independent regulatory state board of education review ...the board further acts under the authority...
TRANSCRIPT
REVISED 12/16
Regulatory Analysis Form !NDDT:JLRV
(CompietedbyPromuigatingAgency)
(MI Comments submitted on this regulation will appear on IRRC’swebsite) DEC — 8 2020(1) Agency
Independent Regulatory
State Board of Education Review Commission
(2) Agency Number: 006 JRRC Number: 3 2 ? 3Identification Number: 346
(3) PA Code Cite: 22 Pa. Code Chapter 49
(4) Short Title: Certification of Professional Personnel
(5) Agency Contacts (List Telephone Number and Email Address):
Primary Contact: Karen Molchanow, Executive Director, State Board of Education, (717) 787-3787, ra
S kiteboa di) led I)H.
Secondan’ Contact:
(6)Type of Rulemaking (check applicable box):
Proposed Regulation E Emergency Certification Regulation;
Final Regulation Certification by the Governor
fl Final Omitted Regulation H Certification by the Attorney General
(7) Briefly explain the regulation in clear and nontechnical language. (100 words or less)
Proposed amendments align certain provisions of Chapter 49 with stawlozy changes to the Public School
Code, clad’ ambiguous language, and update language for relevