibility, service delivery, curriculum, and instruction of students with
disabilities. Understanding of the current legal and ethical issues related to
assessment selection and use, including comprehensive evaluation requirements,
students with disabilities participation in the state and local accountability
systems, assessment options, appropriate grading and testing accommodations,
and assessment of students from diverse backgrounds.
(3) Collaboration that includes skills in consultation,
case management, co-teaching, and collaboration: 3 semester hours. Includes
understanding roles and responsibilities, knowledge and application of
effective communication skills and of culturally responsive practices and
strategies, and the ability to develop home, school, and community partnerships
to address the needs of students with disabilities.
(4) Management of classroom instruction and behaviors: 3
semester hours. Includes an understanding and knowledge of research-based
classroom management techniques, positive behaviors supports, and individual
interventions and a demonstrated ability to create a safe, orderly classroom
environment [ , ] including classroom organization,
instructional design, and establishment of classroom routines and procedures.
Knowledge of the elements of effective instructional planning, differentiation
of instruction, and other instructional approaches to enhance student
engagement and achievement. Understanding of behavior assessments, data
collection and analysis, and development and monitoring of behavior
intervention plans.
b. Adapted curriculum coursework: 15 semester hours of
coursework distributed in the following areas:
(1) Characteristics: 3 semester hours. Skills in this area
include the ability to demonstrate knowledge of the characteristics, including
medical and health conditions, and learning and support needs of students with
disabilities (K-12) whose cognitive and functional skills are significantly
different from typically developing peers and therefore require adaptations to
the general curriculum for an appropriate education, including, but not limited
to, students with autism spectrum disorders, developmental delay, intellectual
disability, traumatic brain injury, and multiple disabilities including
sensory, deaf-blindness, speech-language, orthopedic [ and/or
and other ] health impairments as an additional disability to those
referenced above.
(2) Individualized education program (IEP) implementation:
3 semester hours. Knowledge of the eligibility process and legal and regulatory
requirements of IEP development, including timelines, components, team
composition, roles, and responsibilities. Skills in this area include the
ability to apply knowledge of assessment and evaluation throughout the K-12
grade levels to construct, use, and interpret a variety of standardized and
nonstandardized data collection techniques; to make decisions about student
progress, instruction, program, goal development, modifications, adaptations,
placement, and teaching methodology for students with disabilities who are
accessing the general education curriculum and [ Virginia ]
Standards of Learning through an aligned curriculum; and to demonstrate the
use of assessment, evaluation, and other information to develop and implement
individual educational planning and group instruction with students with
disabilities in an adapted curriculum across the K-12 grade levels.
(3) Transitioning: 3 semester hours. Skills in this area
include the ability to prepare students and work with families to provide
successful student transitions throughout the educational experience to include
postsecondary education, training, employment, and independent living that
addresses an understanding of long-term planning, age-appropriate transition
assessments, career development, life skills, community experiences and
resources, and self-determination to include goal setting, decision making,
problem solving, self-awareness and self-advocacy, guardianship, and other
legal considerations.
(4) Instructional methods and strategies for the adapted
curriculum: 3 semester hours. An understanding and application of service
delivery, curriculum, and instruction of students with disabilities who need an
adapted curriculum. Knowledge of the general curriculum requirements and
expectations and how to provide access to the curriculum based on student
characteristics and needs. Skills in this area include the ability to
understand and use a range of modifications, adaptations, special instructional
strategies, and research-based interventions that reflect best practice in
reading, writing, and mathematics instruction for students with more
significant disabilities; ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments;
knowledge of available assistive and instructional technologies, including
alternative communication methods and systems to promote learning and
independence for students with disabilities in the adaptive curriculum and the
ability to evaluate its effectiveness; ability to develop and use
curriculum-based and standardized assessment to conduct ongoing evaluations of
instructional material and practices to determine effectiveness and assess
student needs as they relate to curriculum design and delivery; ability to
modify and adapt instructional content in a variety of settings and collaborate
with general education content teachers to develop and implement instructional
practices that meet the needs of students with disabilities in the adapted
curriculum and monitor student progress.
(5) Individualized supports and specialized care of
students with significant disabilities: 3 semester hours. Knowledge of and
ability to implement adapted strategies to address the positioning, handling,
communication, personal care, and medical needs of students with significant
disabilities. Knowledge and understanding of the roles of related disciplines
and service providers in collaborative planning and service delivery.
Demonstration of the ability to develop and utilize a blended curriculum design
to address disability-specific or unique needs such as feeding and communication
while addressing the adapted curriculum requirements.
8VAC20-23-520. Special education blindness and visual
impairments preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in special
education visual impairments preK-12; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in special education
blindness and visual impairments or 30 semester hours in education of students
with visual impairments, distributed with at least one course in each of the
following areas:
a. Characteristics of students with visual impairment [ :
3 semester hours ]. Provides an overview of the characteristics of
and services to persons with visual impairments, including the impact of visual
impairment on infant and child growth and development, child and adolescent
emotional and social development, and family interaction patterns. Includes the
educational, conceptual, psychosocial, and physical implications of a visual
impairment.
b. Foundations [ : 3 semester hours ].
Includes knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include understanding and
application of the regulatory requirements; and expectations associated with
identification, education, and evaluation of students with disabilities.
c. Braille code: 3 semester hours. Includes the literary
code of Braille, its implications for educational and literacy programs for
students with visual disabilities and how to teach the Braille code to students
with visual impairments.
d. Braille reading and writing: 3 semester hours. Includes
instruction in the various technologies used by students who use Braille; basic
instruction on transcription of advanced Braille codes, [ including
uncontracted and contracted Unified English Braille, ] including
music, foreign language, chemistry, [ computer Braille, ]
and Nemeth code (Braille mathematics code); techniques for teaching skills
in each code; and technology tools used to create Braille and tactile materials
in addition to other assistive technologies used for instruction in mathematics
and science.
e. Medical and educational implications of visual
impairment [ : 3 semester hours ]. Includes anatomy of
the human eye, normal visual development, pathology of the eye, examination
procedures for the identification of visual pathology, and the effects of
pathology on visual learning and development.
f. Assistive technology for students with sensory
impairment [ : 3 semester hours ]. Introduces specific
technology and resources available to enhance and improve ability of
individuals with sensory disabilities and includes literacy skill development
of students who are blind or visually impaired using technology.
g. Curriculum and assessment [ : 3 semester
hours ]. Includes knowledge of educational assessments used with
students with visual impairments and additional disabilities including
deaf-blindness. Addresses assessment of technology needs of students with
visual impairments, including functional vision assessments, learning media
assessments, assistive technology, and assessment in areas of the expanded core
curriculum; application of assessment results to development of the
individualized education program (IEP); planning for placement; and services
and accommodations for students with visual impairments.
h. Positive behavior intervention supports [ :
3 semester hours ]. Includes understanding of research-based,
positive behavior intervention supports and individual interventions; knowledge
of the elements of effective instructional planning, differentiation of
instruction, and other instructional approaches to enhance student engagement
and achievement; and understanding of behavior assessments, data collection and
analysis, development and monitoring of behavior intervention plans.
i. Collaboration [ : 3 semester hours ].
Includes skills in consultation, case management, co-teaching, and
collaboration that include understanding roles and responsibilities, knowledge
and application of effective communication skills, of culturally responsive
practices and strategies, and the ability to develop home, school, and
community partnerships to address the needs of students who are visually
impaired.
j. Teaching methods [ : 3 semester hours ].
[ Skills in this area include: ]
(1) [ Includes methods Methods ]
of teaching compensatory skills, the core curriculum, and technology used by
students who are blind and visually impaired; introduces individual family
service plans (IFSPs); and includes understanding and application of
development and implementation of the IEP, including service delivery,
curriculum, and instruction of students who are visually impaired.
(2) Knowledge of the general curriculum requirements and
expectations and how to provide access to the curriculum based on student
characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address the identified needs of the students. Skills
in this area include the ability to identify, understand, and implement a range
of specialized instructional strategies and research-based interventions that
reflect best practice in instruction for students who are visually impaired.
(4) Ability to align the instructional practices and
intervention with the [ Virginia ] Standards of
Learning and state assessments.
(5) Ability to develop and use curriculum-based and
standardized assessments to conduct ongoing evaluations of instructional
materials and practices to assess student needs as they relate to curriculum
design and delivery.
(6) Ability to model and directly teach instructional
strategies in a variety of settings, and monitor student progress.
(7) Ability to adapt materials and procedures to meet the
needs of students with visual impairments.
k. Orientation and mobility. Includes the components of
orientation and mobility (O&M); how the need for independent travel in the
blind population created the field of O&M; and the philosophy and history
of O&M, including cane instruction, dog guides, and methods of travel.
Addresses techniques in developing orientation skills and basic mobility
instruction. Motor and concept skill development are emphasized.
8VAC20-23-530. Special education deaf and hard of hearing
preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in special
education deaf and hard of hearing; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in special education
deaf and hard of hearing or 27 semester hours in education of students who are
deaf and hard of hearing distributed in the following areas:
a. Foundations: 3 semester hours. Includes knowledge of the
foundation for educating students with disabilities; historical, ethical and
legal aspects that include understanding and application of the regulatory
requirements; and expectations associated with identification, education, and
evaluation of students with disabilities.
b. Characteristics: 3 semester hours. Includes the ability
to demonstrate knowledge of etiologies of hearing loss, definitions,
characteristics, learning, and support needs of students who are deaf and hard
of hearing from pre-K through secondary levels, who may be using various
communication modalities/languages and who may have additional disabilities.
c. Assessment and evaluation: 3 semester hours. Includes an
understanding and application of the foundation of assessment and evaluation
related to best practices, including types and characteristics of assessments,
formal and informal assessment, and the use of assessment information to
determine special education eligibility and inform service delivery,
curriculum, accommodations, instructional methods, and student progress.
Understanding comprehensive evaluation requirements, participation of students
with disabilities in state and local accountability systems, assessment
options, appropriate testing accommodations, and assessment of students from
diverse backgrounds.
d. Instructional planning: 3 semester hours. [ Includes
the following: ]
(1) Familiarity with individual family service plans
(IFSPs).
(2) An understanding and application of development and
implementation of the individualized education program (IEP) including service
delivery, curriculum, and instruction of students who are deaf and hard of
hearing and [ in ] transition.
(3) Knowledge of the general curriculum requirements and
expectations and how to provide access to the curriculum based on student
characteristics and needs.
(4) Ability to assess, interpret data, and implement
instructional practices to address the identified needs of the students. Skills
in this area include the ability to identify, understand, and implement a range
of specialized instructional strategies and research-based interventions that
reflect best practice in instruction for students who are deaf and hard of
hearing.
(5) Ability to align the instructional practices and
intervention with the [ Virginia ] Standards of
Learning and state assessments.
(6) Ability to develop and use curriculum-based and
standardized assessments to conduct ongoing evaluations of instructional
materials and practices to assess student needs as they relate to the
curriculum design and delivery.
(7) Ability to model and directly teach instructional
strategies in a variety of settings, collaborate with general educators to
develop and implement instructional practices that meet the needs of students
who are deaf and hard of hearing, and monitor student progress.
e. Speech, language, and literacy development: 3 semester
hours. Includes an understanding of the normal developmental sequence of
speech, language (oral, signed, and written), auditory, and cognitive
milestones, varying methodologies and strategies used in assessing language
skills (through the air and spoken) of a student who is deaf and hard of
hearing; demonstrate skills necessary to foster and enhance language
development and communication skills in students who are deaf and hard of
hearing including American Sign Language, cued speech, and listening and spoken
language skills. Ability to model and directly teach instructional strategies
that foster language and literacy development.
f. Classroom and behavior management: 3 semester hours.
Includes an understanding and knowledge of research-based classroom management
techniques, positive behavior intervention supports and individual
interventions; and demonstrated ability to create a safe, orderly classroom
environment including classroom organization, instructional design, and
establishment of classroom routines and procedures. Knowledge of the elements
of effective instructional planning, differentiation of instruction, and other
instructional approaches to enhance student engagement and achievement.
Understanding of behavior assessments, data collection and analysis,
development, and monitoring of behavior intervention plans
g. Audiology and speech and hearing science: 3 semester
hours. Understanding of the basic principles of sound reception and production
including neuroanatomy of speech and hearing mechanisms and physical
characteristics and measurement of acoustic stimuli; biological, neurological,
and acoustic bases of communication; reading and interpreting audiograms and other
audiologic assessments used in determining eligibility; knowledge of types,
degrees, and effects of hearing loss on developmental domains; relevance of age
of onset, age of identification of hearing loss, and age of amplification and
intervention in speech and language development; ability to troubleshoot
hearing aids, external components of cochlear implants, and other assistive
listening devices; [ and ] ability to foster
development of listening skills.
h. Collaboration: 3 semester hours. Includes skills in
consultation, case management, co-teaching, and collaboration that includes
understanding roles and responsibilities, knowledge and application of
effective communication skills, of culturally responsive practices and
strategies, and the ability to develop home, school, and community partnerships
to address the needs of students who are deaf and hard of hearing.
i. Communication modalities: 3 semester hours. Includes
introduction to the various communication modalities used by students who are deaf
and hard of hearing, including listening and spoken language, cued speech,
speech reading, and through the air communication including use of American
Sign Language (ASL) and contact varieties of signed language and coursework to
learn ASL.
8VAC20-23-540. Special education early childhood (birth-age
five years).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in early
childhood special education; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in early childhood
special education or 27 semester graduate hours in early childhood special
education, including at least one course in each of the following:
a. Foundations and legal aspects of special education: 3
semester hours;
b. Assessment for diagnosis, program planning, and
curriculum-based measurement to document progress for young children with
typical development, disabling, and at-risk conditions: 3 semester hours;
c. Curriculum and instructional programming for preschool:
3 semester hours;
d. Speech and language development and intervention: 3
semester hours;
e. Medical aspects: 3 semester hours;
f. Social and emotional skills and behavior management for
early childhood: 3 semester hours;
g. Consultation, co-teaching, coaching, and mentoring: 3
semester hours;
h. Family-centered intervention: 3 semester hours; and
i. Early childhood elective: 3 semester hours.
8VAC20-23-550. Special education – general curriculum K-12.
Endorsement requirements: The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved program in special education - general
curriculum; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed 27 semester hours in the
education of students with disabilities distributed in the following areas:
a. Core coursework: 12 semester hours distributed among the
following areas:
(1) Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities.
(2) Assessment and evaluation: 3 semester hours. Includes
an understanding and application of the foundation of assessment and evaluation
related to best practice in special education, including types and
characteristics of assessment, introduction to formal and informal assessment,
and the use of assessments and other information to determine special education
eligibility, service delivery, curriculum, and instruction of students with
disabilities. Understanding of the current legal and ethical issues related to
assessment selection and use, including comprehensive evaluation requirements,
students with disabilities participation in the state and local accountability
systems, assessment options, appropriate grading and testing accommodations,
and assessment of students from diverse backgrounds.
(3) Collaboration that includes skills in consultation,
case management, co-teaching, and collaboration: 3 semester hours. Includes
understanding roles and responsibilities, knowledge and application of
effective communication skills and of culturally responsive practices and
strategies and the ability to develop home, school, and community partnerships
to address the needs of students with disabilities.
(4) Management of classroom instruction and behaviors: 3
semester hours. Includes an understanding and knowledge of research-based
classroom management techniques, positive behavior support, and individual
interventions and a demonstrated ability to create a safe, orderly classroom
environment, including classroom organization, instructional design, and
establishment of classroom routines and procedures. Knowledge of the elements
of effective instructional planning, differentiation of instruction, and other
instructional approaches to enhance student engagement and achievement.
Understanding of behavior assessments, data collection and analysis,
development, and monitoring of behavior intervention plans.
b. General curriculum coursework: 15 semester hours
distributed in the following areas:
(1) Characteristics: 3 semester hours. Skills in this area
shall include the ability to demonstrate knowledge of definitions,
characteristics, and learning and behavioral support needs of students with
disabilities who are accessing the general education curriculum at the
elementary, middle, and high school levels, including [ but not
limited to, ] students with learning disabilities, emotional
disability, and intellectual disabilities; developmental delay; autism; other
health impairments; traumatic brain injury; and multiple disabilities.
(2) Individualized education program development and
implementation: 3 semester hours. Knowledge of the eligibility process and
legal and regulatory requirements of IEP development [ , ]
including timelines, components, team composition, and roles and
responsibilities. Skills in this area include the ability to apply knowledge of
assessment and evaluation throughout the K-12 grade levels to construct, use,
and interpret a variety of standardized and nonstandardized data collection
techniques; to make decisions about student progress, instructional program,
goal development, accommodations, placement, and teaching methodology for
students with disabilities who are accessing the general education curriculum
and the [ standards of learning Virginia Standards of
Learning ]; and to demonstrate the use of assessment, evaluation,
and other information to develop and implement individual educational planning
and group instruction with students with disabilities who are accessing the
general education curriculum across the K-12 grade levels.
(3) Transitioning: 3 semester hours. Skills in this area
include the ability to prepare students and work with families and community
agencies to provide successful student transitions throughout the educational
experience to include postsecondary education training, employment, and
independent living that addresses an understanding of long-term planning,
career development, life skills, community experiences and resources,
self-advocacy, and self-determination, guardianship, and legal considerations.
(4) Instructional strategies in reading and writing: 3
semester hours. [ Skills in this area include: ]
(a) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in reading and
writing.
(b) Knowledge of the general curriculum, English
requirements and expectations, and how to provide access to the curriculum
based on student characteristics and needs.
(c) Ability to assess, interpret data, and implement
instructional practices to address the identified reading needs of the
students. Skills in this area include the ability to identify, understand, and
implement a range of specialized instructional strategies and research-based
interventions that reflect best practice in reading and writing instruction for
students with disabilities.
(d) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(e) Knowledge and ability to utilize current assistive and
instructional reading and writing technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(f) Ability to develop and use curriculum-based and
standardized reading and writing assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the curriculum design and delivery.
(g) Ability to model and directly teach reading and writing
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the general curriculum, and
monitor student progress.
(5) Instructional strategies in mathematics: 3 semester
hours. [ Skills in this area include: ]
(a) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in mathematics.
(b) Knowledge of the general curriculum mathematics
requirements and expectations and how to provide access to the curriculum based
on student characteristics and needs.
(c) Ability to assess, interpret data, and implement
instructional practices to address calculations, reasoning, and problem-solving
skills. Skills in this area include the ability to understand and use a range
of specialized mathematics instructional strategies and research-based
interventions that reflect best practice in mathematics instruction for students
with disabilities.
(d) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(e) Knowledge of and ability to utilize current mathematics
related assistive and instructional technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(f) Ability to develop and use curriculum-based and
standardized mathematics assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the mathematics curriculum design and delivery.
(g) Ability to model and directly teach mathematics
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the mathematics general
curriculum, and monitor student progress.
8VAC20-23-560. Special education – general curriculum K-6
(add-on endorsement).
Endorsement requirements: The candidate [ must
shall have ]:
1. [ Hold an earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with an endorsement in
elementary education [ (i.e. ], [ such
as ] early/primary education preK-3 or elementary education preK-6
[ ) ].
2. [ Have completed Completed ]
15 semester hours in the education of students with disabilities distributed
in each of the following areas:
a. Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities.
b. Individualized education program development and implementation:
3 semester hours. Knowledge of the eligibility process and legal and regulatory
requirements of IEP development [ , ] including
timelines, components, team composition, and roles and responsibilities. Skills
in this area include the ability to apply knowledge of assessment and
evaluation throughout the K-12 grade levels to construct, use, and interpret a
variety of standardized and nonstandardized data collection techniques; to make
decisions about student progress, instructional, program, goal development,
accommodations, placement, and teaching methodology for students with
disabilities who are accessing the general education curriculum and the
Virginia Standards of Learning; and to demonstrate the use of assessment,
evaluation, and other information to develop and implement individual
educational planning and group instruction with students with disabilities who
are accessing the general education curriculum across the K-12 grade levels.
c. Assessment and evaluation: 3 semester hours. Includes an
understanding and application of the foundation of assessment and evaluation
related to best practice in special education, including types and
characteristics of assessment, introduction to formal and informal assessment,
and the use of assessments and other information to determine special education
eligibility, service delivery, curriculum, and instruction of students with
disabilities. Understanding of the current legal and ethical issues related to
assessment selection and use, including comprehensive evaluation requirements,
students with disabilities' participation in the state and local accountability
systems, assessment options, appropriate grading and testing accommodations,
and assessment of students from diverse backgrounds.
d. Instructional strategies in reading and writing: 3
semester hours. [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in reading and
writing.
(2) Knowledge of the general curriculum, English
requirements and expectations, and how to provide access to the curriculum
based on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address the identified reading needs of the
students. Skills in this area include the ability to identify, understand, and
implement a range of specialized instructional strategies and research-based
interventions that reflect best practice in reading and writing instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge and ability to utilize current assistive and
instructional reading and writing technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(6) Ability to develop and use curriculum-based and
standardized reading and writing assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the curriculum design and delivery.
(7) Ability to model and directly teach reading and writing
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that meet
the needs of students with disabilities in the general curriculum, and monitor
student progress.
e. Instructional strategies in mathematics: (3 semester
hours). [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in mathematics.
(2) Knowledge of the general curriculum mathematics
requirements and expectations and how to provide access to the curriculum based
on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address calculations, reasoning, and problem-solving
skills. Skills in this area include the ability to understand and use a range
of specialized mathematics instructional strategies and research-based
interventions that reflect best practice in mathematics instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge of and ability to utilize current
mathematics-related assistive and instructional technologies to promote
learning and independence for students with disabilities in the general
curriculum and the ability to evaluate the effectiveness of the use of the
technologies.
(6) Ability to develop and use curriculum-based and
standardized mathematics assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the mathematics curriculum design and delivery.
(7) Ability to model and directly teach mathematics
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the mathematics general
curriculum, and monitor student progress.
[ 3. Completed a practicum of at least 45
instructional hours. This practicum shall include a minimum of 45 instructional
hours of successful teaching experiences with students with disabilities
accessing the general curriculum in a public or an accredited nonpublic school.
In lieu of the practicum, one year of successful, full-time teaching experience
with students with disabilities accessing the general curriculum in a public or
an accredited nonpublic school may be accepted provided the teacher is assigned
a mentor holding a valid license with an endorsement in special education. ]
8VAC20-23-570. Special education – general curriculum middle
grades 6-8 (add-on endorsement).
Endorsement requirements: The candidate [ must
shall have ]:
1. [ Hold an earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with an endorsement in
middle education [ (i.e. ], [ such
as ] middle education 6-8 English, middle education 6-8 history and
social sciences, middle education 6-8 mathematics, or middle education-sciences
[ ) ].
2. [ Have completed Completed ]
15 semester hours in the education of students with disabilities distributed
in each of the following areas:
a. Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities.
b. Individualized education program development and
implementation: 3 semester hours. Knowledge of the eligibility process and
legal and regulatory requirements of IEP development, including timelines,
components, team composition, and roles and responsibilities. Skills in this
area include the ability to apply knowledge of assessment and evaluation
throughout the K-12 grade levels to construct, use, and interpret a variety of
standardized and nonstandardized data collection techniques; to make decisions
about student progress, instructional, program, goal development,
accommodations, placement, and teaching methodology for students with
disabilities who are accessing the general education curriculum and the
[ standards of learning Virginia Standards of Learning ];
and to demonstrate the use of assessment, evaluation, and other information to
develop and implement individual educational planning and group instruction
with students with disabilities who are accessing the general education
curriculum across the K-12 grade levels.
c. Transitioning: 3 semester hours. Skills in this area
include the ability to prepare students and work with families and community
agencies to provide successful student transitions throughout the educational
experience to include postsecondary education training, employment, and independent
living that addresses an understanding of long-term planning, career
development, life skills, community experiences and resources, self-advocacy,
and self-determination, guardianship, and legal considerations.
d. Instructional strategies in reading and writing: 3
semester hours. [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in reading and
writing.
(2) Knowledge of the general curriculum, English
requirements and expectations, and how to provide access to the curriculum
based on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address the identified reading needs of the students.
Skills in this area include the ability to identify, understand, and implement
a range of specialized instructional strategies and research-based
interventions that reflect best practice in reading and writing instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge and ability to utilize current assistive and
instructional reading and writing technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(6) Ability to develop and use curriculum-based and
standardized reading and writing assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as it relates to the curriculum design and delivery.
(7) Ability to model and directly teach reading and writing
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the general curriculum, and
monitor student progress.
e. Instructional strategies in mathematics: (3 semester
hours). [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in mathematics.
(2) Knowledge of the general curriculum mathematics
requirements and expectations and how to provide access to the curriculum based
on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address calculations, reasoning and problem-solving
skills. Skills in this area include the ability to understand and use a range
of specialized mathematics instructional strategies and research-based
interventions that reflect best practice in mathematics instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge of and ability to utilize current
mathematics-related assistive and instructional technologies to promote learning
and independence for students with disabilities in the general curriculum and
the ability to evaluate the effectiveness of the use of the technologies.
(6) Ability to develop and use curriculum-based and
standardized mathematics assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the mathematics curriculum design and delivery.
(7) Ability to model and directly teach mathematics
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the mathematics general
curriculum, and monitor student progress.
[ 3. Completed a practicum of at least 45
instructional hours. This practicum shall include a minimum of 45 instructional
hours of successful teaching experiences with students with disabilities
accessing the general curriculum in a public or an accredited nonpublic school.
In lieu of the practicum, one year of successful, full-time teaching experience
with students with disabilities accessing the general curriculum in a public or
an accredited nonpublic school may be accepted provided the teacher is assigned
a mentor holding a valid license with an endorsement in special education. ]
8VAC20-23-580. Special education – general curriculum
secondary grades 6-12 (add-on endorsement).
Endorsement requirements: The candidate [ must
shall have ]:
1. [ Hold an earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with an endorsement in
English, history and social sciences, mathematics, biology, chemistry, Earth
science, or physics.
2. [ Have completed Completed ]
15 semester hours in the education of students with disabilities distributed
in each of the following areas:
a. Foundations: 3 semester hours. Characteristics that
include knowledge of the foundation for educating students with disabilities;
historical, ethical, and legal aspects that include an understanding and
application of the federal and state regulatory requirements; and expectations
associated with identification, education, and evaluation of students with
disabilities.
b. Individualized education program development and
implementation: 3 semester hours. Knowledge of the eligibility process and
legal and regulatory requirements of IEP development, including timelines,
components, team composition, and roles and responsibilities. Skills in this
area include the ability to apply knowledge of assessment and evaluation
throughout the K-12 grade levels to construct, use, and interpret a variety of
standardized and nonstandardized data collection techniques; to make decisions about
student progress, instructional, program, goal development, accommodations,
placement, and teaching methodology for students with disabilities who are
accessing the general education curriculum and the Virginia Standards of
Learning; and to demonstrate the use of assessment, evaluation, and other
information to develop and implement individual educational planning and group
instruction with students with disabilities who are accessing the general
education curriculum across the K-12 grade levels.
c. Transitioning: 3 semester hours. Skills in this area
include the ability to prepare students and work with families and community
agencies to provide successful student transitions throughout the educational
experience to include postsecondary education training, employment, and
independent living that addresses an understanding of long-term planning,
career development, life skills, community experiences and resources,
self-advocacy, and self-determination, guardianship, and legal considerations.
d. Instructional strategies in reading and writing: 3
semester hours. [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in reading and
writing.
(2) Knowledge of the general curriculum, English
requirements and expectations, and how to provide access to the curriculum
based on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address the identified reading needs of the
students. Skills in this area include the ability to identify, understand, and
implement a range of specialized instructional strategies and research-based
interventions that reflect best practice in reading and writing instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge and ability to utilize current assistive and
instructional reading and writing technologies to promote learning and
independence for students with disabilities in the general curriculum and the
ability to evaluate the effectiveness of the use of the technologies.
(6) Ability to develop and use curriculum-based and
standardized reading and writing assessments to conduct ongoing evaluations of
instructional materials and practices to determine effectiveness and assess
student needs as they relate to the curriculum design and delivery.
(7) Ability to model and directly teach reading and writing
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the general curriculum, and
monitor student progress.
e. Instructional strategies in mathematics: (3 semester
hours). [ Skills in this area include: ]
(1) An understanding and application of service delivery,
curriculum, and instruction of students with disabilities in mathematics.
(2) Knowledge of the general curriculum mathematics
requirements and expectations and how to provide access to the curriculum based
on student characteristics and needs.
(3) Ability to assess, interpret data, and implement
instructional practices to address calculations, reasoning, and problem-solving
skills. Skills in this area include the ability to understand and use a range
of specialized mathematics instructional strategies and research-based
interventions that reflect best practice in mathematics instruction for
students with disabilities.
(4) Ability to align the instructional practices and
intervention with the Virginia Standards of Learning and state assessments.
(5) Knowledge of and ability to utilize current
mathematics-related assistive and instructional technologies to promote
learning and independence for students with disabilities in the general
curriculum and the ability to evaluate the effectiveness of the use of the
technologies.
(6) Ability to develop and use curriculum-based and standardized
mathematics assessments to conduct ongoing evaluations of instructional
materials and practices to determine effectiveness and assess student needs as
they relate to the mathematics curriculum design and delivery.
(7) Ability to model and directly teach mathematics
instructional strategies in a variety of settings, collaborate and co-teach
with general educators to develop and implement instructional practices that
meet the needs of students with disabilities in the mathematics general
curriculum, and monitor student progress.
[ 3. Completed a practicum of at least 45
instructional hours. This practicum shall include a minimum of 45 instructional
hours of successful teaching experiences with students with disabilities
accessing the general curriculum in a public or an accredited nonpublic school.
In lieu of the practicum, one year of successful, full-time teaching experience
with students with disabilities accessing the general curriculum in a public or
an accredited nonpublic school may be accepted provided the teacher is assigned
a mentor holding a valid license with an endorsement in special education. ]
8VAC20-23-590. Speech communication (add-on endorsement).
Endorsement requirements. The candidate [ must
shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
a license issued by the Virginia Board of Education with a teaching endorsement
in a teaching area; and
2. [ A Completed a ] minimum
of 15 semester hours in speech communication.
8VAC20-23-600. Theatre arts preK-12.
A. Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in theatre
arts; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in theatre arts or 33
semester hours distributed among the following areas:
a. Directing: 6 semester hours;
b. Technical theatre: 9 semester hours;
c. Cultural context and theatre history: 3 semester hours;
d. Performance: 6 semester hours; and
e. Dramatic literature: 9 semester hours.
B. Add-on endorsement requirements in theatre arts
preK-12. The candidate [ must shall ] have:
1. [ An earned Earned a ]
baccalaureate degree from a regionally accredited college or university and
hold a license issued by the Virginia Board of Education with a teaching
endorsement in a teaching area; and
2. Completed 15 semester hours distributed in the following
areas:
a. Directing: 3 semester hours;
b. Technical theatre: 3 semester hours;
c. Cultural context and theatre history: 3 semester hours;
and
d. Performance: 6 semester hours.
8VAC20-23-610. Visual arts preK-12.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Graduated Earned a
baccalaureate degree from a regionally accredited college or university and
graduated ] from an approved teacher preparation program in visual
arts; or
2. Earned a baccalaureate degree from a regionally
accredited college or university and completed a major in visual arts or 36
semester hours in art distributed in the following areas:
a. Two-dimensional media: 12 semester hours;
b. Three-dimensional media: 12 semester hours;
c. Cultural context and art history: 6 semester hours;
d. Evaluation and criticism and aesthetics: 3 semester
hours; and
e. Related areas of the fine arts: 3 semester hours.
Part VI
Licensure Regulations Governing Support Personnel
8VAC20-23-620. Administration and supervision preK-12.
A. An endorsement in administration and supervision
preK-12 consists of Level I, which is required to serve as a building-level
administrator or central office instructional supervisor, and Level II, which
is an optional endorsement to which an experienced building-level administrator
may aspire. Individuals [ must shall ] meet
the requirements for the administration and supervision preK-12 endorsement
through one of the four options listed in this section. A school leader's
assessment prescribed by the Virginia Board of Education [ must
shall ] be [ met passed ] for
all individuals who are seeking an initial endorsement authorizing them to
serve as principals and assistant principals in the public schools. Individuals
seeking an initial administration and supervision endorsement who are
interested in serving as central office instructional personnel are not
required to take and pass the school leaders assessment prescribed by the
Virginia Board of Education.
B. Level I, Option I: Approved program route to Level I
administration and supervision preK-12 endorsement. To become eligible for a
Level I endorsement under this option, the candidate [ must
shall ] have:
1. Earned a master's degree from a regionally accredited
college or university;
2. Completed three years of successful, full-time
experience in a public school or accredited nonpublic school in an
instructional personnel position that requires licensure in Virginia;
3. Completed an approved program in administration and
supervision from a regionally accredited college or university;
4. Completed a deliberately structured and supervised
internship that is focused on student academic progress for all students and
that:
a. Provides significant experiences within a school
environment for candidates to synthesize and apply content knowledge and
develop professional skills through school-based leadership experiences;
b. Shall occur in a public or accredited nonpublic school;
c. Provides exposure to five different multiple sites
[ (i.e. ], [ such as ] elementary,
middle [ , ] high, central office, [ and ]
agency [ ), ] with diverse student
populations; and
d. Documents a minimum of 320 clock hours, of which 120
clock hours are embedded as experiential field-based opportunities experienced
during coursework; and
5. Satisfied the requirements for the school leaders
licensure assessment prescribed by the Virginia Board of Education. Individuals
seeking an initial administration and supervision endorsement who are
interested in serving as central office instructional personnel are not
required to take and pass the school leaders assessment prescribed by the
Virginia Board of Education.
C. Level I, Option II: Alternate route to Level I
administration and supervision preK-12 endorsement restricted to the Virginia
school division in which the superintendent submitted the recommendation for
endorsement. This endorsement is valid only in the designated Virginia school
division and would not be portable or reciprocal. In order to be eligible for
Level I endorsement under this option, the candidate [ must
shall ] have:
1. Earned a master's degree from a regionally accredited
college or university;
2. Completed graduate coursework in school law, evaluation
of instruction, and other areas of study as required by an employing Virginia
school superintendent. The graduate coursework [ must
shall ] be taken from a regionally accredited college or university
that has a state-approved administration and supervision program;
3. Completed three years of successful, full-time
experience in a public school or accredited nonpublic school in an
instructional personnel position that requires licensure in Virginia;
4. Satisfied the requirements for the school leaders
licensure assessment specified by the Virginia Board of Education; and
5. Been recommended by the superintendent in the employing
Virginia school division.
D. Level I, Option III: Alternate route to Level I
administration and supervision preK-12 endorsement. In order to be eligible for
Level I endorsement under this option, the candidate [ must
shall ] have:
1. Earned a master's degree from a regionally accredited
college or university;
2. Completed graduate coursework in school law, evaluation
of instructional personnel, special education, school finance, educational
leadership, and other areas of study as required by an employing Virginia
school superintendent, and the graduate coursework [ must
shall ] be taken from a regionally accredited college or university
that has a state-approved administration and supervision program, or the
candidate [ must shall ] have completed
school law, school finance, and a research-based program approved by the
Virginia Department of Education that includes organizational leadership,
instructional leadership, instructional practices in content areas, data
utilization, evaluation and instructional coaching, and creating positive
school cultures;
3. Completed three years of successful, full-time
experience in a public school or accredited nonpublic school in an
instructional personnel position that requires licensure in Virginia;
4. Satisfied the requirements for the school leaders
licensure assessment specified by the Virginia Board of Education; and
5. Been recommended by the superintendent in the employing
Virginia school division.
E. Level I, Option IV: Out-of-state administration and
supervision endorsement. Virginia does not issue a stand-alone license in
administration and supervision. The endorsement is added to a license. The
candidate [ must shall ] have:
1. Earned a master's degree from a regionally accredited
college or university;
2. Completed three years of successful, full-time
experience in a public school or accredited nonpublic school in an
instructional personnel position;
3. Satisfied the requirements for the school leaders
licensure assessment specified by the Virginia Board of Education; and
4. A current, valid out-of-state license, [ which
is (with ] full credential [ ) ],
with an endorsement in administration and supervision or completed an approved
program in administration and supervision from a regionally accredited college
or university leading to an endorsement as a building-level administrator.
F. Level II: Principal of Distinction endorsement in
administration and supervision preK-12. A building-level administrator may seek
the Principal of Distinction, Level II endorsement in administration and
supervision preK-12 after successfully serving as a building-level
administrator for at least five years in a public school or an accredited
nonpublic school and successfully completing a formal induction program as a
principal or assistant principal. In order to earn the Principal of
Distinction, Level II endorsement, the candidate [ must
shall ] meet two or more of the following criteria as specified by
the Virginia Board of Education and documented in a Virginia Department of
Education approved format and be recommended by the employing Virginia school
division superintendent:
1. Evidence of improved student achievement;
2. Evidence of effective instructional leadership;
3. Evidence of positive effect on school climate or
culture;
4. Earned doctorate in educational leadership or evidence
of formal professional development in the areas of school law, school finance,
supervision, human resource management, and instructional leadership; or
5. Evidence of [ a ] completion
of a high-quality professional development project designed by the division
superintendent.
8VAC20-23-630. Division Superintendent License.
An individual may be a candidate for the list of eligible division
superintendents and the renewable Division Superintendent License through the
completion of the requirements in one of the following four options:
1. Option I. The individual [ must
shall have ]:
a. [ Hold an earned Earned a ]
doctorate degree in educational administration or educational leadership
from a regionally accredited college or university; and
b. [ Have completed Completed ]
five years of educational experience in a public or an accredited nonpublic
school, two of which [ must shall ] be successful,
full-time teaching experience at the preK-12 level and two of which [ must
shall ] be in administration and supervision at the preK-12 level.
2. Option II. The individual
[ must shall have ]:
a. [ Hold an earned Earned a ]
master's degree from a regionally accredited college or university and
[ successfully ] completed 30 graduate semester hours
beyond the conferral date of the master's degree; and
b. [ Have completed Completed ]
requirements for administration and supervision preK-12 endorsement that
includes the demonstration of competencies in the following areas:
(1) Knowledge, understanding, and application of planning,
assessment, and instructional leadership that builds collective professional
capacity, including;
(a) Principles of student motivation, growth, and
development as a foundation for age- appropriate and grade-appropriate
curriculum, instruction, and assessment;
(b) Collaborative leadership in gathering and analyzing
data to identify needs to develop and implement a school improvement plan that
results in increased student learning;
(c) Planning, implementation, and refinement of
standards-based curriculum aligned with instruction and assessment;
(d) Collaborative planning and implementation of a variety
of assessment techniques, including examination of student work that yields
individual, class, grade level, and school level data as a foundation for
identifying existing competencies and targeting areas in need of further
attention;
(e) Incorporation of differentiated and effective
instruction that responds to individual learner needs [ , ]
including appropriate response to cultural, ethnic, and linguistic
diversity;
(f) Knowledge, understanding, and application of the
federal and state regulatory requirements and expectations associated with
identification, education, and evaluation of students with disabilities;
(g) Collaboratively working with parents and school
personnel to ensure that students with disabilities are included as a valued
part of the school community, and that they receive effective and appropriately
intensive instruction to assist them in meeting the standards set for all
students [ , ] as well as individual goals outlined in
their individualized education programs;
(h) Integration of technology in curriculum and instruction
to enhance learner understanding;
(i) Identification, analysis, and resolution of problems
using effective problem-solving techniques; and
(j) Development, articulation, implementation, and
stewardship of a vision of excellence linked to mission and core beliefs that
promote continuous improvement consistent with the goals of the school
division.
(2) Knowledge, understanding, and application of leadership
and organizations, including;
(a) The change process of systems, organizations, and
individuals, using appropriate and effective adult learning models;
(b) Aligning organizational practice, division mission, and
core beliefs for developing and implementing strategic plans;
(c) Information sources and processing, including data collection
and data analysis strategies;
(d) Using data as a part of ongoing program evaluation to
inform and lead change;
(e) Developing a change management strategy for improved
student outcomes;
(f) Developing distributed leadership strategies to create
personalized learning environments for diverse schools; and
(g) Effective two-way communication skills including
consensus building, negotiation, and mediation skills.
(3) Knowledge, understanding, and application of management
and leadership skills that achieve effective and efficient organizational
operations and sustain an instructional program conducive to student academic
progress, including;
(a) Alignment of curriculum and instruction and assessment
of the educational program to achieve high academic success at the school and
division or district level;
(b) Principles and issues of supervising and leading others
to ensure a working and learning climate that is safe, secure, and respectful
of a diverse school community;
(c) Management decisions that ensure successful teaching
and learning including, human resources management and development, theories of
motivation, change in school culture, innovation and creativity, conflict
resolution, adult learning, and professional development models;
(d) Knowledge, understanding, and application of Virginia's
Guidelines for Uniform Performance Standards and Evaluation Criteria for
Teachers and Virginia's Guidelines for Uniform Performance Standards and
Evaluation Criteria for Principals;
(e) Principles and issues related to fiscal operations of
school management;
(f) Principles and issues related to school facilities and
use of space and time for supporting high-quality school instruction and
student learning;
(g) Legal issues impacting school operations and management;
(h) Technologies that support management functions; and
(i) Application of data-driven decision making to initiate
and continue improvement in school and classroom practices and student
achievement.
(4) Knowledge, understanding, and application of the
conditions and dynamics impacting a diverse school community, including:
(a) Emerging issues and trends within school and community
relations;
(b) Working collaboratively with staff, families, and
community members to secure resources and to support the success of a diverse
population;
(c) Developing appropriate public relations and public
engagement strategies and processes for building and sustaining positive
relationships with families, caregivers, and community partners; and
(d) Integration of technology to support communication
efforts.
(5) Knowledge, understanding, and application of the
purpose of education and the role of professionalism in advancing educational
goals, including:
(a) Philosophy of education that reflects commitment to
principles of honesty, fairness, caring, and equity in day-to-day professional
behavior;
(b) Integration of high-quality, content-rich, job-embedded
professional learning that respects the contribution of all faculty and staff
members in building a diverse professional learning community;
(c) Reflective understanding of moral and legal
consequences of decision making in the school setting;
(d) Intentional and purposeful effort to model
professional, moral, and ethical standards [ , ] as
well as personal integrity in all interactions; and
(e) Intentional and purposeful effort to model continuous
professional learning and to work collegially and collaboratively with all
members of the school community to support the school's goals and enhance its
collective capacity.
(6) Knowledge, understanding, and application of leadership
theories and influences that impact schools, including:
(a) Concepts of leadership including systems theory, change
theory, learning organizations, and current leadership theory;
(b) [ Identify Ability to
identify ] and respond to internal and external forces and
influences on a school;
(c) [ Identify Ability to
identify ] and apply the processes of educational policy
development at the state, local, and school level; and
(d) [ Identify Ability to identify ]
and demonstrate ways to influence educational policy development at the
state, local, and school level.
3. Option III. The individual [ must
shall have ]:
a. [ Hold an earned Earned a ]
master's degree from a regionally accredited college or university;
b. [ Hold a A ] current,
valid out-of-state license with an endorsement as a division or district
superintendent; and
c. [ Have completed Completed ]
five years of [ successful ] educational experience
in a public or an accredited nonpublic school, two of which must be [ successful, ]
full-time teaching experience at the preK-12 level and two of which must be
in [ successful ] administration and
supervision.
4. Option IV. The individual [ must
shall have ]:
a. [ Hold an earned Earned a ]
master's degree or its equivalent from a regionally accredited college or
university;
b. [ Have held A minimum of three
years of successful, full-time experience in ] a senior leadership
position [ , ] such as chief executive officer or
senior military officer; and
c. Be recommended by a [ Virginia ] school
board interested in employing the individual as superintendent.
8VAC20-23-640. Mathematics specialist for elementary
education.
Endorsement requirements. The candidate [ must
shall ] have:
[ 1. Earned a baccalaureate degree from a
regionally accredited college or university and an endorsement in a teaching
area;
2. 1. ] Completed at least three
years of successful, full-time teaching experience in a public or accredited
nonpublic school in which the teaching of mathematics was an important
responsibility; and
[ 3. 2. ]
Either:
a. Graduated from [ an a
graduate-level ] approved mathematics specialist [ for ]
elementary [ education ] preparation program - master's
[ level degree from a regionally accredited college or
university required ]; or
b. Completed a [ master's
graduate- ] level program in mathematics, mathematics education, or
related education field [ - master’s degree from a regionally
accredited college or university required - ] with at least 21
semester hours undergraduate or graduate mathematics coursework distributed in
the following areas: (i) number and operations; (ii) rational numbers; (iii)
geometry and measurement; (iv) probability and statistics; (v) algebra and
functions; and (vi) at least nine semester hours of graduate coursework
pertaining to mathematics education in mathematics instructional leadership,
evaluation of mathematics curriculum and instruction, mathematical learning theory,
and student assessment for mathematics.
8VAC20-23-650. Mathematics specialist for [ elementary
and ] middle education.
Endorsement requirements. The candidate [ must
shall ] have:
[ 1. Earned a baccalaureate degree from a
regionally accredited college or university and an endorsement in a teaching
area;
2. 1. ] Completed at least three
years of successful, full-time teaching experience in a public or accredited
nonpublic school in which the teaching of mathematics was an important
responsibility;
[ 3. Hold 2. A Virginia license with a
Mathematics – algebra I (add-on) or mathematics (secondary) ] teaching
endorsement (6-12); and
[ 4. 3. ] Either:
a. Graduated from [ an a
graduate-level ] approved mathematics specialist [ for
elementary and ] middle education preparation program - master's
[ level degree from a regionally accredited college or
university required ]; or
b. Completed a [ master's
graduate- ] level program in mathematics, mathematics education, or
related education field [ - master's degree from a regionally
accredited college or university required - ] with at least 21
semester hours of undergraduate or graduate mathematics coursework distributed
in the following areas; (i) number and operations; (ii) rational numbers; (iii)
geometry and measurement; (iv) probability and statistics; (v) algebra and
functions; and (vi) at least nine semester hours of graduate coursework
pertaining to mathematics education in mathematics instructional leadership,
evaluation of mathematics curriculum and instruction, mathematical learning
theory, and student assessment for mathematics.
8VAC20-23-660. Reading specialist.
Endorsement requirements. The candidate [ must
shall ] have:
1. [ Completed Graduated from ]
a [ state-approved ] graduate-level reading specialist
[ state-approved ] preparation program - master's
degree [ from a regionally accredited college or university ]
required - that includes course experiences of at least 30 semester hours of
graduate coursework in the competencies for the endorsement, as well as a
practicum experience in the diagnosis and remediation of reading difficulties
[ .; ]
2. Satisfied the requirements for the reading specialist
assessment specified by the Virginia Board of Education [ .;
and ]
3. At least three years of successful classroom teaching
experience in which the teaching of reading was an important responsibility.
8VAC20-23-670. School counselor preK-12.
Endorsement requirements.
1. Option I. The candidate [ must
shall ] have:
a. Earned a master's degree from a regionally accredited
college or university [ and completed an approved in
a state-approved ] school counselor preparation program that shall
include at least 100 clock hours of internship and practicum experiences in the
preK-6 setting and 100 clock hours of internship and practicum experiences in
the grades 7-12 setting; and
b. Two years of successful, full-time teaching experience
or two years of successful, full-time experience in school counseling in a
public or an accredited nonpublic school. Two years of successful, full-time
experience in school counseling in a public or an accredited nonpublic school
under a [ nonrenewable ] Provisional License may be
accepted to meet this requirement.
2. Option II. The candidate [ must
shall ] have:
a. Earned a master's degree from a regionally accredited
college or university and completed an approved school counselor preparation
program that shall include at least 100 clock hours of internship and practicum
experiences in the preK-6 setting and 100 clock hours of internship and
practicum experiences in the grades 7-12 setting; and
b. Two years of successful, full-time teaching experience
or two years of successful, full-time experience in school counseling in a
public or an accredited nonpublic school. Two years of successful, full-time
experience in school counseling in a public or an accredited nonpublic school
under a nonrenewable Provisional License may be accepted to meet this
requirement.
8VAC20-23-680. School manager license.
A. The school manager license is intended to provide for
the differentiation of administrative responsibilities in a school setting. A
school manager is licensed to administer noninstructional responsibilities in
an educational setting. For example, a school manager is restricted from evaluating
teachers, supervising instruction, developing and evaluating curriculum, and
serving as a school's student disciplinarian.
B. To earn a school manager license, the candidate
[ must shall ]:
1. Have earned a baccalaureate degree from a regionally
accredited college or university;
2. Have three years successful, full-time managerial
experience; and
3. Be recommended for the license by a Virginia school
division superintendent.
8VAC20-23-690. School psychology.
Endorsement requirements:
1. Option I. The candidate [ must
shall ]:
a. Complete an approved program in school psychology;
b. Earn a baccalaureate degree from a regionally accredited
college or university and complete 60 graduate-level hours, 54 of which are
academic coursework, exclusive of field-based experiences, that culminate in at
least a master's degree; and
c. Complete an internship that is documented by the
degree-granting institution. The internship experience shall occur on a
full-time basis over a period of one year or on a half-time basis over a period
of two consecutive years. The internship shall occur under conditions of
appropriate supervision, that is, the school-based supervisor shall be licensed
as either a school or clinical psychologist. The internship shall include experiences
at multiple age levels, at least one half of which shall be in [ an
a public or ] accredited [ nonpublic ] school
setting.
2. Option II. The candidate [ must
shall ] hold a currently valid certificate issued by the National
School Psychology Certification Board.
8VAC20-23-700. School social worker.
Endorsement requirements. The candidate [ must
shall ] have:
1. Earned a master's of social work degree from a
regionally accredited college or university [ school of social
work ] with a minimum of 60 graduate-level semester hours;
[ or earned an advanced standing master's of social work degree from a
regionally accredited college or university with a minimum of 30 graduate-level
semester hours; ]
2. A minimum of six graduate semester hours in education to
include six semester hours from two of the following courses:
a. [ The Foundations of education
and the ] teaching profession (3 semester hours);
b. Characteristics of special education (3 semester hours);
c. Human development and learning (3 semester hours); or
d. Classroom and behavior management (3 semester hours).
3. Completed a supervised practicum or field experience of
a minimum of 400 clock hours in a public or an accredited nonpublic school
discharging the duties of a school social worker. One year of successful,
full-time experience as a school social worker in a public or an accredited
nonpublic school may be accepted in lieu of the school social work practicum.
8VAC20-23-710. Vocational evaluator.
Endorsement requirements:
1. Option I. The candidate [ must
shall ] be certified as a vocational evaluation specialist by
holding a professional vocational evaluator (PVE) credential or a certified
vocational evaluator (CVE) specialist credential, meeting all standards and
criteria of the Commission on Certification of Work Adjustment and Vocational
Evaluation Specialists (CCWAVES).
2. Option II. The candidate [ must
shall ] have earned a master's degree in vocational evaluation,
career and technical education, special education, or rehabilitation counseling
[ from a regionally accredited college or university ] and
completed 15 graduate semester hours distributed in the following areas:
a. Tests and measurements: 3 semester hours;
b. Medical and educational aspects of disability: 3
semester hours;
c. Occupational information and job analysis: 3 semester
hours;
d. Purposes and practices of vocational evaluation: 3
semester hours; and
e. Career, life planning, and transition services: 3
semester hours.
Part VII
Revocation, Cancellation, Suspension, Denial, and Reinstatement of [ Teaching ]
Licenses
8VAC20-23-720. Revocation.
A. A license issued by the Virginia Board of Education may
be revoked for the following reasons:
1. Obtaining or attempting to obtain [ such
a ] license by fraudulent means or through misrepresentation of
material facts;
2. Falsification of school records, documents, statistics,
or reports;
3. Conviction of any felony;
4. Conviction of any misdemeanor involving moral turpitude;
5. Conviction of any misdemeanor involving a [ student
or ] minor [ child or drugs, not including alcohol ];
6. [ Conviction of any misdemeanor
involving drugs (not alcohol);
7. ] Conduct with direct and detrimental effect
on the health, welfare, discipline, or morale of [ students
a student or minor ];
[ 7. 8. ] Misapplication of
or failure to account for school funds or other school properties with which
the licensee has been entrusted;
[ 8. 9. ] Acts related to
secure mandatory tests as specified in subsection A of § 22.1-292.1 of the
Code of Virginia;
[ 9. 10. ] Knowingly and
willfully with the intent to compromise the outcome of an athletic competition
procure, sell, or administer anabolic steroids or cause such drugs to be
procured, sold, or administered to a student who is a member of a school
athletic team, or fail to report the use of such drugs by a student to the
school principal and division superintendent as required by clause (iii) of
subsection A of § 22.1-279.3:1 of the Code of Virginia. Any person whose
license is suspended or revoked by the board pursuant to this section shall be
ineligible for three school years for employment in the public schools of the
Commonwealth;
[ 10. 11. ] Revocation,
suspension, surrender, cancellation, invalidation, or denial of, or other
adverse action against, a teaching, administrator, pupil personnel services, or
other education-related certificate or license by another state, territory, or
country; [ or denial of an application for any such certificate or
license; ]
[ 11. 12. ] Founded case of
child abuse or neglect after all [ appeal rights
administrative appeals ] have been exhausted;
[ 12. 13. ] Notification of
dismissal or resignation pursuant to subsection F of § 22.1-313 of the
Code of Virginia; or
[ 13. 14. ] Other good and
just cause in the best interest of the public schools of the Commonwealth of
Virginia.
B. Procedures.
1. A complaint may be filed by anyone, but it shall be the
duty of a division superintendent, principal, or other responsible school
employee to file a complaint in any case in which he has knowledge that a
[ holder of a license is guilty of any offense basis for
the revocation of a license exists, as ] set forth in subsection A
of this section. The person making the complaint shall submit the complaint in
writing to the appropriate division superintendent. [ If the
subject of the complaint is the division superintendent, the person making the
complaint may submit the complaint to the chair of the local school board. ]
2. Upon receipt of the complaint against the holder of a
license, a division superintendent or his duly authorized representative shall
[ immediately and thoroughly ] investigate the complaint.
If, on the basis of such investigation, the division superintendent finds the
complaint to be without merit, he shall so notify the complaining party or
parties in writing and then close his file on the matter. This action shall be
final unless the local school board, on its own motion, votes to proceed to a
hearing on the complaint.
C. Petition for revocation. Should the division
superintendent or local school board conclude that there is reasonable cause to
believe that a [ complaint against the holder of a license is
well founded basis for revocation of the license exists ],
the license holder shall be notified of the complaint by a written petition for
revocation of a license signed by the division superintendent. A copy of such
petition shall be sent by certified mail, return receipt requested, to the
license holder's last known address.
D. Form of petition. The petition for the revocation of a
license shall set forth:
1. The name and last known address of the person against
whom the petition is being filed;
2. The type of license and the license number held by the
person against whom the petition is being filed;
3. The [ offenses alleged basis
for revocation ] and the specific [ underlying alleged ]
actions [ that comprise the alleged offenses ];
4. A statement of rights of the person [ charged
under this chapter against whom the petition is being filed ].
The statement of rights shall [ notify the person that any adverse
action against a license, including revocation, will be reported to the
division superintendents in Virginia and, through a national clearinghouse, to
chief state school officers of the other states and territories of the United
States. The statement also shall ] include notification to the
person of the right to cancel the license if he chooses not to contest the
allegations in the petition. The statement [ must
shall ] notify the individual that he shall receive a notice of
cancellation that will include the statement: "The license holder
voluntarily returned the license in response to a petition for
revocation." The individual also shall be notified that the cancellation
of the license will be reported to division superintendents in Virginia and
[ , through a national clearinghouse, ] to chief state
school officers of the other states and territories of the United States; and
5. Any other pertinent information.
E. Filing of petition. The original petition shall be
entered in the files of the local school board where the license holder is or
was last employed.
F. Response to petition. The license holder shall present
his written answer to the petition, if any, within 14 days of delivery or
attempted delivery of the petition as certified by the United States Postal
Service.
1. If the license holder does not wish to contest the
allegations in the petition, he may [ cancel request
cancellation of ] the license by [ returning
the license to the division superintendent with submitting ] a
written, signed statement requesting cancellation in response to a petition for
revocation. The division superintendent shall forward the request for
cancellation along with the petition for revocation to the Superintendent of
Public Instruction within 14 days of receipt. The Superintendent of Public
Instruction shall cancel the license and send a notice of cancellation to the
person by certified mail within 14 days of receipt of the request for
cancellation.
2. If the license holder files a written answer admitting
or denying the allegations in the petition or fails to file a written answer
within 14 days of delivery or attempted delivery of the petition [ , ]
as certified by the United States Postal Service, the local school board
shall [ promptly ] proceed to a hearing
[ within 90 days of mailing the petition to the license holder and
provide the Superintendent of Public Instruction a copy of the petition and
investigative file at the time the local school board hearing is scheduled ].
The local school board shall provide a hearing at the time and place of its
regular meeting or at such other reasonable time and place it may specify. The
license holder or his representative, if any, shall be given at least 14 days'
notice of the hearing.
3. At the hearing, the local school board shall receive the
recommendation of the division superintendent and then either deny the petition
or recommend license revocation or suspension. A decision to deny the petition
shall be final, except as specified in subsection G of this section, and the
investigative file on the petition shall be closed and maintained as a separate
file. Any record or material relating to the allegations in the petition shall
be placed in the investigative file. Should the local school board recommend
the revocation or suspension of a license, the division superintendent shall
forward the recommendation [ , petition, ] and
[ the ] investigative file to the Superintendent of
Public Instruction within 14 days.
G. Revocation on motion of the Virginia Board of
Education. The Virginia Board of Education reserves the right to act directly
to revoke a license when the Virginia Board of Education has reasonable cause
to believe that subsection A of this section is applicable. The Superintendent
of Public Instruction may send a petition for revocation to the license holder
as provided by subsection D of this section. The license holder shall have the
opportunity to [ respond present his written answer,
if any, ] to the petition [ or request cancellation
of the license ] within 14 days of delivery or attempted
delivery of the petition, as certified by the United States Postal Service.
1. [ If the license holder does not wish to
contest the allegations in the petition, he may request the cancellation of the
license by submitting a written, signed statement requesting cancellation in
response to a petition for revocation. The Superintendent of Public Instruction
shall cancel the license and send a notice of cancellation to the person by certified
mail within 14 day of receipt of the request for cancellation.
2. ] If the license holder files a written
answer admitting the allegations in the petition or fails to file a written
answer within 14 days of delivery or attempted delivery of the petition
[ , ] as certified by the United States Postal Service, the
petition shall be forwarded to the Virginia Board of Education for action. No
revocation will be ordered without the involved license holder being given the
opportunity to appear at a hearing specified in 8VAC20-23-780 C.
[ 2. 3. ] If the license
holder timely files his written answer denying the allegations in the petition,
the Superintendent of Public Instruction shall schedule a hearing with the
investigative panel provided in 8VAC20-23-780 A. The license holder or his
representative, if any, shall be given at least 14 days' notice of the hearing.
The investigative panel shall take action on the petition as specified in
8VAC20-23-780 A. No revocation will be ordered without the involved license
holder being given the opportunity to appear at a hearing specified in
8VAC20-23-780 C.
H. Reinstatement of license. A license that has been
revoked may be reinstated by the Virginia Board of Education after five years
if the board is satisfied that reinstatement is in the best interest of the
public schools of the Commonwealth of Virginia. The individual seeking
reinstatement [ must shall ] submit a
written request and completed application to the board. [ The
request for reinstatement will be reviewed by the Superintendent of Public
Instruction's investigative panel pursuant to 8VAC20-23-780. ] Notification
to all appropriate parties will be communicated in writing by the Virginia
Department of Education.
8VAC20-23-730. Cancellation.
A. A license may be canceled by the voluntary return of
the license by the license holder [ in response to a petition for
revocation or suspension or pursuant to a court order ]. Reasons
for cancellation are the same as those listed under 8VAC20-23-720 A.
B. The individual may voluntarily return the license to
the division superintendent or the Superintendent of Public Instruction with a
written, signed statement requesting cancellation. The individual shall
acknowledge in the request that he understands that the notice of cancellation
will include the statement: "The license holder voluntarily [ returned
surrendered ] his teaching license and requested cancellation.
Reasons for cancellation are the same as those for revocation."
[ However, if the request for cancellation is in response to a
petition for revocation, the The ] individual shall
[ also ] acknowledge that he understands that the notice of
cancellation will include the statement: "The license holder voluntarily
[ returned surrendered ] the license in
response to a petition for revocation [ or suspension or a court
order ]." The individual also shall acknowledge that he
understands that the cancellation of the license will be reported to division
superintendents in Virginia and [ , through a national
clearinghouse, ] to chief state school officers of the other states
and territories of the United States. The division superintendent shall forward
any request for cancellation and, if applicable, the petition for revocation
[ or suspension ] to the Superintendent of Public
Instruction within 14 days of receipt. The Superintendent of Public Instruction
shall cancel the license and send the person a notice of cancellation by
certified mail within 14 days of receipt of the request for cancellation.
C. A license that has been canceled may be reinstated by
the Virginia Board of Education if the board is satisfied that reinstatement is
in the best interest of the public schools of the Commonwealth of Virginia. The
individual seeking reinstatement [ must shall ]
submit a written request and completed application to the board. [ The
request for reinstatement will be reviewed by the Superintendent of Public
Instruction's investigative panel pursuant to 8VAC20-23-780 A. ]
Notification to all appropriate parties will be communicated in writing by
the Virginia Department of Education.
8VAC20-23-740. Suspension.
A. A license may be suspended for the following reasons:
1. Physical, mental, or emotional incapacity as shown by a
competent medical authority;
2. Incompetence or neglect of duty;
3. Failure or refusal to comply with school laws and
regulations, including willful violation of contractual obligations;
4. Acts related to secure mandatory tests as specified in
subsection A of § 22.1-292.1 of the Code of Virginia;
5. Knowingly and willfully with the intent to compromise
the outcome of an athletic competition procure, sell, or administer anabolic
steroids or cause such drugs to be procured, sold, or administered to a student
who is a member of a school athletic team, or fail to report the use of such
drugs by a student to the school principal and division superintendent as
required by clause (iii) of subsection A of § 22.1-279.3:1 of the Code of
Virginia. Any person whose license is suspended or revoked by the board pursuant
to this section shall be ineligible for three school years for employment in
the public schools of the Commonwealth; or
6. Other good and just cause in the best interest of the
public schools of the Commonwealth of Virginia.
B. Procedures.
1. A complaint may be filed by anyone, but it shall be the
duty of a division superintendent, principal, or other responsible school
employee to file a complaint in any case in which he has knowledge that
[ the license holder has committed any offense a basis
for suspension exists, as ] set forth in subsection A of this
section. The person making the complaint shall submit the complaint in writing
to the appropriate division superintendent. [ If the subject of the
complaint is the division superintendent, the person making the complaint may
submit the complaint to the chair of the local school board. ]
2. Upon receipt of the complaint against the holder of a
license, a division superintendent or his duly authorized representative shall
[ immediately and thoroughly ] investigate the complaint.
If, on the basis of such investigation, the division superintendent finds the
complaint to be without merit, he shall so notify the complaining party or
parties in writing and then close his file on the matter. This action shall be
final unless the local school board on its own motion votes to proceed to a
hearing on the complaint.
C. Petition for suspension. Should the division
superintendent or local school board conclude that there is reasonable cause to
believe that a [ complaint against the holder of a license is
well founded basis for suspension of the license exists ],
the license holder shall be notified of the complaint by a written petition for
suspension of a license signed by the division superintendent. A copy of such
petition shall be sent by certified mail, return receipt requested, to the
license holder's last known address.
D. Form of petition. The petition for the suspension of a
license shall set forth:
1. The name and last known address of the person against
whom the petition is being filed;
2. The type of license and the license number held by the
person against whom the petition is being filed;
3. The [ offenses alleged basis
for suspension ] and the specific [ underlying alleged ]
actions [ that comprise the alleged offenses ];
4. A statement of the rights of the person against whom the
petition is being filed. The statement of rights shall notify the person
[ that the license may be suspended for up to five years with the
period of suspension, as determined by the Virginia Board of Education. In
addition, the statement shall notify the person that any adverse action against
a license, including suspension, will be reported to the division
superintendents in Virginia and, through a national clearinghouse, to chief
state school officers of the other states and territories of the United States.
The statement also shall notify the person ] of the right to cancel
the license if he chooses not to contest the allegations in the petition
[ . The statement also shall notify the individual that the license
may be suspended for up to five years and that and notify the individual
that if he cancels the license, ] he shall receive a notice of
cancellation that will include the statement: "The license holder
voluntarily returned the license in response to a petition for
suspension." The individual also shall be notified that the cancellation
[ and period of suspension ] will be reported to
division superintendents in Virginia and [ , through a national
clearinghouse, ] to chief state school officers of the other states
and territories of the United States; and
5. Any other pertinent information.
E. Filing of petition. The original petition shall be
entered in the files of the local school board where the license holder is or
was last employed.
F. Response to petition. The license holder shall present
his written answer to the petition, if any, within 14 days of delivery or
attempted delivery of the petition, as certified by the United States Postal
Service.
1. If the license holder does not wish to contest the
allegations in the petition, he may [ cancel request
cancellation of ] the license by [ returning the
license to the division superintendent with submitting ] a
written and signed statement requesting cancellation [ in response
to a petition for suspension to the division superintendent ]. The
division superintendent shall forward the request for cancellation along with
the petition for suspension to the Superintendent of Public Instruction within
14 days of receipt. The Superintendent of Public Instruction shall cancel the
license and send the person a notice of cancellation [ to the
person ] by certified mail within 14 days of receipt of the request
for cancellation.
2. If the license holder files a written answer admitting
or denying the allegations in the petition or fails to file a written answer
within 14 days of delivery or attempted delivery of the petition [ , ]
as certified by the United States Postal Service, the local school board
shall promptly proceed to a hearing. The local school board shall provide a
hearing at the time and place of its regular meeting or at such other
reasonable time and place it may specify. The license holder or his
representative, if any, shall be given at least 14 days' notice of the hearing.
3. At its hearing, the local school board shall receive the
recommendation of the division superintendent and then either deny the petition
or recommend suspension. A decision to deny the petition shall be final, except
as specified in subsection G of this section, and the investigative file on the
petition shall be closed and maintained as a separate file. Any record or
material relating to the allegations in the petition shall be placed in the
investigative file. Should the local school board recommend the suspension of a
license, the division superintendent shall forward the recommendation and the
investigative file to the Superintendent of Public Instruction within 14 days.
G. Suspension on motion of the Virginia Board of
Education. The Virginia Board of Education reserves the right to act directly
to suspend a license when the Virginia Board of Education has reasonable cause
to believe that subsection A of this section is applicable. The Superintendent
of Public Instruction may send a petition for suspension to the license holder
as specified in subsection D of this section. The license holder shall have the
opportunity to [ respond present his written answer ]
to the petition [ or request cancellation of the license,
if any, ] within 14 days of delivery or attempted delivery of the
petition, as certified by the United States Postal Service.
1. [ If the license holder does not wish to
contest the allegations in the petition, he may request cancellation of the
license by submitting a written, signed statement requesting cancellation in
response to a petition for suspension. The Superintendent of Public Instruction
shall cancel the license and send a notice of cancellation to the person by
certified mail within 14 days of receipt of their request for cancellation.
2. ] If the license holder files a written
answer admitting the allegations in the petition or fails to file a written
answer within 14 days of delivery or attempted delivery of the petition
[ , ] as certified by the United States Postal Service, the
petition shall be forwarded to the Virginia Board of Education for action. No
suspension will be ordered without the involved license holder being given the
opportunity to appear at a hearing specified in 8VAC20-23-780 C.
[ 2. 3. ] If the license
holder timely files his written answer denying the allegations in the petition,
the Superintendent of Public Instruction shall schedule a hearing with the
investigative panel provided in 8VAC20-23-780 A. The license holder or his
representative, if any, shall be given at least 14 days' notice of the hearing.
The investigative panel shall take action on the petition as specified in
8VAC20-23-780 A. No suspension will be ordered without the involved license
holder being given the opportunity to appear at a hearing specified in
8VAC20-23-780 C.
H. Reinstatement of license. A license may be suspended
for a period of time not to exceed five years. The license may be reinstated by
the Superintendent of Public Instruction, upon written request and application,
with verification that all [ requirements for license renewal
all conditions for licensure ] have been satisfied.
Notification to all appropriate parties will be communicated in writing by the
Virginia Department of Education.
8VAC20-23-750. Denial.
[ A. ] A license may be denied for the
following reasons:
1. Attempting to obtain [ such a ]
license by fraudulent means or through misrepresentation of material facts;
2. Falsification of records or documents;
3. Conviction of any felony;
4. Conviction of any misdemeanor involving moral turpitude;
5. Conviction of any misdemeanor involving a [ minor
child or drugs, not including alcohol student or minor ];
6. [ Conviction of any misdemeanor involving
drugs (not alcohol);
7. ] Conduct with [ a ]
direct and detrimental effect on the health, welfare, discipline, or morale
of [ students a student or minor ];
[ 7. 8. ] Revocation,
suspension, surrender, cancellation, invalidation, or denial of, or other
adverse action against, a teaching, administrator, pupil personnel services, or
other education-related certificate or license by another state, territory, or
country [ , or denial of an application for any such certificate or
license ];
[ 8. 9. ] Founded case of
child abuse or neglect, after all [ appeal rights
administrative appeals ] have been exhausted; or
[ 9. 10. ] Other good and
just cause in the best interest of the public schools of the Commonwealth of
Virginia.
[ B. Any denial of a license for a reason set forth
in 8VAC20-23-750 A shall be reported to division superintendents in Virginia
and, through a national clearinghouse, to chief state school officers of the
other states and territories of the United States. ]
8VAC20-23-760. Expired [ licenses
license ].
[ A. The holder of a license that has expired must
apply for a license according to the procedures set forth in 8VAC20-23-40 or
8VAC20-23-110. Such application may be denied renewal by the Superintendent of
Public Instruction for any of the reasons specified in 8VAC20-23-750. No such
denial will be ordered unless the license holder is given the opportunity for
the hearing specified in 8VAC20-23-780 C.
B. A Action against a ] license
issued by the Virginia Board of Education may be [ revoked or
suspended taken ] for any of the reasons listed in 8VAC20-23-720
A [ or, ] 8VAC20-23-740 A, [ or
8VAC20-23-750 A ] even if the license is expired, as long as the
basis for action occurred prior to the issuance of the license or while the
license was active.
8VAC20-23-770. Right to counsel and transcript.
A license holder or applicant shall have the right, at his
own expense, to be represented by an attorney or other representative at (i)
any local school board hearing provided for in 8VAC20-23-720 F 2 or
8VAC20-23-740 F 2, (ii) [ the ] investigative panel
hearing provided for in 8VAC20-23-780 A, or (iii) [ in ] proceedings
before the Virginia Board of Education as specified in 8VAC20-23-780 C. The
hearing before the local school board provided for in 8VAC20-23-720 F 2 or
8VAC20-23-740 F 2 and the investigative panel hearing provided for in
8VAC20-23-780 A shall be recorded, and [ , ] upon
written request [ , ] the license holder or applicant
shall be provided a transcript of the hearing at his own expense. Any such
hearing before the Virginia Board of Education shall be recorded, and
[ , ] upon written request [ , ] the
license holder or applicant shall be provided a transcript of the hearing at no
charge.
8VAC20-23-780. Action by the Superintendent of Public
Instruction and the Virginia Board of Education.
A. Upon receipt of a petition, the Superintendent of
Public Instruction will ensure that an investigative panel at the state level
reviews the petition. The panel shall consist of three to five members selected
by the Superintendent of Public Instruction. The applicant or license holder
shall be given at least 14 days' notice of the date, time, and location of the
investigative panel hearing when his case will be considered. The Virginia
Department of Education shall ensure that the applicant or license holder receives
all documentation that will be used during the investigative panel hearing
prior to the hearing. Representatives of the local school division and the
applicant or license holder are entitled to be present with counsel and
witnesses if so desired. The investigative panel hearing shall be recorded. The
recommendation of the investigative panel is made to the Superintendent of
Public Instruction who will forward his recommendation and the documentation
used during the investigative panel hearing to the Virginia Board of Education
or its duly designated committee [ for consideration ] at
one of its scheduled meetings. The applicant or license holder shall be given
at least 14 days' notice of the Virginia Board of Education meeting when his
case will be considered. Following the investigative panel hearing, the
Virginia Department of Education shall forward the recommendation of the
investigative panel to the applicant or license holder as soon as practicable,
but no later than 14 days prior to the scheduled Virginia Board of Education
meeting when his case will be considered.
B. The Superintendent of Public Instruction is authorized
to approve the issuance of licenses for individuals who have a misdemeanor
[ convictions conviction ] related to drugs,
not including alcohol, based on a review of the cases. No individual
[ would will ] be denied a license without a
hearing of the Virginia Board of Education as required in this section.
C. [ The applicant or license holder and
representatives of the local school division are entitled to be present with
counsel and witnesses, if so desired, at the hearing of the Virginia Board of
Education. ] The Virginia Board of Education, or its duly
designated committee, shall consider the recommendation of the Superintendent
of Public Instruction and such relevant and material evidence as the applicant
or license holder [ and representative of the local school division ]
may desire to present at the hearing. At its discretion, the Virginia Board
of Education may ask the applicant or license holder questions. At the
conclusion of the hearing, the Virginia Board of Education will announce its
decision.
D. The decision of the Virginia Board of Education shall
be recorded in the minutes of the meeting, and the applicant or license holder
and principal complainants will receive written notice of the decision.
8VAC20-23-790. Right of applicant or license holder to
appear at hearing.
An applicant or a license holder shall have the right to
appear in person at the hearings held by the local school board, [ the
Superintendent's Investigative Panel, ] Virginia Board of
Education, or board committee described in this part unless he is confined to
jail or a penal institution. The local school board or Virginia Board of
Education, at its discretion, may continue such hearings for a reasonable time
if the applicant or license holder is prevented from appearing in person for
reasons such as [ a ] documented medical [ condition ]
or mental impairment.
8VAC20-23-800. Notification.
Notification of the revocation, suspension, cancellation,
denial, or reinstatement of a license shall be made by the Superintendent of
Public Instruction, or his designee, to division superintendents in Virginia
and [ , through a national clearinghouse, ] to chief
state school officers of the other states and territories of the United States.
VA.R. Doc. No. R13-3476; Filed July 3, 2018, 11:22 a.m.
TITLE 8. EDUCATION
STATE BOARD OF EDUCATION
Final Regulation
Titles of Regulations:
8VAC20-542. Regulations Governing the Review and Approval of Education Programs
in Virginia (repealing 8VAC20-542-10 through
8VAC20-542-600).
8VAC20-543. Regulations
Governing the Review and Approval of Education Programs in Virginia (adding 8VAC20-543-10 through 8VAC20-543-640).
Statutory Authority: §§ 22.1-16 and 22.1-298.2 of the
Code of Virginia.
Effective Date: August 23, 2018.
Agency Contact: Patty S. Pitts, Assistant Superintendent
for Teacher Education and Instruction, Department of Education, P.O. Box 2120,
Richmond, VA 23218, telephone (804) 371-2522, or email
patty.pitts@doe.virginia.gov.
Summary:
The regulatory action repeals existing regulations
(8VAC20-542) and adopts new regulations (8VAC20-543) regarding educational
programs that prepare instructional personnel to be accredited and approved for
licensure by the Board of Education.
Substantive elements of the regulations focus on (i)
revision of selected definitions to conform with changes in the regulations;
(ii) modifications in administration of the regulations, including national
accreditation for all approved Virginia professional education programs,
increased rigor in biennial measures of accountability, and a new appeal
process for programs falling below biennial standards to address areas of
stipulation; (iii) addition of new educational program endorsement areas in
mathematics, engineering, and special education; and (iv) increased rigor in
professional studies requirements for selected education program endorsement
areas.
Summary of Public Comments and Agency's Response: A
summary of comments made by the public and the agency's response may be
obtained from the promulgating agency or viewed at the office of the Registrar
of Regulations.
CHAPTER 543
REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN
VIRGINIA
Part I
Definitions
8VAC20-543-10. Definitions.
The following words and terms when used in this chapter
shall have the meanings indicated unless the context implies otherwise:
"Accreditation" means a process for assessing
and improving academic and educational quality through voluntary peer review.
This process informs the public that an institution has a professional
education program that has met national standards of educational quality.
"Accredited institution" means an institution of
higher education accredited by a regional accrediting agency recognized by the United
States Department of Education.
"Accredited program" means a Virginia
professional education program [ nationally ] accredited
by the Council for the Accreditation of Educator Preparation (CAEP) [ ,
including CAEP/National Council for the Accreditation of Teacher Education
(NCATE) and CAEP/Teacher Education Accreditation Council (TEAC) ].
"Annual [ report card:"
education preparation program profile" ] means the Virginia
Department of Education yearly data [ report card
education preparation program profile ] required of all
professional education programs in Virginia that offer approved programs for
the preparation of school personnel.
"Biennial accountability measures" means those
specific benchmarks set forth in 8VAC20-543-40 to meet the standards required
to obtain or maintain education endorsement program approval status.
"Biennial accountability measurement report"
means the compliance report submitted to the Virginia Department of Education
every two years by an accredited professional education program.
"Candidates" means individuals enrolled in
education programs.
"Department" means the Virginia Department of
Education.
"Diversity" means the wide range of differences
among groups of people and individuals based on ethnicity, race, socioeconomic
status, gender, exceptionalities, language, religion, and geographical area.
"Education endorsement program" means a
state-approved course of study, the completion of which signifies that an
enrollee has met all the state's educational and training requirements for
initial licensure in a specified endorsement area.
"Field experiences" means program components
that are (i) conducted in off-campus settings or on-campus settings dedicated
to the instruction of children who would or could otherwise be served by school
divisions in Virginia or accredited nonpublic schools and (ii) accredited for
this purpose by external entities such as regional accrediting agencies. Field
experiences include classroom observations, tutoring, assisting teachers and
school administrators, and supervised clinical experiences (i.e., practica,
student teaching, and internships). [ Field experiences are
required for all programs. ]
"Indicators" means operational definitions that
suggest the kinds of evidence that professional education programs shall
provide to demonstrate that a standard is met.
"Instructional technology" means the theory and
practice of design, development, utilization, management, and evaluation of
processes and resources for learning and the use of computers and other
technologies.
"Licensing" means the official recognition by a
state governmental agency that an individual has met state requirements and is,
therefore, approved to practice as a licensed professional.
"Professional education program" means the Virginia
institution, college, school, department or other administrative body within a
Virginia institution of higher education, or another Virginia entity, for a
defined education program that is primarily responsible for the preparation of
teachers and other professional school personnel.
"Professional studies" means courses and other
learning experiences designed to prepare candidates to demonstrate competence
in the areas of human development and learning, curriculum and instruction,
assessment of and for learning, classroom and behavior management, the
[ foundations of education and the ] teaching profession,
reading, and supervised clinical experiences.
"Program approval" means the process by which a
state governmental agency reviews an education program to determine if it meets
the state's standards for the preparation of school personnel.
"Program completers" means individuals who have
successfully completed all coursework, required licensure assessments,
including those prescribed by the Board of Education, and supervised student
teaching or [ the ] required internship.
"Program noncompleters" means individuals who
have been officially admitted into an education program and who have taken,
regardless of whether the individuals passed or failed, required licensure
assessments and [ who exit the program prior to completion
have successfully completed all coursework, but who have not completed
supervised student teaching or the required internship ]. Program
noncompleters shall have been officially released in writing from an education
endorsement program by an authorized administrator of the program. Program
noncompleters who did not take required assessments are not included in
biennial reporting pass rates.
"Regional accrediting agency" means one of the
six accrediting associations recognized by the United States Department of
Education as follows: New England Association of Schools and Colleges, Middle
States Association of Colleges and Schools, North Central Association of
Colleges and Schools, Northwest Commission on Colleges and Universities,
Southern Association of Colleges and Schools, and Western Association of
Schools and Colleges.
"[ Virginia ] Standards of
Learning for Virginia public schools" means the Commonwealth's
expectations for student learning and achievement in grades K-12 in English,
mathematics, science, history/social science, technology, fine arts, foreign
language, health and physical education, and driver education.
Part II
Accreditation and Administering this Chapter
8VAC20-543-20. Accreditation and administering this chapter.
A. Institutions of higher education seeking approval of an
education endorsement program shall be accredited by a regional accrediting
agency.
B. Professional education programs in Virginia shall obtain
and maintain national accreditation from the Council for the Accreditation of
Educator Preparation (CAEP) [ , including CAEP/National Council
for the Accreditation of Teacher Education (NCATE) and CAEP/Teacher Education
Accreditation Council (TEAC) ]. Professional education programs
in Virginia seeking accreditation through CAEP shall adhere to procedures and
timelines established by CAEP and the CAEP/Virginia Partnership Agreement.
Professional education programs shall ensure and document that programs are
aligned with standards set forth in 8VAC20-543-40 through 8VAC20-543-50 and
meet competencies outlined in 8VAC20-543-60 through 8VAC20-543-640.
C. If a professional education program fails to maintain
accreditation, enrolled candidates shall be permitted to complete their
programs of study. Professional education programs that fail to maintain
accreditation shall not admit new candidates. Candidates shall be notified of
the education endorsement program's approval status.
D. Teacher candidates shall complete academic degrees in
the arts and sciences, or equivalent, except in health, physical, and career
and technical education. Candidates in early/primary education [ ( ]
preK-3 [ ) ], elementary education (preK-6), middle
education (6-8), and special education programs may complete a major in
interdisciplinary studies or its equivalent. Candidates seeking a secondary
endorsement area must have earned a major, or the equivalent, in the area
sought.
E. Professional studies coursework and methodology,
including field experiences, required in this chapter shall be designed for
completion within [ a baccalaureate degree an
approved ] program.
F. Professional education programs shall ensure that
candidates demonstrate proficiency in the use of educational technology for
instruction; complete study in child abuse recognition and intervention; and
complete training or certification in emergency first aid, cardiopulmonary
resuscitation, and the use of automated external defibrillators. [ Candidates
in education endorsement programs must demonstrate an understanding of
competencies, including the core concepts and facts of the disciplines and the
Virginia Standards of Learning, for the content areas they plan to teach.
Professional education programs shall ensure that candidates demonstrate skills
needed to help preK-12 students achieve college and career performance
expectations. ]
G. Standards and procedures for the review and approval of
each education endorsement program shall adhere to procedures for administering
the chapter as defined in this section and in 8VAC20-543-40, 8VAC20-543-50, and
8VAC20-543-60. These procedures shall result in biennial recommendations to the
Board of Education for one of the following three ratings:
"approved," "approved with stipulations," or "approval
denied."
H. Education endorsement programs shall be approved under
this chapter biennially based on compliance with the criteria described in
8VAC20-543-40, 8VAC20-543-50, and 8VAC20-543-60.
I. The Department of Education will determine the timeline
and procedures for applying for education endorsement program approval.
J. Education endorsement programs in Virginia shall
address the competencies set forth in this chapter, and the curriculum for each
program must be documented and submitted to the Department of Education for
approval.
K. Professional education programs shall submit to the
Department of Education on behalf of each education endorsement program under
consideration a biennial accountability measurement report and an annual
[ report card education preparation program profile ]
to include data prescribed by the Board of Education on education
endorsement programs in accordance with department procedures and timelines.
L. The professional education program authorized
administrator shall maintain copies of approved education endorsement programs
and required reports.
M. The Department of Education may conduct onsite visits
to review education endorsement programs and verify data.
N. The Advisory Board on Teacher Education and Licensure
(ABTEL) is authorized to review and make recommendations to the Board of
Education on approval of Virginia education endorsement programs for school
personnel. The Board of Education has final authority on education endorsement
program approval.
O. [ In administering this chapter, licensure
requirements for Virginia are outlined in the Licensure Regulations for School
Personnel (8VAC20-23) This document should be referenced for detailed
information regarding requirements for Virginia licensure. An individual must
meet licensure requirements set forth in the Code of Virginia.
P. ] Modifications may be made by the
Superintendent of Public Instruction in the administration of this chapter.
Proposed modifications shall be made in writing to the Superintendent of Public
Instruction, Commonwealth of Virginia.
[ Q. Upon the effective date of this chapter, the
Board of Education grants colleges and universities two years to align their
existing approved programs with this chapter and allows only college and universities
that on the effective date of this chapter are accredited by the Board of
Education process four years to become accredited by the Council for the
Accreditation of Educator Preparation (CAEP) with the option of submitting a
progress report to the Superintendent of Public Instruction to request an
additional year, if needed. ]
Part III
Application for New Education Endorsement Programs
8VAC20-543-30. Application for new education endorsement
programs.
A. Requests for new education endorsement programs shall
be approved by the Virginia Board of Education.
B. The professional education program shall submit a
request for the new program in a format provided by the Department of Education
that shall address the following requirements:
1. Rationale for the new education endorsement program, to
include local division or service area demand data and statements of support
from the institution's dean, provost, president, or designee and Virginia
school divisions. A summary of the stakeholders' involvement in the development
of the education endorsement program must be included.
2. Capacity of the institution to offer the education
endorsement program.
3. List of the requirements for the education endorsement
program, to include the degree, major, and the curriculum.
4. Matrices demonstrating that the competencies set forth
in this chapter have been incorporated in the education endorsement program.
5. Description of structured and integrated field
experiences to include early clinical experiences and a summative supervised
student teaching experience.
6. Description of the partnerships and collaborations based
on preK-12 school needs.
Part IV
Standards for Biennial Approval of Education Endorsement Programs
8VAC20-543-40. Standards for biennial approval of education
endorsement programs.
Education endorsement programs in Virginia shall be
approved by the Board of Education and demonstrate achievement biennially of
the accountability measures in this section. The institution of higher
education must report evidence of the standards for Board of Education review
biennially.
1. Candidate progress and performance on prescribed Board
of Education licensure assessments. Candidate passing rates, reported by
percentages, shall not fall below 80% biennially for program completers and
program noncompleters. Program completers are individuals who have successfully
completed all coursework, required licensure assessments, and supervised
student teaching or required internship. Program noncompleters are those
individuals who have been officially admitted into the education program and
who have taken, regardless of whether the individual passed or failed, required
licensure assessments, and [ who exit the program prior to
completion have successfully completed all coursework, but who have
not completed supervised student teaching or the required internship ].
Program noncompleters shall have been officially released (in writing)
from an education endorsement program by an authorized administrator of the
program.
2. Candidate progress and performance on an assessment of
basic skills as prescribed by the Board of Education for individuals seeking
entry into an approved education endorsement program.
Indicators of the achievement of this standard shall
include the following:
a. Results on Board of Education prescribed entry-level
assessments;
b. Documentation that candidates enrolled in the program
who fail to achieve a minimum score established by the Board of Education have
the opportunity to address deficiencies; and
c. Documentation of the number of candidates admitted into
the program who did not meet the prescribed admission assessment and the
opportunities provided to the candidates to address deficiencies.
3. Structured and integrated field experiences to include
early clinical experiences and a summative supervised student teaching
experience.
Indicators of the achievement of this standard shall
include the following:
a. Evidence that candidates receive quality
clinically-based structured and integrated field experiences that prepare them
to work in diverse educational environments; and
b. Evidence that supervised clinical experiences are
continuous and systematic and comprised of early field experiences with a
minimum of 10 weeks of [ successful ] full-time student
teaching under the supervision of a cooperating teacher with demonstrated
effectiveness in the classroom, as indicated by a proficient or exemplary
evaluation rating. The supervised student teaching experience shall include at
least 150 clock hours spent in direct teaching at the level of endorsement.
4. Evidence of opportunities for candidates to participate
in diverse school settings that provide experiences with populations that
include racial, [ gender, exceptionality, religion, geographic, ]
economic, linguistic, and ethnic diversity throughout the program
experiences.
The indicator of the achievement of this standard shall
include evidence that the professional education program provides opportunities
for candidates to have program experiences in diverse school settings that
provide experiences with populations that include racial, [ gender,
exceptionality, religion, geographic, ] economic, linguistic, and
ethnic diversity within each biennial period.
5. Evidence of contributions to preK-12 student achievement
by candidates completing the program.
Indicators of the achievement of this standard shall
include the following:
a. Evidence to show that candidates know about, create, and
use appropriate and effective data-driven assessments in teaching that shall provide
dependable information about student achievement;
b. Evidence to document that faculty have made provisions
for evaluating the effects that candidates have on preK-12 student learning in
the context of teaching as they design unit assessment systems and assessments
for each program; and
c. Evidence that the education program assesses candidates'
mastery of exit criteria and performance proficiencies, including the ability
to affect student learning, through the use of multiple sources of data such as
a culminating experience, portfolios, interviews, videotaped and observed
performance in schools, standardized tests, and course grades.
6. Evidence of employer job satisfaction with [ candidates
graduates ] completing the program.
Indicators of the achievement of this standard shall
include:
a. Documentation that the professional education program
has two years of evidence regarding [ candidate
graduates ] performance based on employer surveys.
b. Documented evidence of teacher effectiveness, including
student academic progress.
7. Partnerships and collaborations based on preK-12 school
needs.
Indicators of the achievement of this standard shall
include the following:
a. Documented evidence that the education endorsement
program has established partnerships reflecting collaboratively designed
program descriptions based on identified needs of the preK-12 community.
b. Documented evidence that the administration and
supervision program collaborates with partnering schools to identify and select
candidates for school leadership programs who meet local needs, demonstrate
both potential for and interest in school leadership, and meet the
qualifications for admission to advanced programs.
Part V
Application of Standards for Biennial Approval of Education Endorsement
Programs
8VAC20-543-50. Application of the standards.
A. As a prerequisite to education endorsement program
approval, professional education programs in Virginia shall have national
accreditation. Failure to do so will result in the education endorsement
program being designated as "approval denied."
B. The education endorsement program's candidate passing
rates, reported by percentages, shall not fall below 80% biennially for program
completers and program noncompleters. Program completers are individuals who
have successfully completed all coursework, required licensure assessments, and
supervised student teaching or [ the ] required
internship. Program noncompleters are those individuals who have been
officially admitted into the education program and who have taken, regardless
of whether the individual passed or failed, required licensure assessments, and
[ who exit the program prior to completion have
successfully completed all coursework, but who have not completed supervised
student teaching or the required internship ]. Program
noncompleters shall have been officially released (in writing) from an
education endorsement program by an authorized administrator of the program.
C. The professional education program's authorized
administrator is responsible to certify documented evidence that the following
standards as set forth in 8VAC20-543-40 have been met by the education
endorsement program:
1. The professional education program shall demonstrate
candidate progress and performance on an assessment of basic skills as
prescribed by the Board of Education for individuals seeking entry into an
approved education endorsement program.
2. The professional education program shall provide
structured and integrated field experiences.
3. The professional education program shall provide
evidence of opportunities for candidates to participate in diverse school
settings that provide experiences with populations that include racial,
[ gender, exceptionality, religion, geographic, ] economic,
linguistic, and ethnic diversity throughout the program experiences.
4. The professional education program shall provide
evidence of contributions to preK-12 student achievement by candidates
completing the program.
5. The professional education program shall provide
evidence of employer job satisfaction with [ candidates
graduates ] completing the program.
6. The professional education program shall develop and
provide evidence of biennial accountability measures for partnerships and
collaborations based on preK-12 school needs.
D. After submitting to the Department of Education the
information contained in 8VAC20-543-40, education endorsement programs in
Virginia shall receive one of the following three ratings:
1. Approved. The education endorsement program has met all
standards set forth in 8VAC20-543-40.
2. Approved with stipulations. The education endorsement
program has met standards in subsections A and B of this section and is making
documented progress toward meeting standards in subsection C of this section.
[ Biennial Institutions with education endorsements
programs that fall below the 80% biennial requirement shall submit to the Board
of Education for approval an improvement plan to address the areas of
stipulation, including measurable goals and timelines. Semiannual reports must
be submitted to the Director of Teacher Education to document the progress in
addressing the goals toward elimination of the stipulation until the next
biennial review period. The biennial ] passing rates that fall
below the 80% requirement for program completers and noncompleters shall result
in the education endorsement program receiving a rating of "approved with
stipulations." The passing rate for program completers and noncompleters
must meet the 80% passing rate requirement by the end of the next biennial
period for the program to be approved; if the 80% pass rate is not achieved,
the program will be denied. [ However, if the education endorsement
program has less than 10 program completers and noncompleters, the institution
must submit an annual report attesting to continued progress in meeting the
requirements. ]
3. Approval denied. Approval may be denied if:
a. The education endorsement program has not met standards
in subsection A of this section;
b. The education endorsement program has met standards in
subsection A of this section but has not met requirements in subsection B of
this section for two consecutive biennial reporting periods. The program shall
be denied and the public notified. The program may resubmit a request for
approval at the end of the next biennial period.
Part VI
Professional Education Program Accountability
8VAC20-543-60. Biennial accountability measurement report.
The accredited professional education program shall
report, every two years, in accordance with Virginia Department of Education
procedures, those specific criteria set forth in 8VAC20-543-40 to meet the
standards required to obtain or maintain education endorsement program approval
status.
8VAC20-543-70. Annual [ report card
education preparation program profile ].
The accredited professional education program shall submit
to the Virginia Department of Education a yearly [ data report
card education preparation program profile ] on the
preparation of professional school personnel. The [ report card
education preparation program profile ] shall be published on the
department's website. The information required on the [ report
card education preparation program profile ] shall be
approved by the Board of Education and [ will shall ]
include the following:
1. Institution's accreditation status;
2. Education endorsement program status;
3. Number of candidates admitted in education endorsement
programs;
4. [ Number of candidates admitted in
education endorsement programs who are in the top quartile of the college or
university population. Comparison of candidates, admitted to
education endorsement programs to overall college or university population; ]
5. Number of program completers [ ,
including number of program completers in critical shortage teaching areas
for each endorsement program ];
6. Number of program noncompleters [ for each
endorsement program ];
7. Biennial accountability data results;
8. [ Number of candidates admitted into the
program for the reporting year who did not meet the prescribed admission
assessment requirement;
9. Number of program completers for the reporting year
who were admitted without meeting the prescribed admission assessment requirement;
10. Number of program noncompleters for the reporting
year who were admitted to the program without meeting the prescribed admission
assessment requirement;
11. ] Satisfaction ratings by school
administrators and clinical experience supervisors [ on
of ] student teachers;
[ 12. 9. ] Satisfaction
ratings by employers of program [ completers
graduates ];
[ 13. 10. ] Satisfaction
ratings of program [ completers graduates ] within
two years of employment; [ and
11. Recognition of other program achievements; and
14. 12. ] Other data as required
by the Board of Education.
Part VII
Competencies for Endorsement Areas
Article 1
General Competencies
8VAC20-543-80. Competencies and requirements for endorsement
areas.
A. The professional education program develops, maintains,
and continuously evaluates high quality education endorsement programs that are
collaboratively designed and based on identified needs of the preK-12
community. Candidates in education endorsement programs shall demonstrate competence
in the areas in which they plan to practice and complete professional studies
requirements and applicable assessments, in addition to meeting requirements
for specific licenses, pursuant to the Licensure Regulations for School
Personnel [ (8VAC20-22) (8VAC20-23) ].
The Licensure Regulations for School Personnel set forth the required degrees
from regionally accredited colleges or universities for licenses, endorsements,
and prerequisite licenses or endorsements for add-on endorsements.
B. All education endorsement programs in early/primary
education preK-3, elementary education preK-6, middle education 6-8, and
history and social sciences must include local government and civics
instruction specific to Virginia.
C. Candidates in education endorsement programs
demonstrate an understanding of competencies, including the core concepts and
facts of the disciplines and the Virginia Standards of Learning, for the
content areas in which they plan to teach where required.
D. Candidates in early/primary education preK-3,
elementary education preK-6, and special education complete a minimum of six
semester hours of reading coursework as outlined in the reading competencies.
E. Candidates seeking an early/primary education preK-3 or
an elementary education preK-6 endorsement must complete [ a
minimum of ] 12 [ -15 ] semester
hours each in English, history and social sciences, mathematics, and science
addressing competencies set forth in this chapter or complete the following:
1. English: complete six semester hours in English and pass
a rigorous assessment in elementary English prescribed by the Board of
Education.
2. History and social sciences: complete six semester hours
in history and social sciences [ , complete a methods of teaching
elementary history and social sciences course, ] and pass a
rigorous assessment in elementary history and social sciences prescribed by the
Board of Education.
3. Mathematics: complete six semester hours in mathematics,
complete a methods of teaching elementary mathematics course, and pass a
rigorous assessment in elementary mathematics prescribed by the Board of
Education.
4. Science: complete six semester hours in laboratory
sciences in two science disciplines, complete a methods of teaching elementary
science course, and pass a rigorous assessment in elementary science prescribed
by the Board of Education.
[ F. Candidates seeking an endorsement in special
education-general curriculum K-12 must have one area of specialization in
English, history and social sciences, mathematics, or science with 12-15
semester hours in the specialization area.
G. F. ] Candidates seeking a
middle education endorsement must have an area of concentration in English,
history and social sciences, mathematics, or science with 21 [ -24 ]
semester hours in the concentration area.
Article 2
Early/Primary Education, Elementary Education, and Middle Education
Endorsements
8VAC20-543-90. Professional studies requirements for
early/primary education, elementary education, and middle education.
Professional studies requirements for early/primary
education, elementary education, and middle education:
1. Human development and learning (birth through
adolescence).
a. Skills in this area shall contribute to an understanding
of the physical, social, emotional, speech and language, and intellectual
development of children and the ability to use this understanding in guiding
learning experiences and relating meaningfully to students.
b. The interaction of children with individual differences
- economic, social, racial, ethnic, religious, physical, and [ mental–
cognitive - ] should be incorporated to include skills contributing
to an understanding of developmental disabilities and developmental issues
related [ , ] but not limited to [ , ]
low socioeconomic status [ ,; ] attention
deficit disorders [ ,; ] developmental
disorders [ ,; ] gifted education,
including the use of multiple criteria to identify gifted students [ ,; ]
substance abuse [ , child abuse,; trauma,
including child abuse, and neglect and other adverse childhood experiences; ]
and family disruptions.
2. Curriculum and instruction.
a. Early/primary education preK-3 or elementary education
preK-6 curriculum and instruction.
(1) Skills in this area shall contribute to an
understanding of the principles of learning; the application of skills in
discipline-specific methodology; [ varied and ] effective
[ methods of ] communication with and among students;
selection and use of materials, including media and contemporary technologies;
[ and ] selection, development, and use of appropriate
curricula, methodologies, and materials that support and enhance student
learning and reflect the research on unique, age-appropriate, and culturally
relevant curriculum and pedagogy.
(2) Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
(3) Instructional practices that are sensitive to
culturally and linguistically diverse learners, including [ limited
English proficient students English learners ], gifted
and talented students, and students with disabilities [ ,; ]
and appropriate for the level of endorsement (preK-3 or preK-6) sought shall
be included.
(4) Teaching methods shall be tailored to promote student
engagement and student academic progress and effective preparation for the
[ Virginia ] Standards of Learning assessments.
(5) Study in (i) methods of improving communication between
schools and families, (ii) communicating with families regarding social and
instructional needs of children, (iii) ways of increasing family [ involvement
engagement ] in student learning at home and in school, (iv) the
Virginia Standards of Learning, and (v) Virginia Foundation Blocks for Early
Learning: Comprehensive Standards for Four-Year-Olds prepared by the
department's Office of Humanities and Early Childhood shall be included.
(6) Early childhood educators must understand the role of
families in child development and in relation to teaching educational skills.
(7) Early childhood educators must understand the role of
the informal and play-mediated settings for promoting students' skills and
development and must demonstrate knowledge and skill in interacting in such
situations to promote specific learning outcomes as reflected in Virginia's
Foundation Blocks for Early Learning [ : Comprehensive Standards
for Four-Year-Olds ].
(8) Demonstrated proficiency in the use of educational
technology for instruction shall be included. [ Persons seeking
initial licensure as teachers and persons seeking licensure renewal as teachers
for the first time shall complete study Study ] in child
abuse recognition and intervention in accordance with curriculum guidelines
developed by the Virginia Board of Education in consultation with the Virginia
Department of Social Services [ that are relevant to the
specific teacher licensure routes and training or certification in
emergency first aid, cardiopulmonary resuscitation, and the use of automated
external defibrillators must be included.
(9) ] Pre-student teaching experiences (field
experiences) should be evident within these skills.
b. Middle education 6-8 curriculum and instruction.
(1) Skills in this area shall contribute to an
understanding of the principles of learning; the application of skills in
discipline-specific methodology; effective communication with and among
students, selection and use of materials, including media and contemporary
technologies [ ;, and ] evaluation of
pupil performance [ ; and the relationships among assessment,
instruction, and monitoring student progress to include student performance
measures in grading practices, the ability to construct and interpret valid
assessments using a variety of formats in order to measure student attainment
of essential skills in a standards-based environment, and the ability to
analyze assessment data to make decisions about how to improve instruction and
student performance ].
(2) Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
(3) Instructional practices that are sensitive to
culturally and linguistically diverse learners including [ limited
English proficient students English learners ], gifted
and talented students, and students with disabilities, and must be appropriate
for the middle education endorsement shall be included.
(4) Teaching methods shall be tailored to promote student
engagement and student academic progress and effective preparation for the
[ Virginia ] Standards of Learning assessments.
(5) Study in methods of improving communication between
schools and families, ways of increasing family [ involvement
engagement ] in student learning at home and in school, and the
[ Virginia ] Standards of Learning shall be included.
(6) Demonstrated proficiency in the use of educational
technology for instruction shall be included. [ (7) Persons
seeking initial licensure as teachers and persons seeking licensure renewal as teachers
for the first time shall complete study Study ] in child
abuse recognition and intervention in accordance with curriculum guidelines
developed by the Virginia Board of Education in consultation with the Virginia
Department of Social Services [ that are relevant to the
specific teacher licensure routes and training or certification in
emergency first aid cardiopulpmonary resuscitation and the use of automatic
external defibrillators shall be included.
(7) ] Pre-student teaching experiences (field
experiences) should be evident within these skills.
3. Classroom and behavior management. Skills in this area
shall contribute to an understanding and application of research-based
classroom and behavior management techniques, classroom community building, positive
behavior supports, and individual interventions, including techniques that
promote emotional well-being and teach and maintain behavioral conduct and
skills consistent with norms, standards, and rules of the educational
environment. This area shall address diverse approaches based upon [ culturally
responsive ] behavioral, cognitive, affective, social, and
ecological theory and practice. Approaches should support professionally
appropriate practices that promote positive redirection of behavior, development
of social skills, and [ self discipline development
of self-discipline ]. Knowledge and an understanding of various
school crisis management and safety plans and the demonstrated ability to
create a safe, orderly classroom environment [ must
shall ] be included. The link between classroom management and
students' ages must be understood and demonstrated in techniques used in the
classroom.
4. Assessment of and for learning.
a. Skills in this area shall be designed to develop an
understanding and application of creating, selecting, and implementing valid
and reliable classroom-based assessments of student learning, including
formative and summative assessments. Assessments designed and adapted to meet
the needs of diverse learners [ must shall ]
be addressed.
b. Analytical skills necessary to inform ongoing planning
and instruction, as well as to understand, and help students understand their
own progress and growth [ must shall ] be
included.
c. Skills also include the ability to understand the relationships
among assessment, instruction, and monitoring student progress to include
student performance measures in grading practices; the ability to interpret
valid assessments using a variety of formats in order to measure student
attainment of essential skills in a standards-based environment; and the
ability to analyze assessment data to make decisions about how to improve
instruction and student performance.
d. Understanding of state assessment programs and
accountability systems, including assessments used for student achievement goal
setting as related to teacher evaluation and determining student academic
progress [ , including knowledge of legal and ethical aspects of
assessment must be included ].
e. [ Skills include Knowledge of
legal and ethical aspects, and skills for ] developing familiarity
with assessments used in preK-12 education [ (e.g.,
(including ] diagnostic, college admission exams, industry
certifications, placement assessments).
5. [ The Foundations of education
and the ] teaching profession.
a. Skills in this area shall be designed to develop an
understanding of the historical, philosophical, and sociological foundations
underlying the role, development, and organization of public education in the
United States.
b. Attention must be given to the legal status of teachers
and students, including federal and state laws and regulations; school as an
organization and culture; and contemporary issues and current trends in
education, including the impact of technology on education. Local, state, and
federal governance of schools, including the roles of teachers and schools in
communities, [ must shall ] be included.
c. Professionalism and ethical standards [ , ]
as well as personal integrity [ must shall ]
be addressed.
d. Knowledge and understanding of Virginia's Guidelines for
Uniform Performance Standards and Evaluation Criteria for Teachers [ must
shall ] be included.
6. [ Reading Language and
Literacy ].
a. Early/primary education preK-3 and elementary education
preK-6 [ - ] language acquisition and reading
and writing. Skills listed for these endorsement areas represent the minimum
competencies that a beginning teacher must be able to demonstrate. These skills
are not intended to limit the scope of a beginning teacher's program.
Additional knowledge and skills that add to a beginning teacher's competencies
to deliver instruction and improve student achievement should be included as
part of a quality learning experience.
(1) Language acquisition: Skills in this area shall be designed
to impart a thorough understanding of the Virginia English Standards of
Learning [ , ] as well as the complex nature of
language acquisition as a precursor to literacy. Language acquisition shall
follow the typical development of linguistic competence in the areas of
phonetics, semantics, syntax, morphology, phonology, and pragmatics.
(2) Reading and writing: Skills in this area shall be
designed to impart a thorough understanding of the Virginia English Standards
of Learning [ , ] as well as the reciprocal nature of
reading and writing. Reading shall include phonemic [ and other
phonological ] awareness, concept of print, phonics, fluency,
vocabulary development, and comprehension strategies. Writing shall include
writing strategies and conventions as supporting the composing and [ writing
written ] expression and usage and mechanics domains. Additional
skills shall include proficiency in understanding the stages of spelling
development, [ and ] the writing process [ , ]
as well as the ability to foster appreciation of a variety of fiction and
nonfiction text and independent reading.
b. Middle education - language acquisition and reading
development and literacy in the content areas.
(1) Language acquisition and reading development: Skills in
this area shall be designed to impart a thorough understanding of the complex
nature of language acquisition and reading, to include phonemic [ and
other phonological ] awareness, phonics, fluency, vocabulary
development, and comprehension strategies for adolescent learners. Additional
skills shall include proficiency in writing strategies, as well as the ability
to foster appreciation of a variety of fiction and nonfiction text and
independent reading for adolescent learners.
(2) Literacy in the content areas: Skills in this area
shall be designed to impart an understanding of vocabulary development and
comprehension skills in areas of English, mathematics, science, history and
social science, and other content areas. Strategies include teaching students
how to ask effective questions, summarize and retell both verbally and in
writing, and to listen effectively. Teaching strategies include literal,
interpretive, critical, and evaluative comprehension, as well as the ability to
foster appreciation of a variety of fiction and nonfiction text and independent
reading for adolescent readers.
7. Supervised clinical experiences. The supervised clinical
experiences shall be continuous and systematic and comprised of early field
experiences with a minimum of 10 weeks of [ successful ] full-time
student teaching [ in the endorsement area sought ] under
the supervision of a cooperating teacher with demonstrated effectiveness in the
classroom. The summative supervised student teaching experience shall include
at least 150 clock hours spent in direct teaching at the level of endorsement
[ in a public or accredited nonpublic school ]. One year of
successful full-time teaching experience in the endorsement area in any public
school or accredited nonpublic school may be accepted in lieu of the supervised
student teaching experience. A fully licensed, experienced teacher shall be
available in the school building to assist a beginning teacher employed through
the alternate route.
8VAC20-543-100. Early childhood for three-year-olds and four-year-olds
(add-on endorsement).
The program in early childhood education for
three-year-olds and four-year-olds shall ensure that the candidate holds an
active license with an endorsement in elementary education [ (, ]
such as preK-3 or preK-6 [ ) ] or special
education early childhood issued by the Virginia Board of Education and has
demonstrated the following competencies:
1. Understanding child growth and development from birth
through age five, with a specific focus on three-year-olds and four-year-olds,
including:
a. Knowledge of characteristics and developmental needs of
three-year-olds and four-year-olds, including the ability to recognize
indicators of typical and atypical development, in the domains of language,
social, emotional, cognitive, physical, and gross and fine motor development;
b. Understanding of the multiple interacting influences on
child development (biological and environmental), interconnectedness of
developmental domains, the wide range of ages at which developmental skills are
manifested, and the individual differences in behavioral styles; and
c. Knowledge of child development within the context of
family, culture, and society.
2. Understanding principles of developmental practice, with
a focus on three-year-olds and four-year-olds, including practices that are:
a. [ Appropriate to the Effective
in supporting each ] child's age and stage of development;
b. Appropriate for children with a wide range of individual
differences in abilities, interests, and [ learning styles
approaches to learning ]; and
c. Appropriate for the child's cultural background and
experience.
3. Understanding health and nutritional practices that
impact early learning including:
a. Practices and procedures that support health status
conducive to optimal development [ (e.g. ],
[ such as ] health assessment, prevention of the spread of
communicable disease, oral hygiene, reduction of environmental hazards,
[ protection from toxic stress ] injury prevention, and
emergency preparedness [ ) ];
b. Indicators of possible child abuse or neglect and the
appropriate response if such indicators are observed;
c. Nutritional and dietary practices that support healthy
growth and development while remaining sensitive to each family's preferences,
dietary restrictions, and culture;
d. Skills for communicating with families about health and
dietary concerns;
e. Community resources that support [ healthy
living child and family health and well-being ]; and
f. Practices that allow children to become independent and
knowledgeable about healthy living.
4. Understanding and application of formal and informal
assessment procedures for documenting development and knowledge of how to use
assessment to plan curriculum, including:
a. Age-appropriate and stage-appropriate methods for
documenting, assessing, and interpreting development and learning;
b. Identifying and documenting children's interests,
strengths, and challenges; and
c. Communicating with families to acquire and to share
information relevant to assessment.
5. Understanding effective strategies for (i) facilitating
positive reciprocal relationships with children for teachers, families, and
communities through mutual respect, communication strategies, collaborative
linkages among families, and community resources and (ii) nurturing the
capacity of family members to serve as advocates on behalf of children.
6. Understanding strategies for planning, implementing,
assessing, and modifying physical and psychological aspects of the learning
environment to support language, physical, cognitive, and social, as well as
emotional, well-being in children with a broad range of developmental levels,
special needs, individual interests, and cultural backgrounds, including the
ability to:
a. Utilize learning strategies that stimulate curiosity,
promote thinking, and encourage participation in exploration and play;
b. Provide curriculum that facilitate learning goals in
content areas [ of the Virginia's Foundation Blocks for Early
Learning: Comprehensive Standards for Four-Year-Olds ] and provide
opportunities to acquire concepts and skills that are precursors to academic
content taught in elementary school;
c. Adapt tasks [ to the and
interactions to maximize language development, conceptual understanding, and
skill competences within each ] child's zone of proximal
development;
d. Nurture children's development through firsthand
experiences and opportunities to explore, examine, and investigate real
materials in authentic context and engage in social interactions with peers and
adults;
e. Select materials and equipment, arrange physical space,
and plan schedules and routines to stimulate and facilitate development; and
f. Collaborate with families, colleagues, and members of
the broader community to construct learning environments that promote a spirit
of unity, respect, and service in the interest of the common good.
7. Understanding strategies that create positive and
nurturing relationships with each child based on respect, trust, and acceptance
of individual differences in ability levels, temperament, and other
characteristics, including the ability to:
a. Emphasize the importance of supportive verbal and
nonverbal communication;
b. Establish classroom and behavior management practices
that are respectful, meet children's emotional needs, clearly communicate
expectations for appropriate behavior, promote [ self-regulation
and ] pro-social behaviors, prevent or minimize behavioral problems
through careful planning of the learning environment, teach conflict resolution
strategies, and mitigate or redirect challenging behaviors; and
c. Build positive, collaborative relationships with
children's families with regard to behavioral guidance.
[ 8. The program shall include a practicum that shall
include a minimum of 45 instructional hours of successful teaching experience
in a public or accredited nonpublic school with children from three years old
to age five. ]
8VAC20-543-110. Early/primary education preK-3.
The program for early/primary education preK-3 shall
ensure that the candidate has demonstrated the following competencies:
1. Methods.
a. Understanding of the knowledge, skills, [ dispositions ]
and processes to support learners in achievement of Virginia's Foundation
Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds and the
Virginia Standards of Learning in English, mathematics, history and social
science, science, and computer [ and ] technology;
b. The ability to integrate English, mathematics, science,
health, history and social sciences, art, music, drama, movement, and
technology in learning experiences;
c. The use of differentiated instruction and flexible
groupings to meet the needs of learners at different stages of development,
[ approaches to learning ] abilities, and achievement;
d. The use of appropriate methods [ , ]
including those in visual and performing arts, to help learners develop
knowledge and basic skills, sustain intellectual curiosity, and problem-solve;
e. The ability to utilize effective classroom management
skills through methods that build responsibility and self-discipline
[ , promote self-regulation, ] and maintain a positive
learning environment;
f. The ability to modify and manage learning environments
and experiences to meet the individual needs of children, including children
with disabilities, gifted children, children [ with limited
proficiency in English who are English learners ], and
children with diverse cultural needs;
g. The ability to use formal and informal assessments to
diagnose needs, plan and modify instruction, and record student progress;
h. A commitment to professional growth and development
through reflection, collaboration, and continuous learning;
i. The ability to analyze, evaluate, and apply quantitative
and qualitative research; [ and ]
j. The ability to use technology as a tool for teaching,
learning, research, and communication [ ; and
k. The ability to adapt task and interactions to maximize
language development, conceptual understanding, and skill competence within
each child's zone of proximal development ].
2. Knowledge and skills.
a. Reading and English. Understanding of the content,
knowledge, skills, [ dispositions, ] and processes for
teaching Virginia's Foundation Blocks for Early Learning: Comprehensive
Standards for Four-Year-Olds and the Virginia Standards of Learning for English
[ , ] including oral language (speaking and listening),
reading, and writing, and how these standards provide the core for teaching
English in grades preK-3 (early/primary licensure).
(1) Assessment and diagnostic teaching. The individual
shall:
(a) Be proficient in the use of both formal and informal
assessment as screening, diagnostic, and progress monitoring measures for the
component of reading: [ phoneme phonemic ] awareness,
letter recognition, decoding, fluency, vocabulary, reading levels, and
comprehension; and
(b) Be proficient in the ability to use diagnostic data to
inform instruction for acceleration, intervention, remediation, and
differentiation.
(2) Oral communication. The individual shall:
(a) Be proficient in the knowledge, skills, and processes
necessary for teaching oral language [ (, such as ]
speaking and listening [ ) ];
(b) Be proficient in developing students' phonological
awareness skills;
(c) Demonstrate effective strategies for facilitating the learning
of standard English by speakers of other languages and dialects; and
(d) Demonstrate the ability to promote creative thinking
and expression, such as through storytelling, drama, and choral and oral
reading [ , etc ].
(3) Reading and literature. The individual shall
[ demonstrate the following competencies ]:
(a) Be proficient in explicit phonics instruction,
including an understanding of sound and symbol relationships, syllables,
phonemes, morphemes, word analysis, and decoding skills;
(b) Be proficient in strategies to increase vocabulary and
concept development;
(c) Be proficient in the structure of the English language,
including an understanding of syntax;
(d) Be proficient in reading comprehension strategies for
(i) fiction and nonfiction text predicting, retelling, and summarizing and (ii)
guiding students to make connections beyond the text;
(e) Demonstrate the ability to develop comprehension skills
in all content areas;
(f) Demonstrate the ability to foster the appreciation of a
variety of literature;
(g) Understand the importance of promoting independent
reading by selecting fiction and nonfiction texts of appropriate yet engaging
topics and reading levels; and
(h) Demonstrate effective strategies for teaching students
to view, interpret, analyze, and represent information and concepts in visual
form with or without the spoken or written word.
(4) Writing. The individual shall:
(a) Be proficient in the knowledge, skills, and processes
necessary for teaching writing, including the domains of composing, written
expression, [ and ] usage and mechanics and the
writing process of planning, drafting, revising, editing, and publishing;
(b) Understand the stages of spelling development,
promoting the generalization of spelling study to writing, and be proficient in
systematic spelling instruction, including awareness of the purpose and
limitations of "invented spelling"; and
(c) Demonstrate the ability to teach students to write
cohesively for a variety of purposes and to provide instruction on the writing
process [ : of ] planning, drafting,
revising, editing, and publishing in the narrative, descriptive, persuasive,
and explanative modes.
(5) Technology. The individual shall demonstrate the
ability to guide students in their use of technology for both process and
product as they work with reading and writing.
b. Mathematics.
(1) Understanding of the mathematics relevant to the
content identified in Virginia's Foundation Blocks for Early Learning:
Comprehensive Standards for Four-Year-Olds and the Virginia Standards of
Learning and how the standards provide the foundation for teaching mathematics
in grades preK-3. Experiences with practical applications and the use of
appropriate technology and manipulatives should be used within the following
content:
(a) Number systems and their structure, basic operations,
and properties;
(b) Elementary number theory, ratio, proportion, and
percent;
(c) Algebra: fundamental idea of equality; operations with
monomials and polynomials; algebraic fractions; linear and quadratic equations
and inequalities and linear systems of equations and inequalities; radicals and
exponents; arithmetic and geometric sequences and series; algebraic and
trigonometric functions; and transformations among graphical, tabular, and
symbolic forms of functions;
(d) Geometry: geometric figures, their properties,
relationships, [ and ] the Pythagorean Theorem;
deductive and inductive reasoning; perimeter, area, and surface area of
two-dimensional and three-dimensional figures; coordinate and transformational
geometry; and constructions; and
(e) Probability and statistics: permutations and
combinations; experimental and theoretical probability; prediction; data
collection and graphical representations including box-and-whisker plots; and
measures of center, spread of data, variability, range, and normal
distribution.
(2) Understanding of the sequential nature of mathematics
and vertical progression of mathematical standards.
(3) Understanding of the multiple representations of
mathematical concepts and procedures.
(4) Understanding of and the ability to use the five
processes - reasoning mathematically, solving problems, communicating
mathematics effectively, making mathematical connections, and using
mathematical models and representations [ - ] at
different levels of complexity.
(5) Understanding of the contributions of different
cultures toward the development of mathematics and the role of mathematics in
culture and society.
(6) Understanding of the appropriate use of calculators and
technology in the teaching and learning of mathematics, including virtual
manipulatives.
(7) Understanding of and the ability to use strategies to
teach mathematics to diverse learners.
c. History and social sciences.
(1) Understanding of the knowledge, skills, and processes
of history and the social science disciplines as defined in Virginia's
Foundation Blocks for Early Learning: Comprehensive Standards for
Four-Year-Olds and the Virginia Standards of Learning and how the standards
provide the necessary foundation for teaching history and social sciences,
including in:
(a) History.
(i) The contributions of ancient civilizations to American
social and political institutions;
(ii) Major events in Virginia history from 1607 to the
present;
(iii) Key individuals, documents, and events in United
States history; and
(iv) The evolution of America's constitutional republic and
its ideas, institutions, and practices.
(b) Geography.
(i) The use of maps and other geographic representations,
tools, and technologies to acquire, process, and report information;
(ii) The relationship between human activity and the
physical environment in the community and the world; and
(iii) Physical processes that shape the surface of the
earth.
(c) Civics.
(i) The privileges and responsibilities of good citizenship
and the importance of the rule of law for the protection of individual rights;
(ii) The process of making laws in the United States and
the fundamental ideals and principles of a republican form of government;
(iii) The understanding that Americans are a people of
diverse ethnic origins, customs, and traditions, who are united by the basic
principles of a republican form of government and a common identity as
Americans; and
(iv) Local government and civics instruction specific to
Virginia.
(d) Economics.
(i) The basic economic principles that underlie the United
States market economy;
(ii) The role of the individual and how economic decisions
are made in the market place; and
(iii) The role of government in the structure of the United
States economy.
(2) Understanding of the nature of history and the social
sciences, and how the study of the disciplines assists students in developing
[ critical thinking skills in helping them to understand:
historical thinking, geographical analysis, economic decision-making, and
responsible citizenship by: ]
(a) [ The relationship between past and
present Using artifacts and primary and secondary sources to
understand events in history ];
(b) [ The use of primary sources such as
artifacts, letters, photographs, and newspapers Using geographic
skills to explain the interaction of people, places, and events to support an
understanding of events in history ];
(c) [ How events in history are shaped both
by the ideas and actions of people Using charts, graphs, and
pictures to determine characteristics of people, places, or events in history ];
(d) [ Diverse cultures and shared humanity
Asking appropriate questions and summarizing points to answer a question ];
(e) [ Civic participation in a democracy;
and Comparing and contrasting people, places, and events in history; ]
(f) [ The relationship between history,
literature, art, and music Recognizing direct cause and effect
relationships in history;
(g) Explaining connections across time and place;
(h) Using a decision-making model to identify costs and
benefits of a specific choice made;
(i) Practicing good citizenship skills and respect for
rules and laws, and participating in classroom activities; and
(j) Developing fluency in content vocabulary and comprehension
of verbal, written, and visual sources ].
d. Science.
(1) Understanding of the knowledge, skills, and [ processes
practices ] of the four core science disciplines [ of
Earth sciences, biology, chemistry, and physics ] as defined in
Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for
Four-Year-Olds and the Virginia Science Standards of Learning and how these
standards provide a sound foundation for teaching science in the early/primary
grades.
(2) Understanding of the nature of [ the
theory science ] and scientific inquiry, including the
following:
(a) Function of research design and experimentation;
(b) Role and nature of [ science
the theory ] in explaining and predicting events and phenomena;
(c) Practices required to provide empirical answers to
research questions, including data collection and analysis, modeling,
argumentation with evidence, and contracting explanations;
(d) Reliability of scientific knowledge and its constant
scrutiny and refinement;
(e) Self-checking mechanisms used by science to increase
objectivity, including peer review; and
(f) Assumptions, influencing conditions, and limits of
empirical knowledge.
(3) Understanding of the knowledge, skills, and practices
for conducting an active elementary science program, including the ability to:
(a) Design instruction reflecting the goals of the Virginia
Science Standards of Learning;
(b) Implement classroom [ , field, ] and
laboratory safety rules and procedures, and ensure that students take
appropriate safety precautions;
(c) Conduct research projects and experiments, including
applications of the design process and technology;
(d) Conduct systematic field investigations using the
school grounds, the community, and regional resources;
(e) Organize key science content, skills, and practices
into meaningful units of instruction that actively engage students in learning;
(f) Design instruction to meet the needs of diverse
learners using a variety of techniques;
(g) Evaluate instructional materials, technologies, and
teaching practices;
(h) Conduct formative and summative assessments of student
learning;
(i) Incorporate instructional technology to enhance student
performance in science; and
(j) Ensure student competence in science.
(4) Understanding of the content, [ processes,
and ] skills [ , and practices ] of the
four core science areas, including Earth sciences, biology, chemistry, and
physics supporting the teaching of [ elementary school
preK-3 ] science as defined by the Virginia's Foundation Blocks for
Early Learning: Comprehensive Standards for Four-Year-Olds and Virginia Science
Standards of Learning and equivalent to academic course work in each of these
four core science areas.
(5) Understanding of the core scientific disciplines of
Earth science, biology, chemistry, and physics to ensure:
(a) The placement of the four core scientific disciplines
in an appropriate interdisciplinary context;
(b) The ability to teach the processes and crosscutting
concepts common to the [ natural Earth, biological, ]
and physical sciences;
(c) The application of key science principles to solve
practical problems; and
(d) A "systems" understanding of the natural
world.
(6) Understanding of the contributions and significance of
science, including:
(a) Its social, cultural, and economic significance;
(b) The relationship of science to mathematics, the design
process, and technology; and
(c) The historical development of scientific concepts and
scientific reasoning.
8VAC20-543-120. Elementary education preK-6.
The program in elementary education preK-6 may require
that the candidate has completed an undergraduate major in interdisciplinary
studies (focusing on the areas of English, mathematics, history and social
sciences, and science) or in Virginia's core academic areas of English,
mathematics, history and social sciences [ (i.e. ],
[ such as ] history, government, geography, and economics
[ ) ], or science and demonstrated the following
competencies:
1. Methods.
a. Understanding of the needed knowledge, skills,
[ dispositions, ] and processes to support learners in
achievement of Virginia's Foundation Blocks for Early Learning: Comprehensive
Standards for Four-Year-Olds and the Virginia Standards of Learning in English,
mathematics, history and social science, science, and computer [ and ]
technology;
b. Understanding of current research on the brain, its role
in learning, and implications for instruction;
c. The ability to integrate English, mathematics, science,
health, history and social sciences, art, music, drama, movement, and
technology in learning experiences;
d. The use of differentiated instruction and flexible
groupings to meet the needs of learners at different stages of development,
abilities, and achievement;
e. The use of appropriate methods, including those in
visual and performing arts, to help learners develop knowledge and basic
skills, sustain intellectual curiosity, and problem-solve;
f. The ability to utilize effective classroom and behavior
management skills through methods that build responsibility and self-discipline
[ promote self-regulation, ] and maintain a positive
learning environment;
g. The ability to modify and manage learning environments
and experiences to meet the individual needs of children, including children
with disabilities, gifted children, [ and ] children
[ with limited proficiency in English who are English
learners ], and children with diverse cultural needs;
h. The ability to use formal and informal assessments to
diagnose needs, plan and modify instruction, and record student progress;
i. A commitment to professional growth and development
through reflection, collaboration, and continuous learning;
j. The ability to analyze, evaluate, and apply quantitative
and qualitative research; and
k. Understanding of the Virginia Standards of Learning for
Computer Technology and the ability to use technology as a tool for teaching,
learning, research, and communication [ .; and
l. The ability to adapt task and interactions to maximize
language development, conceptual understanding, and skill competence within
each child's zone of proximal development. ]
2. Knowledge and skills.
a. Reading and English. Understanding of the content,
knowledge, skills, and processes for teaching Virginia's Foundation Blocks for
Early Learning: Comprehensive Standards for Four-Year-Olds and the Virginia
Standards of Learning for English [ , ] including
communication (speaking, listening, and media literacy), reading, writing, and
research and how these standards provide the core for teaching English in grades
preK-6 [ ( or ] elementary licensure
[ ) ].
(1) Assessment and diagnostic teaching. The individual
shall:
(a) Be proficient in the use of both formal and informal
assessment as screening diagnostic, and progress monitoring measures for the
components of reading: [ phoneme phonemic ] awareness,
letter recognition, decoding, fluency, vocabulary, reading level, and
comprehension; and
(b) Be proficient in the ability to use diagnostic data to
inform instruction for acceleration, intervention, remediation, and
differentiation.
(2) Communication: speaking, listening, and media literacy.
The individual shall:
(a) Be proficient in the knowledge, skills, and processes
necessary for teaching communication [ (, such as ]
speaking, listening, and media literacy [ ) ];
(b) Be proficient in developing students' phonological
awareness skills;
(c) Demonstrate the ability to teach students to identify
the characteristics of and apply critical thinking to media messages and to
facilitate students' proficiency in using various forms of media to collaborate
and communicate;
(d) Demonstrate effective strategies for facilitating the
learning of standard English by speakers of other languages and dialects; and
(e) Demonstrate the ability to promote creative thinking
and expression, such as through storytelling, drama, choral and oral reading
[ , etc ].
(3) Reading and literature. The individual shall:
(a) Be proficient in explicit and systematic phonics
instruction, including an understanding of sound and symbol relationships,
syllables, phonemes, morphemes, word analysis, and decoding skills;
(b) Be proficient in strategies to increase vocabulary and
concept development;
(c) Be proficient in the structure of the English language,
including an understanding of syntax and semantics;
(d) Be proficient in reading comprehension strategies for
both fiction and nonfiction text, including questioning, predicting,
inferencing, summarizing, clarifying, evaluating, and making connections;
(e) Demonstrate the ability to support students to read
with fluency, accuracy, and meaningful expression (prosody);
(f) Demonstrate the ability to develop comprehension skills
in all content areas;
(g) Demonstrate the ability to foster appreciation of a
variety of literature;
(h) Understand the importance of promoting independent
reading by selecting fiction and nonfiction texts of appropriate yet engaging
topics and reading levels; and
(i) Demonstrate effective strategies for teaching students
to view, interpret, analyze, and represent information and concepts in visual
form with or without the spoken or written word.
(4) Writing. The individual shall:
(a) Be proficient in the knowledge, skills, and processes
necessary for teaching writing, including the domains of composing and written
expression, [ and ] usage and mechanics and the
writing process of planning, drafting, revising, editing, and publishing;
(b) Understand the stages of spelling development,
promoting the generalization of spelling study to writing, and be proficient in
systematic spelling instruction, including awareness of the purpose and
limitations of "invented spelling";
(c) Demonstrate the ability to teach students to write
cohesively for a variety of purposes and to provide instruction on the writing
process: planning, drafting, revising, editing, and publishing in the
narrative, descriptive, persuasive, and explanative modes; and
(d) Demonstrate the ability to facilitate student research
and related skills such as accessing information, evaluating the validity of
sources, citing sources, and synthesizing information.
(5) Technology. The individual shall demonstrate the
ability to guide students in their use of technology for both process and
product as they work with reading, writing, and research.
b. Mathematics.
(1) Understanding of the mathematics relevant to the
content identified in Virginia's Foundation Blocks for Early Learning:
Comprehensive Standards for Four-Year-Olds and the Virginia Standards of
Learning and how the standards provide the foundation for teaching mathematics
in grades preK-6. Experiences with practical applications and the use of
appropriate technology and concrete materials should be used within the
following content:
(a) Number systems and their structure, basic operations,
and properties;
(b) Elementary number theory, ratio, proportion, and
percent;
(c) Algebra: [ fundamental idea of equality; ]
operations with monomials and polynomials; algebraic fractions; linear and
quadratic equations and inequalities and linear systems of equations and
inequalities; radicals and exponents; arithmetic and geometric sequences and
series; algebraic and trigonometric functions; and transformations among
graphical, tabular, and symbolic forms of functions;
(d) Geometry: geometric figures, their properties,
relationships, [ and ] the Pythagorean Theorem;
deductive and inductive reasoning; perimeter, area, and surface area of
two-dimensional and three-dimensional figures; coordinate and transformational
geometry; and constructions; [ and ]
(e) Probability and statistics: permutations and
combinations; experimental and theoretical probability; [ prediction;
data collection and ] graphical representations including
box-and-whisker plots; [ and data analysis and
interpretation for predictions; ] measures of center, [ spread
of data, variability, ] range, and normal distribution [ ;
and
(f) Computer science: terminology, simple programming,
and software applications ].
(2) Understanding of the sequential [ and
developmental ] nature of mathematics [ and
vertical progression of mathematical standards ].
(3) Understanding of the multiple representations of
mathematical concepts and procedures.
(4) Understanding of and the ability to use the five
processes - reasoning mathematically, solving problems, communicating
mathematics effectively, making mathematical connections, and using
mathematical [ models and ] representations - at
different levels of complexity.
(5) Understanding of the contributions of different
cultures toward the development of mathematics and the role of mathematics in
culture and society.
(6) Understanding of the [ role of
technology and the ability to appropriate ] use
[ of ] calculators and [ computers
technology ] in the teaching and learning of mathematics
[ , including virtual manipulatives ].
[ (7) Understanding of and the ability to use
strategies to teach mathematics to diverse learners. ]
c. History and social sciences.
(1) Understanding of the knowledge, skills, and processes
of history and the social sciences disciplines as defined in Virginia's
Foundation Blocks for Early Learning: Comprehensive Standards for
Four-Year-Olds and the Virginia Standards of Learning and how the standards
provide the necessary foundation for teaching history and social sciences,
including in:
(a) History.
(i) The contributions of ancient civilizations to modern
social and political institutions;
(ii) Major events in Virginia history from 1607 to the
present;
(iii) Key individuals, documents, and events in United
States history; and
(iv) The evolution of America's constitutional republic and
its ideas, institutions, and practices.
(b) Geography.
(i) The use of maps and other geographic representations,
tools, and technologies to acquire, process, and report information;
(ii) The relationship between human activity and the
physical environment in the community and the world; and
(iii) Physical processes that shape the surface of the
earth.
(c) Civics.
(i) The privileges and responsibilities of good citizenship
and the importance of the rule of law for the protection of individual rights;
(ii) The process of making laws in the United States and
the fundamental ideals and principles of a republican form of government;
(iii) The understanding that Americans are a people of
diverse ethnic origins, customs, and traditions, who are united by basic
principles of a republican form of government and a common identity as
Americans; and
(iv) Local government and civics instruction specific to
Virginia.
(d) Economics.
(i) The basic economic principles that underlie the United
States market economy;
(ii) The role of the individual and how economic decisions
are made in the market place; and
(iii) The role of government in the structure of the United
States economy.
(2) Understanding of the nature of history and social
sciences and how the study of the disciplines assists students in developing
[ critical thinking skills in helping them to understand
historical thinking, geographical analysis, economic decision-making, and
responsible citizenship by ]:
(a) [ The relationship between past and
present Using artifacts and primary and secondary sources to
understand events in history ];
(b) [ The use of primary sources such as
artifacts, letters, photographs, and newspapers Using geographic
skills to explain the interaction of people, places, and events to support an
understanding of events in history ];
(c) [ How events in history are shaped both
by the ideas and actions of people Using charts, graphs, and
pictures to determine characteristics of people, places, and events in history ];
(d) [ Diverse cultures and shared humanity
Asking appropriate questions and summarizing points to answer a question ];
[ (e) Civic participation in a democracy; and
(f) The relationship between history, literature, art,
and music.
(e) Comparing and contrasting people, places, and events in
history;
(f) Recognizing direct cause and effect relationships in
history;
(g) Explaining connections across time and place;
(h) Using a decision-making model to identify costs and
benefits of a specific choice made;
(i) Practicing good citizenship skills and respect for
rules and laws, and participating in classroom activities; and
(j) Developing fluency in content vocabulary and
comprehension of verbal, written, and visual sources. ]
d. Science.
(1) Understanding of the knowledge, skills, and [ processes
practices ] of the four core science disciplines [ of
Earth science, biology, chemistry, and physics ] as defined in
Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for
Four-Year-Olds and the Virginia Science Standards of Learning and how these
standards provide a sound foundation for teaching science in the elementary
grades.
(2) Understanding of the nature of science and scientific
inquiry, including the [ following ]:
(a) Function of research design and experimentation;
(b) Role and nature of the theory in explaining and
predicting events and phenomena;
(c) Practices required to provide empirical answers to
research questions, including data collection and analysis, modeling,
argumentation with evidence, and constructing explanations;
(d) Reliability of scientific knowledge and its constant
scrutiny and refinement;
(e) Self-checking mechanisms used by science to increase
objectivity, including peer review; and
(f) Assumptions, influencing conditions, and limits of
empirical knowledge.
(3) Understanding of the knowledge, skills, and [ processes
practices ] for [ conducting ] an active
elementary science program including the ability to:
(a) Design instruction reflecting the goals of the Virginia
Science Standards of Learning;
(b) Implement classroom [ , field, ] and
laboratory safety rules and procedures and ensure that students take
appropriate safety precautions;
(c) Conduct research projects and experiments, including
applications of the design process and technology;
(d) Conduct systematic field investigations using the
school grounds, the community, and regional resources;
(e) Organize key science content, skills, and practices
into meaningful units of instruction that actively engage students in learning;
(f) Design instruction to meet the needs of diverse
learners using a variety of techniques;
(g) Evaluate instructional materials, technologies, and
teaching practices;
(h) Conduct formative and summative assessments of student
learning;
(i) Incorporate instructional technology to enhance student
performance in science; and
(j) Ensure student competence in science.
(4) Understanding of the content, [ processes,
and ] skills [ , and practices ] of the
four [ core ] science areas, including Earth sciences,
biology, chemistry, and physics supporting the teaching of preK-6 science as
defined by the Virginia Science Standards of Learning and equivalent course
work reflecting each of the four core science areas.
(5) Understanding of the core scientific disciplines of
Earth science, biology, chemistry, and physics to ensure:
(a) The placement of the four core scientific disciplines
in an appropriate interdisciplinary context;
(b) The ability to teach the [ processes
skills, practices, ] and crosscutting concepts common to the
natural and physical sciences;
(c) The application of key science principles to solve
practical problems; and
(d) A "systems" understanding of the natural
world.
(6) Understanding of the contributions and significance of
science including:
(a) Its social, cultural, and economic significance;
(b) The relationship of science to mathematics, the design
process, and technology; and
(c) The historical development of scientific concepts and
scientific reasoning.
8VAC20-543-130. Middle education 6-8.
The program in middle education 6-8 with at least one area
of academic preparation shall ensure that the candidate has demonstrated the
following competencies:
1. Methods.
a. Understanding of the required knowledge, skills, and
processes to support learners in achievement of the Virginia Standards of
Learning for grades 6-8;
b. The use of appropriate methods, including direct
instruction and inquiry-based instructional methods, to help learners develop
knowledge and skills, sustain intellectual curiosity, and solve problems;
c. The ability to plan and teach collaboratively to
facilitate interdisciplinary learning;
d. The use of differentiated instruction and flexible
groupings to meet the needs of preadolescents at different stages of
development, abilities, and achievement;
e. The ability to utilize effective classroom and behavior
management skills through methods that build responsibility and self-discipline
and maintain a positive learning environment;
f. The ability to modify and manage learning environments
and experiences to meet the individual needs of preadolescents, including
children with disabilities, gifted children, and children [ with
limited proficiency in the English language who are English learners; ]
g. The ability to use formal and informal assessments to
diagnose needs, plan and modify instruction, and record student progress;
h. A commitment to professional growth and development
through reflection, collaboration, and continuous learning;
i. The ability to analyze, evaluate, apply, and conduct
quantitative and qualitative research;
j. The ability to use technology as a tool for teaching,
learning, research, and communication;
k. An understanding of how to apply a variety of school organizational
structures, schedules, groupings, and classroom formats appropriately for
middle level learners;
l. Skill in promoting the development of all students'
abilities for academic achievement and continued learning; and
m. The ability to use reading in the content area
strategies appropriate to text and student needs.
2. English.
a. [ Be proficient in the knowledge,
skills, and processes necessary for teaching writing, including the domains of
composing and written expression, usage and mechanics, and the writing process
of planning, drafting, revising, editing, and publishing;
a. b. ] Possession of the skills
necessary to teach the writing process, to differentiate among the forms of
writing (narrative, descriptive, informational, and persuasive), and to use
computers and other available technology;
[ b. c. ] Understanding of
and knowledge in grammar, usage, and mechanics and its integration in writing;
[ c. d. ] Understanding and
the nature and development of language and its impact on vocabulary development
and spelling;
[ d. e. ] Understanding of
and knowledge in techniques and strategies to enhance reading comprehension and
fluency;
[ e. f. ] Understanding of
and knowledge in the instruction of speaking, listening, collaboration, and
media literacy;
[ f. g. ] Knowledge of
varied works from current and classic young adult literature appropriate for
English instruction of fiction, nonfiction, and poetry; and
[ g. h. ] Skills necessary
to teach research techniques, including evaluating, organizing, crediting, and
synthesizing information.
3. History and social sciences.
a. Understanding of the knowledge, skills, and processes of
history and the social science disciplines as defined by the Virginia History
and Social Sciences Standards of Learning and how the standards provide the
foundation for teaching history and social sciences, including in:
(1) United States history.
(a) The evolution of the American constitutional republic
and its ideas, institutions, and practices from the colonial period to the
present; the American Revolution, including ideas and principles preserved in
significant Virginia and United States historical documents as required by §
22.1-201 of the Code of Virginia (the Declaration of American Independence; the
general principles of the Constitution of the United States; the Virginia
Statute of Religious Freedom; the charters of The Virginia Company of April 10,
1606, May 23, 1609, and March 12, 1612; and the Virginia Declaration of
Rights); and historical challenges to the American political system [ (i.e. ],
[ including ] slavery, the Civil War, emancipation, and
civil rights [ ) ];
(b) The influence of religious traditions on the American
heritage and on contemporary American society;
(c) The changing role of America around the world; the
relationship between domestic affairs and foreign policy; and the global
political and economic interactions;
(d) The influence of immigration on American political,
social, and economic life;
(e) Origins, effects, aftermath and significance of the two
world wars, the Korean and Vietnam conflicts, and the post-Cold War era;
(f) Social, political, and economic transformations in
American life during the 20th century; and
(g) Tensions between liberty and equality, liberty and
order, region and nation, individualism and the common welfare, and cultural
diversity and civic unity.
(2) World history.
(a) The political, philosophical, and cultural legacies of
ancient, American, Asian, African, and European civilizations;
(b) Origins, ideas, and institutions of Judaism,
Christianity, Hinduism, Confucianism and Taoism, and Shinto, Buddhist, and
Islamic religious traditions;
(c) Medieval society and institutions, relations with
Islam, feudalism, and the evolution of representative government;
(d) The social, political, and economic contributions of
selected civilizations in Africa, Asia, Europe, and the Americas;
(e) The culture and ideas of the Renaissance and the
Reformation, European exploration, and the origins of capitalism and
colonization;
(f) The cultural ideas of the Enlightenment and the
intellectual revolution of the 17th and 18th centuries;
(g) The sources, results, and influence of the American and
French revolutions;
(h) The social consequences of the Industrial Revolution
and its impact on politics and culture;
(i) The global influence of European ideologies of the 19th
and 20th centuries [ (liberalism, republicanism, social
democracy, Marxism, nationalism, Communism, Fascism, and Nazism) ];
and
(j) The origins, effects, aftermath, and significance of
the two world wars.
(3) Civics and economics.
(a) Essential characteristics of limited and unlimited
governments;
(b) Importance of the rule of law for the protection of
individual rights and the common good;
(c) Rights and responsibilities of American citizenship;
(d) Nature and purposes of constitutions and alternative
ways of organizing constitutional governments;
(e) American political culture;
(f) Values and principles of the American constitutional
republic;
(g) Structures, functions, and powers of local and state
government;
(h) Importance of citizen participation in the political
process in local and state government;
(i) Local government and civic instruction specific to
Virginia;
(j) Structures, functions, and powers of the national government;
and
(k) The structure and function of the United States market
economy as compared with other economies.
b. Understanding of the nature of history and social
sciences and how the study of these disciplines helps students go beyond
critical thinking skills to help them appreciate:
(1) The significance of the past to their lives and to
society;
(2) Diverse cultures and shared humanity;
(3) How things happen, how they change, and how human
intervention matters;
(4) The interplay of change and continuity;
(5) Historical cause and effect;
(6) The importance of individuals who have made a
difference in history and the significance of personal character to the future
of society;
(7) The relationship among history, geography, civics, and
economics; and
(8) The difference between fact and conjecture, evidence
and assertion, and the importance of framing useful questions.
4. Mathematics.
a. Understanding of the knowledge and skills necessary to
teach the Virginia Mathematics Standards of Learning and how curriculum may be
organized to teach these standards to diverse learners;
b. Understanding of a core knowledge base of concepts and
procedures within the discipline of mathematics, including the following
strands: number and number sense; computation and estimation; geometry and
measurement; statistics and probability; and patterns, functions, and algebra;
c. Understanding of the mathematics relevant to the content
identified in the Virginia Standards of Learning and how the standards provide
the foundation for teaching mathematics in the middle grades. Experiences with
practical applications and the use of appropriate technology and manipulatives
should be used within the following content:
(1) Number systems and their structure, basic operations,
and properties;
(2) Elementary number theory, ratio, proportion, and
percent;
(3) Algebra: fundamental idea of equality; operations with
monomials and polynomials; algebraic fractions; linear and quadratic equations
and inequalities and linear systems of equations and inequalities; radicals and
exponents; arithmetic and geometric sequences and series; algebraic and
trigonometric functions; and transformations among graphical, tabular, and
symbolic forms of functions;
(4) Geometry: geometric figures, their properties, relationships,
[ and ] the Pythagorean Theorem; deductive and inductive
reasoning; perimeter, area, and surface area of two-dimensional and
three-dimensional figures; coordinate and transformational geometry; and
constructions;
(5) Probability and statistics: permutations and
combinations; experimental and theoretical probability; data collection and
graphical representations, including box-and-whisker plots; data analysis and
interpretation for predictions; measures of center; spread of data, variability,
range, standard deviation, and normal distributions.
d. Understanding of the sequential nature of mathematics,
the vertical progression of mathematical standards, [ ]
and the mathematical structures inherent in the content strands;
e. Understanding of and the ability to use the five
processes - becoming mathematical problem solvers, reasoning mathematically,
communicating mathematically, making mathematical connections, and
representing, modeling and describing mathematical ideas, generalizations, and relationships
using a variety of methods [ - ] at different
levels of complexity;
f. Understanding of the contributions of various
individuals and cultures toward the development of mathematics and the role of
mathematics in culture and society;
g. Understanding of the major current curriculum studies
and trends in mathematics;
h. Understanding of the appropriate use of calculators and
technology and the ability to use graphing utilities in the teaching and
learning of mathematics, including virtual manipulatives;
i. Understanding of and the ability to select, adapt,
evaluate and use instructional materials and resources, including professional
journals and technology;
j. Understanding of and the ability to use strategies for
managing, assessing, and monitoring student learning, including diagnosing
student errors; and
k. Understanding of and the ability to use strategies to
teach mathematics to diverse adolescent learners.
5. Science.
a. Understanding of the knowledge, skills, and [ processes
practices ] of the [ four core science disciplines of ]
Earth [ , life, and physical sciences science,
biology, chemistry, and physics ] as defined in the Virginia
Science Standards of Learning and how these provide a sound foundation for
teaching science in the middle grades.
b. Understanding of the nature of science and scientific
inquiry, including:
(1) Function of research design and experimentation;
(2) Role [ and nature ] of
[ science the theory ] in explaining and
predicting events and phenomena; and
(3) [ Science skills of data analysis,
measurement, observation, prediction, and experimentation. Practices
required to provide empirical answers to research questions, including data
collection and analysis, modeling, argumentation with evidence, and constructing
explanations;
(4) Reliability of scientific knowledge and its constant
scrutiny and refinement;
(5) Self-checking mechanisms used by science to increase
objectivity, including peer review; and
(6) Assumptions, influencing conditions, and limits of
empirical knowledge. ]
c. Understanding of the knowledge, skills, and [ processes
practices ] for an active middle school science program, including
the ability to:
(1) Design instruction reflecting the goals of the Virginia
Science Standards of Learning;
[ (2) Conduct research projects and
experiments;
(3) (2) ] Implement [ classroom,
field, and laboratory ] safety rules and procedures and ensure that
students take appropriate safety precautions;
[ (3) Conduct research projects and experiments,
including applications of the design process and technology;
(4) Conduct systematic field investigations using the
school grounds, the community, and regional resources; ]
[ (4) (5) ] Organize key
science content [ , skills, and practices ] into
meaningful units of instruction [ that actively engage students in
learning ];
[ (5) (6) ] Adapt
instruction to diverse learners using a variety of techniques;
[ (6) (7) ] Evaluate
instructional materials, [ instruction technologies ],
and [ student achievement; and teaching practices;
(8) Conduct formative and summative assessments of student
learning; ]
[ (7) (9) ] Incorporate
instructional technology to enhance student performance [ in
science; and
(10) Ensure student competence in middle school science ].
d. Understanding of the content, processes, and skills of
the [ four core areas of science, including ] Earth
sciences, biology, chemistry, and physics supporting the teaching of middle
school science as defined by the Virginia Science Standards of Learning and
equivalent to academic course work in each of these [ four ]
core science areas.
e. Understanding of the core scientific disciplines
[ of Earth science, biology, chemistry, and physics ] to
ensure:
(1) The placement of science in an appropriate interdisciplinary
context;
(2) The ability to teach the [ skills, ]
[ processes practices, ] and [ organize
crosscutting ] concepts common to the natural and physical
sciences; [ and ]
(3) [ Student achievement in science.
The application of key principles in science to solve practical problems; and
(4) A "systems" understanding of the natural
world. ]
f. Understanding of the contributions and significance of
science to include:
(1) Its social [ and, ] cultural
[ , and economic ] significance;
(2) The relationship of science to [ mathematics,
the design process, and ] technology; and
(3) The historical development of scientific concepts and
scientific reasoning.
Article 3
PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements,
and Adult Education
8VAC20-543-140. Professional studies requirements for
preK-12 endorsements, special education, secondary grades 6-12 endorsements,
and adult education.
Professional studies requirements for preK-12
endorsements, special education, secondary grades 6-12 endorsements, and adult
education:
1. Human development and learning (birth through
adolescence).
a. Skills in this area shall contribute to an understanding
of the physical, social, emotional, speech and language, and intellectual
development of children and the ability to use this understanding in guiding
learning experiences and relating meaningfully to students.
b. The interaction of
children with individual differences - economic, social, racial, ethnic,
religious, physical, and [ mental cognitive ]
- should be incorporated to include skills contributing to an understanding
of developmental disabilities and developmental issues related [ , ]
but not limited to [ , ] low socioeconomic status
[ ,; ] attention deficit disorders
[ ,; ] developmental disabilities [ ,; ]
gifted education including the use of multiple criteria to identify gifted
students [ ,; ] substance abuse
[ ,; trauma, including ] child abuse, and
[ neglect, and other adverse childhood experiences; and ] family
disruptions.
2. Curriculum and instruction.
a. Skills in this area shall contribute to an understanding
of the principles of learning; the application of skills in discipline-specific
methodology; [ varied and ] effective [ methods
of ] communication with and among students; selection and use of
materials, including media and contemporary technologies; selection,
development, and use of appropriate curricula, methodologies, and materials
that support and enhance student learning and reflect the research on unique,
age-appropriate, and culturally relevant curriculum and pedagogy.
b. Understanding of the principles of online learning and
online instructional strategies and the application of skills to deliver online
instruction [ must shall ] be included.
c. Instructional practices that are sensitive to culturally
and linguistically diverse learners, including [ limited English
proficient students English learners ], gifted and
talented students, and students with disabilities, and appropriate for the
level of endorsement sought shall be included.
d. Teaching methods shall be tailored to promote student
academic progress and effective preparation for the [ Virginia ]
Standards of Learning assessments.
e. Methods of improving communication between schools and
families and ways of increasing family [ involvement
engagement ] in student learning at home and in school and the
Virginia Standards of Learning shall be included.
f. Demonstrated proficiency in the use of educational
technology for instruction shall be included.
g. [ Persons seeking initial licensure as
teachers and persons seeking licensure renewal as teachers for the first time
shall complete study Study ] in child abuse recognition
and intervention in accordance with curriculum guidelines developed by the
Virginia Board of Education in consultation with the Virginia Department of
Social Services [ that are relevant to the specific teacher
licensure routes and training or certification in emergency first
aid, cardiopulmonary resuscitation, and the use of automated external
defibrillators must be included ].
h. Curriculum and instruction for secondary grades 6-12
endorsements shall include middle and secondary education.
[ i ] Pre-student teaching experiences
[ ( or ] field experiences [ ) ]
should be evident within these skills. For preK-12, field experiences shall
be at the elementary, middle, and secondary levels.
3. Assessment of and for learning.
a. Skills in this area shall be designed to develop an
understanding and application of creating, selecting, and implementing valid
and reliable classroom-based assessments of student learning, including
formative and summative assessments. Assessments designed and adapted to meet
the needs of diverse learners [ must shall ]
be addressed.
b. Analytical skills necessary to inform ongoing planning
and instruction, as well as to understand and help students understand their
own progress and growth [ must shall ] be
included.
c. Skills also include the ability to understand the
relationships among assessment, instruction, and monitoring student progress to
include student performance measures in grading practices, the ability to
interpret valid assessments using a variety of formats in order to measure
student attainment of essential skills in a standards-based environment, and
the ability to analyze assessment data to make decisions about how to improve
instruction and student performance.
d. Understanding of state assessment programs and
accountability systems, including assessments used for student achievement goal
setting as related to teacher evaluation and determining student academic
progress [ , including knowledge of legal and ethical aspects of
assessment shall be included ].
e. [ Skills include Knowledge of
legal and ethical aspects of assessment and skills for ] developing
familiarity with assessments used in preK-12 education [ (e.g.
such as ], diagnostic, college admission exams, industry
certifications, placement assessments).
4. [ The Foundations of education
and the ] teaching profession.
a. Skills in this area shall be designed to develop an
understanding of the historical, philosophical, and sociological foundations
underlying the role, development, and organization of public education in the
United States.
b. Attention [ must shall ]
be given to the legal status of teachers and students, including federal and
state laws and regulations; school as an organization and culture; and
contemporary issues and current trends in education, including the impact of
technology on education. Local, state, and federal governance of schools,
including the roles of teachers and schools in communities, [ must
shall ] be included.
c. Professionalism and ethical standards, as well as
personal integrity must be addressed.
d. Knowledge and understanding of Virginia's Guidelines for
Uniform Performance Standards and Evaluation Criteria for Teachers [ must
shall ] be included.
5. Classroom and behavior management.
a. Skills in this area shall contribute to an understanding
of and application of research-based classroom and behavior management
techniques, classroom community building, positive behavior supports, and
individual interventions, including techniques that promote emotional
well-being and teach and maintain behavioral conduct and skills consistent with
norms, standards, and rules of the educational environment.
b. This area shall address diverse approaches based upon
[ culturally responsive ] behavioral, cognitive, affective,
social, and ecological theory and practice.
c. Approaches should support professionally appropriate
practices that promote positive redirection of behavior, development of social
skills, and self-discipline.
d. Knowledge and an understanding of various school crisis
management and safety plans and the ability to create a safe, orderly classroom
environment must be included. The link between classroom management and the
students' ages must be understood and demonstrated in techniques used in the
classroom.
6. [ Reading Language and
literacy ].
a. Adult education, preK-12, and secondary grades 6-12
[ - ] literacy in the content areas. Skills in this
area shall be designed to impart an understanding of vocabulary development and
comprehension skills in English, mathematics, science, history and social
sciences, and other content areas. Strategies include teaching students how to
ask effective questions, summarize and retell both verbally and in writing, and
listen effectively. Teaching strategies include literal, interpretive,
critical, and evaluative comprehension, as well as the ability to foster
appreciation of a variety of fiction and nonfiction texts and independent
reading for adolescent learners.
b. Special education - language acquisition and reading and
writing. Skills listed for these endorsement areas represent the minimum
competencies that a beginning teacher must be able to demonstrate. These skills
are not intended to limit the scope of a beginning teacher's program. Additional
knowledge and skills that add to a beginning teacher's competencies to deliver
instruction and improve student achievement should be included as part of a
quality learning experience.
(1) Language acquisition [ :.
] Skills in this area shall be designed to impart a thorough understanding
of the Virginia English Standards of Learning [ , ] as
well as the complex nature of language acquisition as a precursor to literacy.
Language acquisition shall follow the typical development of linguistic
competence in the areas of phonetics, semantics, syntax, morphology, phonology,
and pragmatics.
(2) Reading and writing [ :.
] Skills in this area shall be designed to impart a thorough understanding
of the Virginia English Standards of Learning [ , ] as
well as the reciprocal nature of reading and writing. Reading shall include
phonemic [ and other phonological ] awareness, concept
of print, phonics, fluency, vocabulary development, and comprehension
strategies. Writing shall include writing strategies and conventions as
supporting the composing and written expression and usage and mechanics
domains. Additional skills shall include proficiency in understanding the
stages of spelling development [ , and ] the
writing process, [ as well as ] and the ability to
foster appreciation of a variety of fiction and nonfiction texts and
independent reading.
7. Supervised clinical experiences. The supervised clinical
experiences shall be continuous and systematic and comprised of early field
experiences with a minimum of 10 weeks of [ successful ] full-time
student teaching under the supervision of a cooperating teacher with
demonstrated effectiveness in the classroom. The summative supervised student
teaching [ experience shall be in the endorsed area sought and
under the supervision of a cooperating teacher with demonstrated effectiveness
in the classroom. The summative supervised student teaching ] experience
shall include at least 150 clock hours spent in direct teaching at the level of
endorsement [ in a public or accredited nonpublic school ].
If a preK-12 endorsement is sought, teaching activities
shall be at the elementary and middle or secondary levels. Individuals seeking
the endorsement in library media shall complete the supervised school library
media practicum in a school library media setting. Individuals seeking an
endorsement in an area of special education shall complete the supervised
student teaching experience requirement in the area of special education for
which the endorsement is sought. One year of successful full-time teaching
experience in the endorsement area in any public school or accredited nonpublic
school may be accepted in lieu of the supervised student teaching experience. A
fully licensed, experienced teacher shall be available in the school building to
assist a beginning teacher employed through the alternate route.
8VAC20-543-150. Adult education.
The program in adult education shall ensure that the
candidate has demonstrated the following competencies:
1. [ Foundations of adult education;
2. ] Understanding of the nature or psychology
of the adult learner or adult development;
[ 2. 3. ] Understanding of
the knowledge, skills, and processes needed for the selection, evaluation, and
instructional applications of the methods and materials for [ adult
basic skills adults to become college and career ready ] including:
a. Curriculum development in adult basic education or
[ general educational development (GED) high school
equivalency ] instruction;
b. [ Beginning reading for adults
Literacy skills for adults ];
c. [ Beginning mathematics for adults;
Numeracy skills for adults; and ]
d. [ Reading comprehension for adult
education; Workforce skills for adults. ]
[ e. Foundations of adult education; and
f. Other adult basic skills instruction.
3. 4. ] Understanding of and
proficiency in grammar, usage, and mechanics and their integration in writing;
[ 4. 5. ] Understanding of
and proficiency in [ pedagogy andragogy ] to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes; and
[ 5. 6. ] One semester of
supervised successful full-time, or an equivalent number of hours of part-time,
experience teaching adults.
8VAC20-543-160. Adult English as a second language (add-on
endorsement).
The program in adult English as a second language shall
ensure that the candidate holds an active license with a teaching endorsement
or endorsements issued by the Virginia Board of Education and has demonstrated
the following competencies:
1. Knowledge in the growth and development of the adult
learner;
2. Knowledge [ of teaching methods and
materials in adult English as a second language in methods and
materials in the teaching of English to adult speakers of other languages ];
3. [ Knowledge in adult language acquisition
Skills in the teaching of reading and writing to include (i) the five areas of
reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text
comprehension; (ii) similarities and differences between reading in a first
language and reading in a second language; and (iii) a balanced literacy
approach; ]
4. Knowledge [ of assessment methods in
adult English as a second language instruction in adult second
language acquisition ];
[ 5. Knowledge of assessment methods in instruction of
English to adult speakers of other languages; ]
[ 5. 6. ] Skills in teaching
the adult learner;
[ 6. 7. ] Understanding of
the effects of sociocultural variables in the instructional setting;
[ 7. 8. ] Skills in teaching
a variety of adult learning styles;
[ 8. 9. ] Proficiency in
cross-cultural communication;
[ 9. 10. ] Proficiency in
speaking, listening, and reading;
[ 10. 11. ] Understanding of
and proficiency in grammar, usage, and mechanics and their integration in
writing; and
[ 11. 12. ] Understanding of
and proficiency in [ pedagogy andragogy ] to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-170. Career and technical education –
agricultural education.
The program in agricultural education shall ensure that
the candidate has demonstrated the following competencies:
1. Understanding of the importance and relationship of and
contribution to the agricultural industry to the community, state, nation, and
global economy including:
a. Knowledge of the fundamental historical foundation of
the state and national agricultural industry;
b. Knowledge of contemporary components of the United
States food and fiber system; and
c. Knowledge of the career opportunities in agriculture and
related fields.
2. Applying the knowledge, skills, and processes involved
in plant and soil sciences, including:
a. Production, use, and marketing of row crops, specialty
crops, forage crops, fruits, small grains, vegetables, and cereal crops; and
b. Soil and water management.
3. Applying the knowledge, skills, and processes involved
in the production, management, and marketing of animals, including:
a. Production of cattle, swine, poultry, dairy cows, sheep,
aquaculture species, goats, and horses; and
b. Care and management of horses and small companion
animals.
4. Applying knowledge, skills, and processes involved in
agricultural mechanics and technology, including:
a. Set up safe operation, repair, and maintenance of
equipment, tools, and measuring devices used in agriculture;
b. Knowledge of energy transfer systems used in
agriculture;
c. Knowledge of properties of metals used in tools and
equipment; and
d. Knowledge of alternative energy sources, fuels, and
lubricants from agricultural and natural resources.
5. Understanding of agricultural economics, including the
various markets, international trade, government policies, and the operation
and management of various agricultural businesses.
6. Applying the knowledge, skills, and processes involved
in natural resources, including:
a. Care, management, and conservation of soil, air, water,
energy, and wildlife; and
b. Production and management of the forest.
7. Understanding the relationship of agriculture to
community resource and partnership development, including:
a. Local agricultural program advisory committees;
b. Adult education programs;
c. Agricultural enterprises;
d. Student work-based learning opportunities;
e. Public and private programs and resources; and
f. Civic organizations.
8. Implementing classroom management techniques and
pedagogical knowledge necessary to:
a. Understand the biological, physical, chemical, and
applied sciences to practical solutions of agricultural problems;
b. Teach agricultural competencies needed by secondary
students to be successful in continuing their education and entering a related
career pathway;
c. Develop effective leadership skills through the Future
Farmers of America (FFA) student organization as an integral part of
instruction; and
d. Apply knowledge and skills for the administration of the
agricultural program, including managing budgets, maintaining student performance
records and equipment inventories.
9. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
10. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
11. Understanding of and proficiency in the use of
instructional technologies.
12. Demonstrating and integrating workplace readiness skills
in the classroom and real-world activities.
13. Ability to plan, deliver, and manage work-based
learning methods of instruction such as internship, job shadowing, cooperative
education, mentorship, service learning, clinical, and youth apprenticeship.
8VAC20-543-180. Career and technical education – business
and information technology.
The program in business and information technology shall
ensure that the candidate has demonstrated the following competencies:
1. Knowledge, skills, and principles of manual and
automated accounting, including:
a. Accounting concepts, terminology, and applications;
b. Accounting systems;
c. The basic accounting cycle of source documents,
verifications, analyzing, recording, posting, trial balances, and preparing
financial statements; and
d. Use of accounting computer software to automate
accounting tasks.
2. Knowledge and skills in economics, including:
a. Basic economic concepts and structures;
b. The role of producers and consumers in a market economy;
c. The price system;
d. The many factors that may affect income;
e. [ A The ] nation's
economic goals, including full employment, stable prices, and economic growth;
f. The nation's finance system;
g. How monetary and fiscal policy influence employment,
output, and prices;
h. The role of government in a market economy;
i. The global economy; and
j. Distinguishing between trade deficit and trade surplus.
3. Knowledge of the foundations of business selected from
the following areas:
a. Business law.
(1) Ability to recognize the legal requirements affecting
business organization; and
(2) Ability to apply legal principles to business
situations.
b. Business principles.
(1) Ability to identify, explain, and apply contemporary
business principles;
(2) Ability to identify and explain the advantages and
disadvantages of various business organizational structures; and
(3) Knowledge of the foundations of international business,
the global business environment, international business communications, and
global business ethics.
c. Management. Understanding and analyzing of basic
management functions, tools, theories, and leadership styles to explore and
solve problems in business organizations, economics, international business,
and human relations issues.
d. Marketing and entrepreneurship.
(1) Understanding of basic marketing concepts in sales
techniques, advertising, display, buying, wholesale and retail, distribution,
service occupations, market analysis, warehousing, and inventory control; and
(2) Understanding of the unique characteristics of an
entrepreneur and the knowledge and skills necessary for an entrepreneurial
venture.
e. Finance.
(1) Knowledge about and skills in the areas of managing
personal finance and budgeting, saving and investing, buying goods and
services, banking and financial institutions, and earning and reporting income
needed for sound financial decision making; and
(2) Understanding of the basic concepts of economics,
insurance, credit, consumer skills, and other related topics.
4. Knowledge and skills in
all of the following communications and information technologies:
a. Communications.
(1) Ability to communicate in a clear, courteous, concise,
and correct manner for personal and professional purposes through the
foundations of listening, writing, reading, speaking, nonverbal cues, and
following written and oral directions;
(2) Ability to use information systems and technology to
expedite and enhance the effectiveness of communications and
telecommunications; and
(3) Ability to gather, evaluate, use, and cite information
from information technology sources.
b. Impact of technology on society and the individual
[ ( or ] digital citizenship [ ) ].
Knowledge to assess the impact of information technology on society.
c. Computer architecture. Ability to describe current and
emerging computer architecture; configure, install, and upgrade hardware; and
diagnose and repair hardware problems.
d. Operating systems, environments, and utilities. Ability
to identify, evaluate, select, install, use, upgrade, customize, and diagnose
and solve problems with various types of operating systems, environments, and
utilities.
e. Application software [ (e.g. ],
[ such as ] word processing; database; spreadsheet;
graphics; web design; desktop, presentation, multimedia, and imaging; and
emerging technologies [ ) ].
(1) Ability to identify, evaluate, select, install, use,
upgrade, and customize application software; and
(2) Ability to diagnose and solve problems resulting from
an application software's installation and use.
f. Input technologies. Ability to use input devices and
technologies [ (e.g. ], [ such as ]
touch keyboarding, speech recognition, handwriting recognition, hand-held
devices, touch screen or mouse, scanning, and other emerging input technologies
[ ) ] to enter, manipulate, and format text and
data.
g. Database management systems. Ability to use, plan,
develop, and maintain database management systems. Ability to diagnose and
solve problems using database management systems.
h. Programming and application development. Ability to help
students design, develop, test, and implement multi-platform [ (e.g. ],
[ such as ] mobile, different operating systems [ ) ]
programs that solve business problems.
i. Networking and communications infrastructures.
(1) Facilitate students' development in the skills to
design, deploy, and administer networks and communications systems;
(2) Facilitate students' ability to use, evaluate, and
deploy communications and networking applications; and
(3) Facilitate students' ability to analyze networks for
security vulnerabilities and develop and deploy appropriate security plans and
applications.
j. Information management.
(1) Ability to plan the selection and acquisition of
information technologies (hardware and software);
(2) Ability to instruct students in the development of
technical and interpersonal skills and knowledge to support the user community;
and
(3) Ability to describe, analyze, develop, and follow
policies for managing privacy and ethical issues in organizations and in a
technology-based society.
k. Web development and multimedia;
(1) Ability to instruct students in the design and
development of web applications based on industry standards and principles of
good design;
(2) Ability to instruct students in the design and
development of multimedia applications; and
(3) Ability to design and develop multimedia and web-based
applications for multiple operating systems and environments [ (
, such as ] mobile, desktop, cloud [ ) ].
l. Project management.
(1) Understand the components of project management and its
importance to business and information technology [ .;
and ]
(2) Use project management tools to coordinate information
technology, business, or related projects and manage teamwork.
5. Knowledge and skills necessary to teach leadership
skills, organize and manage an effective co-curricular student organization,
and implement the organization's activities as an integral part of instruction.
6. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
7. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8. Knowledge and skills necessary to apply basic
mathematical operations to solve business problems.
9. Demonstration and integration of workplace readiness
skills in the classroom and real-world activities.
10. Ability to plan, deliver, evaluate, and manage work-based
learning methods of instruction such as internship, job shadowing, cooperative
education, mentorship, service learning, clinical, and youth apprenticeship.
8VAC20-543-190. Career and technical education – family and
consumer sciences.
The program in family and consumer sciences shall ensure
that the candidate has demonstrated the following competencies:
1. Knowledge of the human growth and developmental
processes throughout the lifespan, including infancy, childhood,
preadolescence, adolescence, adulthood and aging, and in creating and
maintaining an environment in which family members develop and interact as
individuals and as members of a group;
2. Knowledge of the decision-making processes related to
housing, furnishings, and equipment for individuals and families with attention
given to special needs and the diversity of individuals;
3. The ability to plan, purchase, and prepare food choices
that promote nutrition and wellness and safety and sanitation;
4. Knowledge of the management of resources to achieve
individual and family goals at different stages of the life span and the family
life cycle;
5. Knowledge of the sociological, psychological, and
physiological aspects of apparel and textiles for individuals and families;
6. Knowledge of the management of families, community,
work, and their interrelationships;
7. Knowledge of occupational skill development and career
planning;
8. Knowledge of the use of critical science and creative
skills to address problems in diverse family, community, and work environments;
9. Knowledge and skills necessary to teach leadership,
communication, interpersonal problem-solving, and ethical decision-making
skills;
10. The ability to plan, develop, teach, supervise, and
evaluate programs in occupational programs at the secondary, postsecondary, and
adult levels;
11. The ability to organize and implement Family, Career,
and Community Leaders of America (FCCLA) programs as an integral part of
classroom instruction;
12. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing;
13. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes;
14. Demonstrate and integrate workplace readiness skills in
the classroom and real-world activities; and
15. Ability to plan, deliver, and manage work-based
learning methods of instruction such as internship, job shadowing, cooperative
education, mentorship, service learning, clinical, and youth apprenticeship.
8VAC20-543-200. Career and technical education – health and
medical sciences.
The program in health and medical sciences shall ensure
that the candidate has demonstrated the following competencies:
1. Knowledge of teaching methods.
a. Instructional planning - ability to determine the needs
and interests of students;
b. Organizing instruction - ability to prepare teacher-made
instructional materials for clinical laboratory experience;
c. Instructional execution - ability to use techniques for
simulating patient care and demonstrating manipulative skills;
d. Application of technology in the classroom; and
e. Instructional evaluation - ability to determine grades
for students in classroom and clinical settings.
2. Knowledge of program management.
a. Planning - ability to organize an occupational advisory
committee;
b. Curriculum development - ability to keep informed of
current curriculum content and patient care practices;
c. Planning and organizing teaching and occupational
laboratory for laboratory simulations and demonstrations;
d. Understanding of the process for issuing credentials for
health workers;
e. Understanding of the health care industry; and
f. Evaluation - ability to conduct a student follow-up
study.
3. Knowledge and skills necessary to teach leadership
skills, organize and manage an effective co-curricular student organization,
and implement the organization's activities as an integral part of instruction.
4. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
5. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
6. Demonstrate and integrate workplace readiness skills in
the classroom and real-world activities.
7. Ability to plan, deliver, evaluate, and manage
work-based learning methods of instruction such as internship, job shadowing,
cooperative education, mentorship, service learning, clinical, and youth
apprenticeship.
8VAC20-543-210. Career and technical education – marketing
education.
The program in marketing shall ensure that the candidate
has demonstrated the following competencies:
1. Knowledge of marketing processes and the environment;
management and supervision; economics; merchandising and operations;
advertising and promotion; sales and selling; communication theory and
techniques; consumer behavior; international [ ( or ]
global [ ) ] marketing; finance; accounting
or marketing mathematics; and technology applications through a variety of
educational and work experiences;
2. Knowledge of skills and principles common across the
marketing pathways: channel management; marketing-information management;
market planning; pricing; product and service management promotion; and
selling;
3. Ability to plan, develop, and administer a comprehensive
marketing program for high school students and adults;
4. Ability to organize and use a variety of instructional
methods and techniques for teaching youths and adults;
5. Ability to conduct learning programs that include a
variety of career objectives and recognize and respond to individual
differences in students;
6. Ability to assist learners of different abilities in
developing skills needed to qualify for further education and employment;
7. Knowledge of occupational skill development and career
planning for opportunities in marketing, merchandising, hospitality, and
management;
8. Knowledge and skills necessary to teach leadership
skills, organize and manage an effective co-curricular student organization
[ ( , such as ] DECA [ ) ]
and implement the organization's activities as an integral part of
instruction;
9. Application of and proficiency in grammar, usage, and
mechanics and their integration in writing;
10. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes;
11. Application of and proficiency in instructional
technology and current technological applications as these relate to marketing
functions;
12. Demonstration and integration of workplace readiness
skills in the classroom and real-world activities;
13. Ability to plan, deliver, and manage work-based
learning methods of instruction, such as [ : ] internship,
job shadowing, cooperative education, mentorship, service learning, clinical,
and youth apprenticeship; and
14. Ability to apply mathematical operations to solve
marketing problems.
8VAC20-543-220. Career and technical education – technology
education.
The program in technology education shall ensure that the
candidate has demonstrated the following competencies:
1. Understanding the nature of technology, including
knowledge of the [ following ]:
a. Characteristics and scope of technology;
b. Core concepts of physical, biological, and informational
technologies; and
c. Relationships among technologies, including the natural
intersects between science, technology, engineering, and mathematics (STEM) and
other fields.
2. Understanding the relationships between technology and
society, including the [ following ]:
a. Sociocultural, political, and economic influences of
technology;
b. Local and global effects of technological products and
systems on the environment;
c. Role that society plays in the use and development of
technology; and
d. Influence of technology on human history.
3. Comprehension and utilization of engineering design,
including the [ following ]:
a. Attributes of technological design;
b. Role of constraints, optimization, and predictive
analysis in engineering design;
c. Requirement of problem-solving, critical thinking, and
technical writing skills; and
d. Intentional integration of mathematics and science
concepts and practices.
4. Ability to succeed in a technological world, including a
capacity to:
a. Employ the design process in the engineering of
technological products and systems;
b. Determine and control the behavior of technological
products and systems;
c. Use and maintain technological products and systems; and
d. Assess the impacts and consequences of technological
products and systems.
5. Ability to select and use the major physical,
biological, and informational technologies of the designed world, including the
[ following ]:
a. Principles and processes characteristic of contemporary
and emerging transportation, manufacturing, and construction technologies,
inclusive of research, engineering design and testing, planning, organization,
resources, and modes of distribution;
b. Range of enabling technologies that utilize fundamental
biological principles and cellular processes characteristic of traditional and
modern biotechnical technologies, including research, design-based engineering
and testing of agricultural products, biotechnical systems, and associated
medical technologies;
c. Purpose, processes, and resources involved with
creating, encoding, transmitting, receiving, decoding, storage, retrieval, and
understanding of information data using communication systems in a global
information society; and
d. Concept, laws, forms, and characteristics of energy as a
fundamental requirement of the technological world, inclusive of the resultant
power and work requisites, both renewable and nonrenewable, of the tools,
machines, products, and systems within.
6. Knowledge, skills, and processes required for teaching
in a STEM laboratory environment, including:
a. Laboratory safety rules, regulations, processes, and
procedures;
b. Ability to organize content and practices into effective
instructional units;
c. Ability to deliver instruction to diverse learners;
d. Ability to evaluate student achievement, curriculum
materials, instructional strategies, and teaching practices;
e. Ability to incorporate new and emerging instructional
technologies to enhance student performance across the varied domains of
knowledge - cognitive, affective, and psychomotor; and
f. Ability to convey the concepts and procedures for
developing a learner's technological literacy specifically and integrative STEM
literacy in general.
7. Demonstration of the knowledge, abilities, and capacity
necessary to teach leadership skills, organize and manage an effective
co-curricular student organization, and implement the organization's activities
as an integral part of instruction.
8. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in formal technical writing.
9. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
10. Demonstrate and integrate workplace readiness skills in
the classroom and real-world activities.
11. Ability to plan, deliver, evaluate, and manage
work-based learning methods of instruction such as internship, job shadowing,
cooperative education, mentorship, service learning, clinical, and youth
apprenticeship.
8VAC20-543-230. Career and technical education – trade and
industrial education.
The program in trade and industrial education shall ensure
that the candidate has demonstrated the following competencies:
1. Understanding of industrial education and its role in
the development of technically competent, socially responsible, and culturally
sensitive individuals with potential for leadership in skilled technical work
and professional studies;
2. Understanding of and the ability to relate experiences
designed to develop skills in the interpretation and implementation of
industrial education philosophy in accordance with changing demand;
3. The knowledge and experience of systematically planning,
executing, and evaluating individual and group instruction;
4. Knowledge of the competencies necessary for effective
organization and management of laboratory instruction;
5. Knowledge of the competencies necessary for making
physical, social, and emotional adjustments in multicultural student-teacher
relationships;
6. Knowledge of the competencies necessary for developing
and utilizing systematic methods and instruments for appraising and recording
student progress in the career and technical educational classroom;
7. Knowledge of the ability to provide technical work
experience through cooperative education or provide a method of evaluating
previous occupational experience commensurate with the minimum required
standard;
8. Knowledge of the competencies and industry credentials
necessary to assist students in job placement and in otherwise bridging the gap
between education and work;
9. Understanding of the awareness of the human relations
factor in industry, with emphasis on the area of cooperation among labor,
management, and the schools;
10. Knowledge of the teacher's role in the school and
community;
11. Understanding of the content, skills, and techniques
necessary to teach a particular trade area;
12. Knowledge of the competencies necessary to organize and
manage an effective student organization;
13. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing;
14. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes;
15. Demonstration and integration of work place readiness
skills in the classroom and real-world activities; and
16. Understanding of the planning, delivery, and management
of work-based learning methods of instruction such as internship, job
shadowing, cooperative education, mentorship, service learning, clinical, and
youth apprenticeship.
8VAC20-543-240. Career and technical education – transition
and special needs (add-on endorsement).
The transition and special needs (add-on endorsement)
shall ensure that the candidate holds an active license with a teaching
endorsement or endorsements issued by the Virginia Board of Education and has
demonstrated the following competencies:
1. Knowledge of special needs and transition programs and
services, characteristics of students who are disadvantaged, disabled,
[ and ] gifted, and individuals with barriers to
educational achievement and employment, including individuals with [ limited
English proficiency who are English learners ].
2. Knowledge of program development, implementation, and
evaluation.
3. Basic understanding of cultural issues pertaining to
employment and postsecondary education and training.
4. Understanding of the federal and state laws and
regulations pertaining to special education, rehabilitation, and the American
with Disabilities Act (42 USC § [ ] 12101 et
seq.).
5. Understanding and demonstration of the integration of
instructional methods, resources, and transition programs for targeted
populations in career and technical education, including:
a. Use of learning and teaching styles to plan and deliver
differentiated instruction and differentiated assessment;
b. Knowledge of age appropriate assessments;
c. Use of assessment results to plan individual instruction
strategies and assist with long-range and short-term planning;
d. Understanding of required skills that demonstrate
college and career readiness;
e. Ability to plan and manage a competency-based education
system;
f. Ability to adapt and modify curriculum materials and
utilize Universal Design for Learning Principles to meet special student needs;
g. Use of a variety of classroom and behavior management techniques
to develop an enhanced learning environment, behavior change techniques, and
individual and group instruction;
h. Use of different processes to improve collaboration and
develop partnerships with colleagues, parents, and the community to include service
agencies and businesses; and
i. Ability to plan learning experiences that prepare
individuals for transition to more advanced education and career development
options.
6. Ability to develop, plan, deliver, and manage work-based
learning methods of instruction such as community-based instruction,
internship, job shadowing, cooperative education, mentorship, service learning,
clinical, and youth apprenticeship.
7. Understanding and application of strategies for enabling
students to learn all aspects of particular industries - planning, management,
finances, technical and production skills, labor and community issues, health
and safety, environmental issues, and the technology associated with the
specific industry.
8. Ability to articulate career and life planning
procedures, transitioning processes and procedures, and career-search
techniques.
9. Application of and proficiency in grammar, usage, and
mechanics and their integration in writing.
10. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
11. Ability to use a variety of technologies to deliver
instruction and media to students, parents, teachers, and community partners.
12. Demonstration and integration of workplace readiness
skills in the classroom and real-world activities.
13. Demonstrate person-centered planning skills.
8VAC20-543-250. Computer science.
The program in computer science shall ensure that the
candidate has demonstrated the following competencies:
1. Understanding of mathematical principles that are the
basis of many computer applications;
2. Knowledge of the functions, capabilities, and
limitations of computers and computer systems;
3. Knowledge of the ethical, moral, and legal issues
associated with applications in programming and computer science;
4. Knowledge of programming in at least two widely used
programming languages, including definition, structure, and comparison;
[ 5. Knowledge of programming languages including
definition, design, comparison, and evaluation;
6. 5. ] Knowledge of computers
and computer systems and their applications;
[ 7. 6. ] Knowledge of data
structures and algorithms;
[ 8. 7. ] Understanding of
and proficiency in grammar, usage, and mechanics and their integration in
writing; and
[ 9. 8. ] Understanding of
and proficiency in pedagogy to incorporate writing as an instructional and
assessment tool for candidates to generate, gather, plan, organize, and present
ideas in writing to communicate for a variety of purposes.
8VAC20-543-260. Dance arts preK-12.
The program in dance arts shall ensure that the candidate
has demonstrated the following competencies:
1. Understanding of the knowledge, skills, and processes of
the dance arts discipline as defined in the Virginia Standards of Learning and
how they provide a foundation needed to teach dance arts.
2. Understanding of the knowledge, skills, and processes
for teaching dance arts to meet the developmental levels and academic needs of
students in preK-12, including the following:
a. Knowledge of and experience in planning, developing,
administering, and evaluating a program of dance arts education;
b. Knowledge and understanding for teaching dance arts,
including performance, creation, and production; dance history and cultural
context; analysis, evaluation, and critique; and aesthetics;
c. Ballet, folk, jazz, and modern dance with an area of
concentration in one of these areas;
d. Scientific foundations, including human anatomy,
kinesiology, and injury prevention and care for dance arts;
e. The relationship of dance arts and culture and the
influence of dance on past and present cultures;
f. Knowledge and understanding of technological and
artistic copyright laws;
g. Knowledge and understanding of classroom management and
safety, including performance and studio [ and use of toxic art
materials in various aspects of dance arts production, performance, and the
classroom ];
h. Knowledge of a variety of instructional and assessment
strategies to foster, support, and enhance student dance arts learning;
i. Knowledge and understanding of technology, with
applications for instruction, resources, artistic expression, administration,
assessment, and communication;
j. Knowledge and understanding of appropriate and sensitive
attention to diversity and cultural understanding;
k. Knowledge of related areas of the fine arts, such as
music, theatre arts, and the visual arts; and
l. Observation and student teaching experiences at the
elementary, middle, and secondary levels.
3. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
4. Understanding of and proficiency in pedagogy to incorporate
writing as an instructional and assessment tool for candidates to generate,
gather, plan, organize, and present ideas in writing to communicate for a
variety of purposes.
8VAC20-543-270. Driver education (add-on endorsement).
The program in driver education shall ensure that the
candidate holds an active license with a teaching endorsement or endorsements
issued by the Virginia Board of Education and has demonstrated the following
competencies:
1. Basic understanding of the administration of a driver education
program as required by § 22.1-205 of the Code of Virginia and the
Administrative Guide for Driver Education in Virginia 2010 (http://www.doe.virginia.gov/instruction/driver_education/curriculum_admin_guide/index.shtml)
including:
a. [ Coordination Coordinating ]
and scheduling of classroom and in-car instruction;
b. [ The Understanding the ]
Board of [ Education Education's ] and
the Department of Motor Vehicle's regulations governing driver education
programs;
c. [ Student safety and other legal
liability issues Managing student safety using route and lesson
planning, appropriate training techniques, driving environments, speed, driving
experiences, and constant monitoring ];
d. [ The Administering the ]
juvenile licensing process;
e. Highway traffic safety and the driver licensing laws in
the Code of Virginia;
f. Vehicle procurement [ , ] maintenance
and safety equipment requirements;
g. The Department of Education's and the Department of
Motor Vehicle's juvenile licensing forms;
h. Monitoring and oversight procedures that ensure the
approved program meets state curriculum objectives, goals, and learning
outcomes; the classroom and in-car hour requirements; and teachers have valid
Virginia driver's licenses, acceptable driving records, and meet teacher
licensure [ and/or and ] in-car
instructor training requirements;
i. Promoting parent involvement;
j. Providing opportunities for ongoing professional
development; and
k. Integrating classroom and in-car instruction when
possible to maximize transfer of skills.
2. Understanding of knowledge, skills, and processes of
classroom driver education instruction including:
a. Traffic laws, signs, signals, pavement markings, and
right-of-way rules;
b. Licensing procedures and other legal responsibilities
associated with the driving privilege and vehicle ownership;
c. [ The Ability to explain the ]
effect of speed and steering on vehicle balance and control;
d. [ Communicating and interacting with
Knowledge of performance characteristics of ] other highway users
[ and ability to apply problem-solving skills to minimize risks with ]
(pedestrians, animals, motorcycles, bicycles, trucks, buses, trains,
trailers, motor homes, ATVs, and other recreational users) [ in
a positive manner ];
e. [ Managing of Facilitating
students' ability to manage ] time, space, and visibility,
[ and ] using perceptual skills [ in
the, and a ] risk management process;
f. [ Alcohol Ability to identify
and analyze the physiological, psychological, cognitive, and economic
consequences associated with alcohol ] and other drug use;
g. [ Passive Understanding proper
use of vehicle occupant ] protective devices and [ active
restraint systems analyzing how they can reduce injury severity and
increase collision survival ];
h. [ Vehicle controls, vehicle maintenance,
vehicle functions, and vehicle malfunctions Recognizing how regular
preventive maintenance reduces vehicle malfunctions and the warning signs that
indicate the need for maintenance, repair, or replacement ];
i. [ Consequences Recognizing the
consequences ] of aggressive driving, [ road rage, ]
fatigue, distracted driving, and other physical, social, and psychological
influences that affect [ the ] driver
[ behavior and performance ];
j. [ Natural laws and environmental factors
that influence the decision-making process Understanding of ]
the effects of momentum, gravity, and inertia on vehicle control and
balance, and the relationship between kinetic energy and force of impact ];
k. [ Adverse driving conditions and handling
emergencies Ability to evaluate emergency-response strategies to
avoid or reduce the severity of a collision in high-risk driving situations,
and how technological advancements in intelligent handling and stability
control systems affect driving practices ];
l. [ Planning a safe trip
Knowledge about map-reading and trip planning technologies and evaluating
personal transportation needs and their impact on the environment ];
m. [ Differentiating Ability to
differentiate ] instruction based on a continuous learning cycle;
n. [ Using Knowledge of ]
assessments that foster student learning to inform decisions about
instruction; and
o. Using new and emerging instructional technology and
media effectively to enhance learning.
3. Understanding of knowledge, skills, and processes of the
laboratory phase of instruction including:
a. [ Simulation Utilizing
simulation ] and other instructional technologies;
b. [ Multiple car Managing a
multiple-car ] range;
c. [ Route planning and preparing for
Designing ] sequential instructional performances that lead to
effective habit formation;
d. Providing clear, concise instructions when describing
the critical elements of a driving skill;
e. Correctly using occupant restraints and protective
devices;
f. [ The Understanding the ]
role of the driver and the observer;
g. Using commentary driving to determine visual search
skills needed to identify and make risk-reducing decisions for safe speed and
position;
h. Using reference points to gauge vehicle position and
execute maneuvers with precision;
i. Selecting vehicle position to communicate or establish
line of sight to targets;
j. Balancing vehicle movement through precise and timely
steering, braking, and accelerating to manage vehicle weight transfer;
k. Applying visual search skills to manage risks in low,
moderate, and high-risk driving environments;
l. Adjusting speed and space to communicate and reduce
risks to avoid conflicts;
m. Preventing, detecting, and managing vehicle traction
loss in simulated and adverse driving conditions;
n. Using vehicle braking, traction, and stability
technologies;
o. Recognizing environmental factors that influence vehicle
control;
p. Applying space management strategies to the front and
sides and monitoring space to the rear;
q. Understanding the consequences of speed selection;
r. Dividing mental attention between intended path of
travel and other tasks;
s. Demonstrating basic and evasive maneuvers and off-road
recovery;
t. Recognizing understeer and oversteer, and the effects of
traction, gravity, inertia and momentum on vehicle handling and control;
u. Controlling vehicle from instructor's seat;
v. Interacting with other roadway users in a positive
manner;
w. Using manual transmission;
x. Developing precision in the use of skills, processes,
and habits for approach to intersection, curves, turns, parking, turnabouts,
backing, lane change, passing and being passed, getting on and off highways,
and responding to emergencies;
y. Administering the driver's license road skills test and
issuing the six-month temporary provisional license; and
z. Completing a debriefing with a parent or guardian that
includes a reminder that the parent must ultimately determine readiness for a
driver's license.
4. Guiding parents to provide meaningful guided practice
including:
a. Understanding the juvenile licensing laws and the
parents' role in the juvenile licensing process;
b. Determining the readiness of the child to begin learning
how to drive in a car;
c. Planning and supervising the learner's permit
experience;
d. Keeping a record of the meaningful supervised driving
hours; and
e. Adopting a written agreement with the child that
reflects expectations, defines rules and consequences, and allows the parents
to progressively grant broader driving privileges.
5. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
6. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-280. Engineering.
The program in engineering shall ensure that the candidate
[ demonstrates has demonstrated ] the
following competencies:
1. Understanding of the knowledge, skills, and processes of
the engineering discipline as defined in Virginia's high school engineering
courses and how these provide a sound foundation for teaching engineering.
2. Understanding the nature of engineering design and
analysis, including the [ following ]:
a. Function of the engineering design process;
b. Methods used by engineers to generate, develop, and test
ideas to meet design requirements; [ and ]
c. Role of failure in the engineering design process.
3. Understanding of the knowledge, skills, and processes
for teaching engineering, including the ability to:
a. Formulate instruction reflecting the goals of the
engineering courses that are taught in Virginia high schools;
b. Design, prototype, test, analyze, and operate solutions
to engineering challenges;
c. Implement laboratory and field safety rules and
procedures and ensure that students take appropriate safety precautions;
d. Organize key engineering content and skills into
meaningful units of instruction;
e. Adapt instruction to diverse learners using a variety of
techniques;
f. Evaluate student achievement, instructional materials,
and teaching materials; and
g. Incorporate instructional technology to enhance student
performance.
4. Understanding of content, processes, and skills of
engineering, equivalent to an undergraduate degree in engineering, with course
work in principles of engineering, engineering design, statics and dynamics,
circuits, fluid mechanics, thermodynamics, materials, ordinary differential
equations, and linear algebra.
5. Understanding of basic chemistry, biology, Earth and
space sciences, physics, and mathematics, including statistics and calculus, to
ensure:
a. The placement of engineering in an appropriate science,
technology, engineering, and mathematics (STEM) and interdisciplinary context;
b. The ability to teach the processes and organizing
concepts of the natural and physical sciences to analyze successful and failed
engineering designs; and
c. Student achievement in engineering.
6. Understanding of the contributions and significance of
engineering, including:
a. Its social and cultural significance;
b. The relationship of engineering and its sub-fields
[ (e.g. ], [ such as ] electrical
engineering, mechanical engineering, bio-engineering, [ etc.) ]
to the sciences, mathematics and technology; and
c. The historical development of engineering concepts and
reasoning.
7. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing, oral, and multi-media
presentations.
8. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-290. English.
The program in English shall ensure that the candidate has
demonstrated the following competencies:
1. Understanding of the knowledge, skills, and processes of
English as defined in the Virginia Standards of Learning;
2. Skills necessary to teach the writing process and the
different modes of writing [ ( such as ] narrative,
descriptive, expository, persuasive, and analytical [ ) ]
and to employ available technology;
3. Knowledge of grammar, usage, and mechanics and their
integration in writing;
4. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes;
5. Understanding of the nature and development of language
including vocabulary appropriate to the topic, audience, and purpose;
6. Knowledge of reading strategies and techniques used to
enhance reading comprehension skills in both fiction and nonfiction texts;
7. Knowledge of communication skills including speaking and
listening skills and media literacy;
8. Knowledge of varied fiction and nonfiction from young
adult, British, American, world, and ethnic and minority texts appropriate for
English instruction;
9. The ability to provide experiences in communication
arts, such as journalism, dramatics, debate, forensics, radio, television,
films, and other media production;
10. Skills necessary to teach the analysis and production
of media literacy;
11. Skills necessary to teach research including ethical
accessing, evaluating, organizing, crediting, and synthesizing information; and
12. Knowledge of the [ Virginia ] Computer
Technology Standards of Learning and their integration into English Language
Arts.
8VAC20-543-300. English as a second language preK-12.
The program in English as a second language shall ensure
that the candidate has demonstrated the following competencies:
1. Skills in methods of teaching English as a second
language to include [ the understanding of the
instruction based on the ] World-Class Instructional [ and ]
Design Assessment (WIDA) English Language Development (ELD) Standards;
2. Skills in [ student assessment for
English as a second language to include the Assessing Comprehension and
Communication in English State-to-State for English Language Learners (Access
for ELLs®) test designing and administering formative or
classroom-based assessments and interpreting results of both formative and
summative assessments, including the WIDA Access test. Using the results of a
variety of formative assessments, including performance-based assessments of
oral language and writing, to direct instruction. Ensuring that formative
assessments reflect high validity and reliability for the purposes for which
they are used and are appropriate for the targeted students. Teaching
test-taking skills in preparation for standardized tests ];
3. Skills in the teaching of reading [ and
writing ] to include [ (i) the five areas of
reading instruction ]: phonemic awareness [ ,
phonics, fluency, vocabulary and text comprehension; (ii) similarities and
differences between reading in a first language and reading in a second
language; and (iii) a balanced literacy approach; pre-reading,
during-reading, and post-reading strategies; vocabulary development; and guided
reading. Ability to structure interactive tasks that engage students in using
oral language to develop reading skills. Ability to determine students' reading
levels and design instruction for multi-level classrooms by incorporating
appropriate scaffolding or language supports ];
4. [ Skills in teaching grammar and syntax in
the context of writing. Ability to model and teach editing skills and
organization of writing using predominant text structures in the content areas;
5. ] Knowledge of the effects of sociocultural
variables in the instructional setting;
[ 5. 6. ] Proficiency in
spoken and written English;
[ 6. Understanding of second language acquisition
7. Skills in providing language and cognitive support or scaffolding bases on
the various stages of the second language acquisition process ];
[ 7. 8. ] Knowledge of
another language and its structure;
[ 8. 9. ] Understanding of
and proficiency in grammar, usage, and mechanics and their integration in
writing; [ and ]
[ 9. Understanding of and proficiency in pedagogy
to incorporate writing as an instructional and assessment tool for candidates
to generate, gather, plan, organize, and present ideas in writing to
communicate for a variety of purposes; and ]
10. Knowledge of [ both general linguistics and ]
English linguistics.
8VAC20-543-310. Foreign language preK-12.
A. The specific language of the endorsement shall be noted
on the license.
B. Foreign language preK-12 - languages other than Latin
[ and American Sign Language ]. The program in the foreign
language shall ensure that the candidate has:
1. Demonstrated the following competencies:
a. Understanding of authentic speech at a normal tempo;
b. Ability to speak with a command of vocabulary,
pronunciation, and syntax adequate for expressing thoughts to a native speaker
not used to dealing with foreigners;
c. Ability to read and comprehend authentic texts of
average difficulty and of mature content;
d. Ability to write a variety of texts including
description and narration with clarity and correctness in vocabulary and
syntax;
e. Knowledge of geography, history, social structure, and
artistic and literary contributions of the target societies;
f. Ability to interpret contemporary lifestyles, customs,
and cultural patterns of the target societies;
g. Understanding of the application of basic concepts of
phonology, syntax, and morphology to the teaching of the foreign language;
h. Knowledge of the national standards for foreign language
learning, current proficiency-based and performance-based objectives of the
teaching of foreign languages at the elementary and secondary levels,
elementary and secondary methods and techniques for attaining these objectives,
the use of technology and media in teaching languages, current curricular
developments, the relationship of language study to other areas of the
curriculum, and the professional literature of foreign language teaching;
i. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing;
j. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes;
k. Knowledge of the assessment of foreign language skills
in listening, speaking, reading, and writing, and the differing types of
assessments and their uses, including portfolio-based assessments, integrated
performance assessments, and oral proficiency interviews; and
l. Knowledge of the characteristics of effective foreign
language teaching, including the standards and key elements related to foreign
language teaching as outlined in the Virginia Standards for the Professional
Practice of Teachers.
2. Participated in opportunities for significant foreign
language study or living experiences in this country or abroad, or both.
C. Foreign language preK-12 - Latin. The program in Latin
shall ensure that the candidate has demonstrated the following competencies:
1. Ability to read and comprehend Latin in the original;
2. Ability to pronounce Latin with consistent classical
[ , ] or ecclesiastical [ , ]
pronunciation;
3. Knowledge of the vocabulary, [ phonetics
phonology ], morphology, and syntax of Latin and the etymological
impact of Latin;
4. Ability to discuss the culture and civilization of
Greco-Roman society, including history, daily life, art, architecture, and
geography;
5. Ability to explain the relationship of Greco-Roman
culture and civilization to subsequent cultures and civilizations;
6. Knowledge of major literary masterpieces and their
relationship to the historical and social context of the society;
7. Competency in current methodologies for teaching Latin
at the elementary and secondary levels; lesson planning; scope and sequencing
of material; instructional strategies and assessment under the guidance of an
experienced Latin teacher;
8. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing;
9. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes; and
10. Knowledge of the characteristics of effective foreign
language teaching, including the standards and key elements related to foreign
language teaching as outlined in the Virginia Standards for the Professional
Practice of Teachers.
D. Foreign language preK-12 - American Sign Language. The
program in American Sign Language shall ensure that the candidate has:
1. Demonstrated the following competencies:
a. Understanding of native users of American Sign Language
at a normal tempo;
b. Ability to sign with a command of vocabulary, nominal
behaviors, and syntax adequate for expressing thoughts to an American Sign
Language user not accustomed to dealing with individuals who do not use
American Sign Language;
c. Knowledge of history, social structure, and artistic and
literary contributions of the deaf culture;
d. Ability to interpret contemporary lifestyles, customs,
and cultural patterns of the deaf culture;
e. Understanding of the application of basic concepts of
phonology [ (e.g. ], [ including ]
hand shapes, location, palm orientation, and sign movements [ ) ],
syntax, and morphology to the teaching of the American Sign Language;
f. Knowledge of the national standards for foreign language
learning, current proficiency-based and performance-based objectives of the
teaching of foreign languages at the elementary and secondary levels,
elementary and secondary methods and techniques for attaining these objectives,
the assessment of foreign language skills, the use of technology and media in
teaching languages, current curricular developments, the relationship of
language study to other areas of the curriculum, and the professional
literature of foreign language teaching;
g. Understanding of and proficiency in English grammar,
usage, and mechanics and their integration in writing;
h. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes; and
i. Knowledge of the characteristics of effective foreign
language teaching, including the standards and key elements related to foreign
language teaching as outlined in the Virginia Standards for the Professional
Practice of Teachers.
2. Participated in opportunities for significant study of
the linguistics of American Sign Language and immersion experiences in the deaf
culture.
8VAC20-543-320. Gifted education (add-on endorsement).
The program in gifted education shall ensure that the
candidate holds an active license with a teaching endorsement or endorsements
issued by the Virginia Board of Education and has demonstrated the following
competencies:
1. Understanding of principles of the integration of gifted
education and general education, including:
a. Strategies to facilitate the interaction of gifted
students with students of similar and differing intellectual and academic
abilities;
b. Development of activities to encourage parental and
community involvement in the education of the gifted;
c. Strategies to encourage collaboration among professional
colleagues, especially in the areas of curriculum and professional development;
and
d. Strategies to collaborate and consult with general
education teachers and other resource specialists on behalf of gifted students.
2. Understanding of the characteristics of gifted students,
including:
a. Varied expressions of advanced aptitudes, skills,
creativity, and conceptual understandings;
b. Varied expressions of the affective [ (,
such as ] social-emotional [ ) ] needs
of gifted students; and
c. Gifted behaviors in special populations [ (i.e. ],
[ including ] those who are culturally and linguistically
diverse, economically disadvantaged, highly gifted, or have special needs or
disabilities, including twice-exceptional students [ ) ].
3. Understanding of specific techniques to identify gifted
students using diagnostic and prescriptive approaches to assessment, including:
a. The selection, use, and interpretation of multiple
standardized, norm-referenced aptitude and achievement assessment instruments;
b. The selection, use, and evaluation of multiple
identification criteria and strategies;
c. The use of both formal and informal nonbiased measures
to provide relevant information regarding the aptitude and ability or
achievement of potentially gifted students;
d. The use of authentic assessment tools such as portfolios
to determine performance, motivation, interest, and other characteristics of
potentially gifted students;
e. The use and interpretation of reliable rating scales,
checklists, and questionnaires by parents, teachers, and others;
f. The evaluation of data collected from student records
such as grades, honors, and awards;
g. The use of case study reports providing information
[ concerning regarding ] exceptional
conditions; and
h. The roles and responsibilities of the identification and
placement committee.
4. Understanding and application of a variety of curricular
and instructional models, methodologies, and strategies that ensure:
a. The use of the Virginia Standards of Learning as a
foundation to develop a high level of proficiency, academic rigor, and
complexity for gifted learners in all curricular academic areas;
b. The acquisition of knowledge and development of products
that demonstrate creative and critical thinking as applied to student learning
both in and out of the classroom, including inquiry-based instruction,
questioning strategies, and problem-solving skills;
c. The development of learning environments that guide
students to become self-directed, reflective, independent learners;
d. The acquisition of tools to enable students to
contribute to a multicultural, diverse society, including preparation for
college and careers; and
e. The development of learning environments that recognize
and support the affective needs of the gifted students.
5. Understanding and application of theories and principles
of appropriately differentiating curriculum specifically designed to
accommodate the accelerated learning aptitudes of gifted students, including:
a. Accelerated and enrichment opportunities that recognize
gifted students' needs for advanced content and pacing of instruction, original
research or production, problem-finding and problem-solving, higher level
thinking that leads to the generation of products, and a focus on issues,
themes, and ideas integrated within and across disciplines;
b. Opportunities for students to explore, develop, and
research their areas of interest, talent, or strength using varied modes of
expression;
c. Emphasis on advanced and complex content that is paced
and sequenced to respond to gifted students' persistent intellectual, artistic,
or technical curiosity; exceptional problem-solving abilities; rapid
acquisition and mastery of information; conceptual thinking processes; and
imaginative expression across a broad range of disciplines;
d. Evaluation of student academic growth and learner
outcomes through appropriate multiple criteria, including a variety of
pre-assessments and post-assessments; and
e. Use of current and advanced technologies to enhance
student performance and academic growth.
6. [ Understanding the fundamental principles
of differentiated curricula for effective program planning and evaluation,
including:
a. Program design and development for gifted learners;
b. Research and topics for effective administrative
arrangements, supervision, and program implementation;
c. Activities to encourage parental and community
involvement in gifted education; and
d. Strategies for building an effective advisory committee.
7. ] Understanding of contemporary issues and
research in gifted education, including:
a. The systematic gathering, analyzing, and reporting of
formative and summative data from local, state, and national perspectives; and
b. Current local, state, and national policies, trends, and
issues.
[ 7. 8. ] Understanding of
and proficiency in grammar, usage, and mechanics and their integration in all
forms of communication.
[ 8. 9. ] Understanding of
and proficiency in pedagogy to incorporate writing as an instructional and
assessment tool for candidates to generate, gather, plan, organize, and present
ideas in writing to communicate for a variety of purposes.
[ 9. 10. ] The program shall
include a practicum that shall include a minimum of 45 instructional hours of
successful teaching experiences with gifted students [ in a public
or accredited nonpublic school ].
8VAC20-543-330. Health and physical education preK-12.
The program in health and physical education preK-12 shall
ensure that the candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills, and processes of
health and physical education as defined in the Virginia Standards of Learning
[ including the following: ].
[ a. Competence in motor skills and movement patterns
needed to perform a variety of physical activities;
b. Knowledge of structures and functions of the body and
how they relate to and are affected by human movement to learning and
developing motors skills and specialized movement forms;
c. Demonstrate the aptitude, attitude, and skills to lead
responsible, fulfilling, and respectful lives; and
d. Understand the importance of energy balance and
nutritional needs of the body to maintain optimal health and prevent chronic
disease. ]
2. Understanding basic human anatomy, physiology,
[ and ] kinesiology [ , and exercise
physiology ] needed to apply discipline-specific biomechanical
concepts critical to the development of physically educated individuals.
3. Understanding of the basic scientific principles of
human movement as they apply to:
a. Health-related fitness [ (,
such as ] flexibility, muscular strength and endurance, cardio
respiratory endurance, and body composition [ ) ];
b. Skill-related fitness [ (,
such as ] coordination, agility, power, balance, speed, and
reaction time [ ) ]; and
c. Analyzing and correcting critical elements of motor
skills and performance concepts related to skillful movement and fitness.
4. Basic understanding of the administration and planning
for a health and physical education program, including:
a. Differentiated instruction based on a continuous
learning cycle;
b. Student safety, classroom management, injury prevention,
and liability issues;
c. Standards-based curriculum and assessments that foster
student learning and inform decisions about instruction;
d. The role of coordinated school and community health.
e. Utilizing school health advisory boards, local health
departments, and other representative stakeholders for support for best
practice; and
f. Increasing physical activity behaviors before, during,
and after school.
5. [ Understanding of the knowledge, skills,
and processes of health education as defined in the Virginia Standards of
Learning, including:
a. Demonstrate the knowledge and skills to make healthy
decisions that reduce health risks and enhance the health of self and others;
b. Demonstrate the ability to access, evaluate, and use
health information, products, and services that influence health and wellness
in a positive manner; and
c. Demonstrate the use of appropriate health practices and
behaviors to promote a safe and healthy community when alone, with family, at
school, and in other group settings.
6. ] Understanding of the essential health
knowledge, skills, and processes for teaching developmentally and culturally
appropriate health education content standards, including:
a. Health promotion and chronic disease prevention;
b. Mental, social, and emotional health;
c. Nutrition, body image, eating disorders, energy balance,
and weight management;
d. Tobacco, alcohol, and other drug use prevention;
e. Safety and emergency care [ (,
including ] first aid, CPR, AED, universal precautions [ ) ];
f. Injury and violence prevention;
g. Consumer health and information access;
h. Communicable and noncommunicable [ diseases
disease ] prevention and treatment;
i. Environmental health;
j. Personal, family, and community health;
k. Bullying prevention, resistance skills, and conflict
mediation; and
l. Theories and models of behavior change and goal-setting.
[ 6. 7. ] Understanding of
the knowledge, skills, and processes for teaching physical education,
including:
a. Articulated, sequential preK-12 instruction in a variety
of movement forms that include:
(1) Functional fitness;
(2) Developmentally appropriate movement skills; and
(3) Movement principles and concepts.
b. Activities that meet the needs of the diverse learner;
c. [ Design Ability to design ]
learning activities to help students understand, develop, value and achieve
personal fitness;
d. Knowledge of human growth, development, and motor
learning;
e. The relationship between a physically active lifestyle
and health;
f. Knowledge of the cognitive, social, and emotional
development through physical activity;
g. [ Incorporate Ability to
incorporate ] strategies that promote effective physical activity
learning environments;
h. Use of authentic, traditional, psychomotor, and fitness
assessment methods;
i. The cultural significance of dance, leisure,
competition, and sportsmanship; and
j. [ Demonstrate Demonstration of ]
personal competence in motor skill performance for a variety of movement
patterns, modeling healthy behaviors, and maintaining health-enhancing level of
fitness.
[ 7. 8. ] Understanding of
and ability to design developmentally appropriate curriculum, instruction, and
performance-based assessment that is aligned with the Virginia Standards of
Learning for Health and Physical Education [ including the
following ]:
a. Develop a developmentally appropriate scope and sequence
plan of essential health and physical education concepts, information, and
skills based on the Virginia Standards of Learning;
b. Use the scope and sequence plan to develop performance
indicators that describe the essential concepts and skills;
c. Use new and emerging instructional technology and media
effectively to enhance learning;
d. Use research-based educational strategies to meet
diverse learning styles and needs;
e. Adapt and create strategies best suited for delivering
instruction in diverse settings;
f. Employ individual and cooperative group learning
strategies;
g. Connect instruction to prior student learning, and to
other curricular areas; and
h. Use evaluation to plan a continuous cycle of learning
strategies that reinforce mastery of performance indicators.
[ 8. 9. ] Obtaining,
analyzing and applying health-related and fitness-related data to meet the
cultural, social, growth, and development needs of the students and community:
a. Select valid and current sources of information and
data;
b. Use computerized sources of information and appropriate
data-gathering instruments; and
c. Analyze and interpret data and determine priority areas
of focused instruction.
[ 9. 10. ] Understanding of
and proficiency in grammar, usage, and mechanics and their integration in
writing.
[ 10. 11. ] Understanding of
and proficiency in pedagogy to incorporate writing as an instructional and
assessment tool for candidates to generate, gather, plan, organize, and present
ideas in writing to communicate for a variety of purposes.
8VAC20-543-340. History and social sciences.
The program in history and social sciences shall ensure
that the candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills, and processes of
history and the social science disciplines as defined by the Virginia History
and Social Sciences Standards of Learning and how the standards provide the
foundation for teaching history and the social sciences, including in:
a. United States history.
(1) The evolution of the American constitutional republic
and its ideas, institutions, and practices from the philosophical origins in
the Enlightenment through the debates of the colonial period to the present;
the American Revolution, including ideas and principles preserved in
significant Virginia and United States historical documents as required by
§ 22.1-201 of the Code of Virginia (the Declaration of American
Independence; the general principles of the Constitution of the United States;
the Virginia Statute of Religious Freedom; the charters of The Virginia Company
of April 10, 1606, May 23, 1609, and March 12, 1612; and the Virginia
Declaration of Rights); Articles of Confederation; and historical challenges to
the American political system;
(2) The influence of religious traditions on American
heritage and contemporary American society;
(3) The influence of immigration on American political,
social, cultural, and economic life;
(4) The origins, effects, aftermath, and significance of
the two world wars, the Korean and Vietnam conflicts, and the post-Cold War
era;
(5) The social, political, and economic transformations in
American life during the 20th century;
(6) The tensions between liberty and equality, liberty and
order, region and nation, individualism and the common welfare, and cultural
diversity and national unity; and
(7) The difference between a democracy and a republic and
other types of economic and political systems.
b. World history.
(1) The political, philosophical, and cultural legacies of
ancient American, Asian, African, and European civilizations;
(2) The origins, ideas, and institutions of Judaism, Christianity,
Hinduism, Confucianism and Taoism, and Shinto, Buddhist, and Islamic religious
traditions;
(3) Medieval society, institutions, and civilizations;
feudalism; and the evolution of representative government;
(4) The social, political, cultural, and economic
innovations of selected civilizations in Africa, Asia, Europe, and the
Americas;
(5) The ideas of the Renaissance and the Reformation,
European exploration, and the origins of capitalism and colonization;
(6) The cultural ideas of the Enlightenment and the
intellectual and political revolution of the 17th and 18th centuries;
(7) The sources, results, and influences of the American,
French, and Latin American revolutions;
(8) The social and economic consequences of the Industrial
Revolution and its impact on politics, culture, and the lives of everyday
people;
(9) The influence of global ideologies of the 19th and 20th
centuries [ (liberalism, republicanism, social democracy,
Marxism, nationalism, Communism, Fascism, Nazism, and post-colonialism) ];
(10) The origins, effects, aftermath, and significance of
the two world wars, the Korean and Vietnam conflicts, and the post-Cold War
era; and
(11) The development of globalization and the growing
interdependence and inter-relationship among countries and cultures in the
world.
c. Civics, government, and economics.
(1) The essential characteristics of governments;
(2) The importance of the rule of law for the protection of
individual rights and the common good;
(3) The rights and responsibilities of American
citizenship;
(4) The nature and purposes of constitutions and
alternative ways of organizing constitutional governments;
(5) American political culture;
(6) Principles of the American constitutional republic;
(7) The idea of federalism and states' rights;
(8) The structures, functions, and powers of local and
state government;
(9) Importance of citizen participation in the political
process in local and state government;
(10) Local government and civics instruction specific to
Virginia;
(11) The structures, functions, and powers of the national
government;
(12) The role of the United States government in foreign
policy and national security;
(13) The structure [ of the and
role of the local, state, and ] federal judiciary;
(14) The structure and function of the United States market
economy as compared with other economies;
(15) Knowledge of the impact of the government role in the
economy and individual economic and political freedoms;
(16) Knowledge of economic systems in the areas of
productivity and key economic indicators;
(17) The analysis of global economic trends; and
(18) Knowledge of international organizations, both
political and economic, such as the United Nations, International Court in the
Hague, and the International Monetary Fund.
d. Geography.
(1) Relationship between human activity and the physical
environment, the ways in which geography governs human activity, and the
effects of human activity on geographic features;
(2) Use of maps and other geographic representations,
tools, and technologies to acquire, process, and report information;
(3) Physical and human characteristics of places;
(4) Physical processes that shape the surface of the earth;
(5) Characteristics, distribution, and migration of human
populations;
(6) Patterns and networks of economic interdependence;
(7) Processes, patterns, and functions of human settlement;
(8) How the forces of conflict and cooperation influence
the division and control of the earth's surface;
(9) Changes that occur in the meaning, use, distribution,
and importance of resources;
(10) Applying geography to interpret the past and the
present and to plan for the future; and
(11) Impact of geospatial technologies on the study of
geography, physical and human.
2. Understanding of history
and social sciences to appreciate the significance of:
a. Diverse cultures and shared humanity;
b. How things happen, how they change, and how human
intervention matters;
c. The interplay of change and continuity;
d. How people in other times and places have struggled with
fundamental questions of truth, justice, and personal responsibility;
e. The importance of individuals and groups who have made a
difference in history and the significance of personal character to the future
of society;
f. The relationship among history, geography, civics, and
economics;
g. The difference between fact and conjecture, evidence and
assertion, and the importance of framing useful questions;
h. How ideas have real consequences; and
i. The importance of primary documents and the potential
problems with second-hand accounts.
3. Understanding of the use of the content and processes of
history and social sciences instruction, including:
a. Fluency in historical thinking and geographic analysis
skills;
b. Skill in debate, discussion, and persuasive writing;
c. The ability to organize key social science content into
meaningful units of instruction based on historical thinking skills;
d. The ability to provide instruction using a variety of
instructional techniques;
e. The ability to evaluate primary and secondary
instructional resources, instruction, and student achievement;
f. The ability to incorporate appropriate technologies into
social science instruction; and
g. The development of digital literacy skills while
recognizing the influence of the media.
4. Understanding of the content, processes, and skills of
one of the social sciences disciplines at a level equivalent to an
undergraduate major, along with proficient understanding of [ the
three ] supporting disciplines to ensure:
a. The ability to teach the processes and organizing
concepts of social science;
b. An understanding of the significance of the social
sciences; and
c. Student achievement in the social sciences.
5. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing and communications.
6. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
7. Skills necessary to teach research including use of
primary and secondary sources, ethical accessing, evaluating, organizing,
crediting, and synthesizing information.
8VAC20-543-350. Journalism (add-on endorsement).
The program in journalism (add-on endorsement) shall
ensure that the candidate holds an active license with a teaching endorsement
or endorsements issued by the Virginia Board of Education and has demonstrated
the following competencies:
1. Understanding the history and functions of journalism in
American culture including the value of freedom of speech and of the press and
the complexity of legal and ethical issues;
2. Understanding press law and ethics as it applies to
scholastic media, including First Amendment-related rights and
responsibilities;
3. Understanding of and experience in theory and practice
of both print and nonprint media including design and layout production and the
use of technology;
4. Possession of skills in teaching journalistic writing,
interviewing, and editing for a variety of purposes, audiences, and formats;
5. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing and communications;
6. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes; and
7. Skills to lead student media and production, including
an understanding of fiscal responsibility, conflict resolution, and time
management.
8VAC20-543-360. Keyboarding (add-on endorsement).
The program in keyboarding (add-on endorsement) shall
ensure that the candidate holds an active license with a teaching endorsement
or endorsements issued by the Virginia Board of Education and has demonstrated
the following competencies:
1. Possession of skills in fingering and keyboard
manipulation techniques to model and provide touch keyboarding instruction;
2. Ability to provide instruction that allows students to
develop touch fingering techniques in a kinesthetic response to the keyboard
required for rapid, accurate entry of data and information;
3. Ability to provide instruction for current procedures in
formatting documents;
4. Ability to provide instruction that allows students to
develop proper keyboarding techniques based on ergonomics research to minimize
future repetitive strain injuries;
5. Understanding of and proficiency in grammar, usage, and mechanics
and their integration in writing and communications; and
6. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-370. Library media preK-12.
The program in library media preK-12 shall ensure that the
candidate has demonstrated the following competencies:
1. Proficiency in teaching for learning, including knowledge
of learners and learning; effective and knowledgeable teaching; collaborative
instructional partners; integration of 21st century skills, learning standards,
and technologies; assessment of and for student learning; and the design and
implementation of instruction that engages students' interests and develops
their ability to inquire, think critically, and gain and share knowledge.
2. Proficiency in literacy and reading, including
familiarity with children's, young adult, and professional literature in multiple
formats; use of a variety of strategies to promote reading for enjoyment and
information; collection development to support diverse learning needs; and
collaboration to reinforce reading instructional strategies.
3. Proficiency in information and knowledge, including
efficient and ethical information-seeking behavior, ethical and equitable
access to information, design and delivery of authentic learning through
current and emerging technology, and the use of evidence-based action research
to create and share knowledge.
4. Proficiency in advocacy and leadership, including
networking with the library community, commitment to professional development,
leadership in articulating the role of the school library program in the
educational community and in student learning, and advocacy for school library
programs, resources, and services.
5. Proficiency in program management and administration,
including planning, developing, implementing, and evaluating library programs,
collections, and facilities; personnel; funding; organization of materials;
professional ethics; and strategic planning and program assessment.
6. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing in multiple formats.
7. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-380. Mathematics.
The program in mathematics shall ensure that the candidate
has demonstrated the following competencies:
1. Understanding of the knowledge, skills, and processes of
the Virginia Mathematics Standards of Learning and how curriculum may be
organized to teach these standards to diverse learners;
2. Understanding of a core knowledge base of concepts and
procedures within the discipline of mathematics, including the following
strands: number systems and number theory, geometry and measurement, analytic
geometry, statistics and probability, functions and algebra, multivariate
calculus, discrete mathematics, and linear and abstract algebra;
3. Understanding of the sequential and interrelated nature
of mathematics, the vertical progression of mathematical standards, and the
mathematical structures inherent in the content strands;
4. Understanding of the connections among mathematical
concepts and procedures and their practical applications;
5. Understanding of and the ability to use the five
processes - becoming mathematical problem-solvers, reasoning mathematically,
communicating mathematically, making mathematical connections, and using
mathematical models and representations - at different levels of complexity;
6. Understanding [ of the history of
mathematics, including ] the contributions of different
individuals and cultures toward the development of mathematics and the role of
mathematics in culture and society;
7. Understanding of major current curriculum studies and
trends in mathematics;
8. Understanding how to utilize appropriate technologies
for teaching and learning mathematics, including graphing utilities, dynamic
software, spreadsheets, and virtual manipulatives;
9. Understanding of and the ability to select, adapt,
differentiate, evaluate, and use instructional materials and resources,
including professional journals and technology;
10. Understanding of and the ability to use strategies for
managing, assessing, and monitoring student learning, including diagnosing
student errors;
11. Understanding of and the ability to use strategies to
teach mathematics to diverse learners;
12. [ Knowledge of programming in at least two
widely used programming languages, including definition, structure, and
comparison;
13. ] Understanding of and proficiency in
grammar, usage, and mechanics and their integration in writing; and
[ 13. 14. ] Understanding of
and proficiency in pedagogy to incorporate writing as an instructional and
assessment tool for candidates to generate, gather, plan, organize, and present
ideas in writing to communicate for a variety of purposes.
8VAC20-543-390. Mathematics – [ Algebra
algebra ] I (add-on endorsement).
The program in Algebra I shall ensure that the candidate
holds an active license with a teaching endorsement or endorsements issued by
the Virginia Board of Education and has demonstrated the following
competencies:
1. Understanding of the mathematics relevant to the content
identified in the Mathematics Standards of Learning and how the standards
provide the foundation for teaching middle level mathematics through Algebra I,
including:
a. The structure of real numbers and subsets, basic
operations, and properties;
b. Elementary number theory, ratio, proportion, and
percent;
c. Algebra, trigonometry, and analytic geometry: operations
with monomials and polynomials; rational expressions; linear, quadratic, and
higher degree equations and inequalities; linear systems of equations and
inequalities; nonlinear systems of equations; radicals and exponents; complex
numbers; arithmetic and geometric sequences and series; algebraic,
trigonometric, logarithmic, exponential, absolute value, and step functions;
domain and range of functions; composite and inverse functions; one-to-one
mapping; transformations between graphical, tabular, and symbolic forms of functions;
direct and inverse variation; line and curve of best fit; conics; and
recognition and application of trigonometric identities;
d. Calculus: applications of limits, differentiation, and
integration;
e. Linear algebra: matrices, vectors, and linear transformations;
f. Geometry: geometric figures, their properties,
relationships, and application of the Pythagorean Theorem; using deductive
axiomatic methods of proof and inductive reasoning; perimeter, area, and
surface area of two-dimensional and three-dimensional figures; coordinate and
transformational geometry; constructions and applications of algebra in
geometry;
g. Probability and statistics: experimental and theoretical
probability; prediction; graphical representations, including box-and-whisker
plots; and measures of center, range, standard deviation, z-scores, and simple
and normal distributions; and
h. Discrete mathematics: symbolic logic, sets, permutations
and combinations, functions that are defined recursively, and linear
programming.
2. Understanding of varied pedagogical approaches to
teaching algebraic concepts and their connected procedures.
3. Understanding of the connections among algebraic
concepts, procedures, models, and practical applications.
4. Understanding of the sequential and interrelated nature
of mathematics and the mathematical structures inherent in algebra.
5. Understanding of and the ability to use the five
processes - becoming mathematical problem-solvers, reasoning mathematically,
communicating mathematically, making mathematical connections, and using
mathematical models and representations - at different levels of complexity.
6. Understanding how to utilize appropriate technologies
for teaching and learning algebra, including graphing utilities, dynamic
software, spreadsheets, and virtual manipulatives.
7. Understanding of and the ability to use strategies for
managing, assessing, and monitoring student learning, including diagnosing
student errors.
8. Understanding of and the ability to use strategies to
teach algebra to diverse learners.
9. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
10. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-400. Music education – instrumental preK-12.
The program in music education - instrumental preK-12
shall ensure that the candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills, and processes of
the music discipline as defined in the Virginia Standards of Learning and how
they provide a necessary foundation integral to teaching instrumental music.
2. Understanding of the common elements of music - rhythm,
melody, harmony, timbre, texture, dynamics, and form - and their relationship
with each other and student academic needs and employing this understanding in
the analysis of music.
3. Effective musicianship through the development of:
a. Basic skills in conducting, score reading, teaching
musical courses, and rehearsal techniques for choral and instrumental music;
b. Skills in composing, arranging, and adapting music to
meet the classroom needs and ability levels of school performing groups;
c. Skills in providing and directing creative experiences
and improvising when necessary;
d. Proficiency, sufficient for classroom instruction, on
keyboard or other accompanying instrument; and
e. The ability to perform in ensembles.
4. Knowledge and understanding of teaching music, including
music theory; performance; music history and cultural context; analysis,
evaluation, and critique; and aesthetics.
5. Knowledge of music history and literature with emphasis
on the relationship of music to culture and the ability to place compositions
in historical and stylistic perspective.
6. Knowledge of a comprehensive program of music education
based upon sound philosophy, content, and methodology for teaching in
elementary, middle, and secondary schools.
7. Specialization on a musical instrument and functional
teaching knowledge on each of the string, brass, woodwind, and percussion
instruments.
8. Competency in teaching rehearsing and conducting
combined instrumental and vocal groups. In addition, the program shall provide
instruction in business procedures, organization, and management of large and
small instrumental ensembles.
9. Knowledge of vocal techniques in teaching, rehearsing,
and conducting combined instrumental and vocal groups.
10. Knowledge and understanding of technological and
artistic copyright laws.
11. Knowledge and understanding of classroom management and
safety, including performance and studio.
12. Knowledge of a variety of instructional and assessment
strategies to foster, support, and enhance student music learning.
13. Knowledge and understanding of technology, with
applications for instruction, resources, artistic expression, administration,
business procedures, assessment, and communication.
14. Knowledge and understanding of appropriate and
sensitive attention to diversity and cultural understanding.
15. Knowledge of related areas of the fine arts, such as
dance arts, theatre arts, and the visual arts.
16. Observation and professional laboratory experiences
with pupils in elementary, middle, and secondary schools, including instruction
of instrumental groups.
17. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
18. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-410. Music education – vocal/choral preK-12.
A. The program in music education - vocal/choral preK-12
shall ensure that the candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills, and processes of
the music discipline as defined in the Virginia Standards of Learning and how
they provide a necessary foundation integral to teaching instrumental music.
2. Understanding of the common elements of music - rhythm,
melody, harmony, timbre, texture, dynamics, and form - and their relationship
with each other and student academic needs and to employ this understanding in
the analysis of music.
3. Effective musicianship through the development of:
a. Basic skills in conducting, score reading, teaching
musical courses, and rehearsal techniques for choral and instrumental music;
b. Skills in composing, arranging, and adapting music to
meet the classroom needs and ability levels of school performing groups;
c. Skills in providing and directing creative experiences
and improvising when necessary;
d. Proficiency, sufficient for classroom instruction, on
keyboard or other accompanying instrument; and
e. The ability to perform in ensembles.
4. Knowledge and understanding of teaching music, including
music theory; performance; music history and cultural context; analysis, evaluation,
and critique; and aesthetics.
5. Knowledge of music history and literature with emphasis
on the relationship of music to culture and the ability to place compositions
in historical and stylistic perspective.
6. Knowledge of a comprehensive program of music education
based upon sound philosophy, content, and methodology for teaching in
elementary, middle, and secondary schools.
7. Specialization in the methods, materials, and media
appropriate to the teaching of vocal/choral and general music at elementary,
middle, and secondary levels.
8. Competency in teaching, rehearsing, and conducting
choral ensembles and combined vocal and instrumental school groups. In
addition, the program shall provide instruction in business procedures,
organization, and management of large and small choral ensembles.
9. Knowledge of instrumental techniques in teaching,
rehearsing, and conducting combined vocal and instrumental school groups.
10. Knowledge and understanding of technological and
artistic copyright laws.
11. Knowledge and understanding of classroom management and
safety, including performance and studio.
12. Knowledge of a variety of instructional and assessment
strategies to foster, support, and enhance student music learning.
13. Knowledge and understanding of technology, with
applications for instruction, resources, artistic expression, administration,
business procedures, assessment, and communication.
14. Knowledge and understanding of appropriate and
sensitive attention to diversity and cultural understanding.
15. Knowledge of related areas of the fine arts, such as
dance arts, theatre arts, and the visual arts.
16. Observation and professional laboratory experiences
with pupils at elementary, middle, and secondary levels, including instruction
of choral groups.
17. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
18. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-420. Science – biology.
The program in biology shall ensure that the candidate
[ demonstrates has demonstrated ] the
following competencies:
1. Understanding of the knowledge, skills, and [ processes
practices ] of the four core science disciplines [ ,
including Earth science, biology, chemistry, and physics ] as
defined in the Virginia Science Standards of Learning and how these provide a
sound foundation for teaching biology.
2. Understanding of the nature of science and scientific
inquiry, including the [ following ]:
a. Function of research design and experimentation;
b. Role and nature of the theory in explaining and
predicting events and phenomena;
c. Practices required to provide empirical answers to
research questions, including data collection and analysis, modeling,
augmentation with evidence, and constructing explanations;
d. Reliability of scientific knowledge and its constant
scrutiny and refinement;
e. Self-checking mechanisms used by science to increase
objectivity including peer review; and
f. Assumptions, influencing conditions, and limits of
empirical knowledge.
3. Understanding of the knowledge, skills, and processes
for teaching laboratory science, including the ability to:
a. Design instruction reflecting the goals of the Virginia
Science Standards of Learning;
b. Implement [ classroom, field, and ]
laboratory safety rules and procedures and ensure that students take
appropriate safety precautions;
c. Conduct research projects and experiments including
applications of the design process and technology;
d. Conduct systematic field investigations using the school
grounds, the community, and regional resources;
e. Organize key biological content, skills, and practices
into meaningful units of instruction that actively engage students in learning;
f. Design instruction to meet the needs of diverse learners
using a variety of techniques;
g. Evaluate instructional materials [ technologies, ]
and teaching practices;
h. Conduct formative and summative assessments of student
learning;
i. Incorporate instructional technology to enhance student
performance; and
j. Ensure student competence in biology.
4. Understanding of the content, [ processes,
and ] skills [ , and practices ] of
biology, equivalent to an undergraduate degree in biology, with course work in
genetics, biochemistry/molecular biology, cell biology, botany, zoology,
anatomy/physiology, ecology, and evolutionary biology.
5. Understanding of basic physics, chemistry [ ( ]
including organic chemistry [ ) ], the Earth
sciences, and mathematics [ ( ] including
statistics [ ) ] to ensure:
a. The placement of biology in an appropriate
interdisciplinary context;
b. The ability to teach the [ processes
skills, practices, ] and crosscutting concepts common to the
[ natural Earth, biological, ] and physical
sciences;
c. The application of key principles in biology to solve
practical problems; and
d. A "systems" understanding of the natural
world.
6. Understanding of the contributions and significance of
biology, including:
a. Its social, cultural, and economic significance;
b. The relationship of biology and other sciences to
mathematics, the design process, and technology; and
c. The historical development of scientific concepts and
scientific reasoning.
7. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
8. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-430. Science – chemistry.
The program in chemistry shall ensure that the candidate
[ demonstrates has demonstrated ] the
following competencies:
1. Understanding of the knowledge, skills, and [ processes
practices ] of the four core science disciplines [ of
Earth and space sciences, biology, chemistry, and physics ] as
defined in the Virginia Science Standards of Learning and how they provide a
sound foundation for teaching chemistry.
2. Understanding of the nature of science and scientific
inquiry including the:
a. Function of research design and experimentation;
b. Role and nature of the theory in explaining and
predicting events and phenomena;
c. Practices required to provide empirical answers to
research questions, including data collection and analysis, modeling,
[ augmentation argumentation ] with evidence,
and constructing explanations;
d. Reliability of scientific knowledge and its constant
scrutiny and refinement;
e. Self-checking mechanisms used by science to increase
objectivity including peer review; and
f. Assumptions, influencing conditions, and limits of
empirical knowledge.
3. Understanding of the knowledge, skills, and [ processes
practices ] for teaching laboratory science, including the ability
to:
a. Design instruction reflecting the goals of the Virginia
Science Standards of Learning;
b. Implement [ classroom, field, and ]
laboratory safety rules and procedures and ensure that students take
appropriate safety precautions;
c. Conduct research projects and experiments including
applications of the design process and technology;
d. Conduct systematic field investigations using the school
grounds, the community, and regional resources;
e. Organize key chemistry content, skills, and practices
into meaningful units of instruction that actively engage students in learning;
f. Design instruction to meet the needs of diverse learners
using a variety of techniques;
g. Evaluate instructional materials [ ,
technologies, ] and teaching practices;
h. Conduct formative and summative assessments of student
learning;
i. Incorporate instructional technology to enhance student
performance; and
j. Ensure student competence in chemistry.
4. Understanding of content, [ processes,
and ] skills [ , and practices ] of
chemistry, equivalent to an undergraduate degree in chemistry, with course work
in biochemistry, inorganic chemistry, organic chemistry, physical chemistry,
and analytical chemistry.
5. Understanding of basic physics, Earth science, biology,
and mathematics to ensure:
a. The placement of chemistry in an appropriate
interdisciplinary context;
b. The ability to teach the [ processes
skills, practices, ] and crosscutting concepts common to the
[ natural Earth, biological, ] and physical
sciences;
c. The application of key principles in chemistry to solve
practical problems; and
d. A "systems" understanding of the natural
world.
6. Understanding of the contributions and significance of
chemistry, including:
a. Its social, cultural, and economic significance;
b. The relationship of chemistry and other sciences to
mathematics, the design process and technology; and
c. The historical development of scientific concepts and
scientific reasoning.
7. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
8. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-440. Science – Earth science.
The program in Earth science shall ensure that the
candidate [ demonstrates has demonstrated ] the
following competencies:
1. Understanding of the knowledge, skills, and [ processes
practices ] of the four core science disciplines [ of
Earth and space sciences, biology, chemistry, and physics ] as
defined in the Virginia Science Standards of Learning and how these provide a
sound foundation for teaching Earth science.
2. Understanding of the nature of science and scientific
inquiry, including the:
a. Function of research design and experimentation;
b. Role and nature of the theory in explaining and
predicting events and phenomena;
c. Practices required to provide empirical answers to
research questions, including data collection and analysis, modeling,
[ augmentation argumentation ] with evidence,
and constructing explanations;
d. Reliability of scientific knowledge and its constant
scrutiny and refinement;
e. Self-checking mechanisms used by science to increase
objectivity including peer review; and
f. Assumptions, influencing conditions, and limits of
empirical knowledge.
3. Understanding of the knowledge, skills, and practices
for teaching laboratory science, including the ability to:
a. Design instruction reflecting the goals of the Virginia
Science Standards of Learning;
b. Implement [ classroom, field, and ]
laboratory safety rules and procedures and ensure that students take
appropriate safety precautions;
c. Conduct research projects and experiments including
applications of the design process and technology;
d. Conduct systematic field investigations using the school
grounds, the community, and regional resources;
e. Organize key Earth science content, skills, and
practices into meaningful units of instruction that actively engage students in
learning;
f. Design instruction to meet the needs of diverse learners
using a variety of techniques;
g. Evaluate instructional materials [ technologies, ]
and teaching practices;
h. Conduct formative and summative assessments of student
learning;
i. Incorporate instructional technology to enhance student
performance; and
j. Ensure student competence in Earth science.
4. Understanding of the content, [ processes,
and ] skills [ , and practices ] of
Earth science, equivalent to an undergraduate degree in geology, or a related
area, with course work in structural geology, paleontology, petrology,
oceanography, meteorology, and astronomy/space science.
5. Understanding of basic physics, chemistry [ ( ]
including organic chemistry [ ) ], biology,
and mathematics to ensure:
a. The placement of Earth science in an appropriate
interdisciplinary context;
b. The ability to teach the [ processes
skills, practices, ] and crosscutting concepts common to the
[ natural Earth, biological, ] and physical
sciences;
c. The application of key principles in Earth science to
solve practical problems; and
d. A "systems" understanding of the natural
world.
6. Understanding of the contributions and significance of
Earth science, including:
a. Its social, cultural, and economic significance;
b. The relationship of Earth science and other sciences to mathematics,
the design process, and technology; and
c. The historical development of scientific concepts and
scientific reasoning.
7. Understanding of and proficiency in grammar, usage, and
mechanics and their integration in writing.
8. Understanding of and proficiency in pedagogy to
incorporate writing as an instructional and assessment tool for candidates to
generate, gather, plan, organize, and present ideas in writing to communicate
for a variety of purposes.
8VAC20-543-450. Science – physics.
The program in physics shall ensure that the candidate
[ demonstrates has demonstrated ] the
following competencies:
1. Understanding of the knowledge, skills, and [ processes
practices ] of the four core science disciplines [ of
Earth sciences, biology, chemistry, and physics ] as defined in the
Virginia Science Standards of Learning and how these provide a sound foundation
for teaching physics.
2. Understanding of the nature of science and scientific
inquiry, including the [ following: ]
a. Function of research design and experimentation;
b. Role and nature of the theory in explaining and
predicting events and phenomena;
c. Practices required to provide empirical answers to
research questions, including data collection and analysis, modeling,
[ augmentation argumentation ] with evidence,
and constructing explanations;
d. Reliability of scientific knowledge and its constant
scrutiny and refinement;
e. Self-checking mechanisms used by science to increase
objectivity including peer review; and
f. Assumptions, influencing conditions, and limits of
empirical knowledge.
3. Understanding of the knowledge, skills, and processes
for teaching laboratory science, including the ability to:
a. Design instruction reflecting the goals of the Virginia
Science Standards of Learning;
b. Implement [ classroom, field, and ]
laboratory safety rules and procedures and ensure that students take
appropriate safety precautions;
c. Conduct research projects and experiments including
applications of the design process and technology;
d. Conduct systematic field investigations using the school
grounds, the community, and regional resources;
e. Organize key physics content, skills, and practices into
meaningful units of instruction that actively engage students in learning;
f. Design instruction to meet the needs of diverse learners
using a variety of techniques;
g. Evaluate instructional materials [ technologies, ]
and teaching practices;
h. Conduct formative and summative assessments of student
learning;
i. Incorporate instructional technology to enhance student
performance; and
j. Ensure student competence in physics.
4. Understanding of content, processes, and skills of
physics, equivalent to an undergraduate degree in physics, with course work in
mechanics, electricity and magnetism, optics, and modern physics.
5. Understanding of basic Earth science, chemistry
(including organic chemistry), biology, and mathematics to ensure:
a. The placement of physics in an appropriate
interdisciplinary context;
b. The ability to teach the [ processes
skills, practices, ] and crosscutting concepts common to the
[ natural Earth, biological, ] and physical
sciences; [ and
c. The application of key principles in physics to solve
practical problems; and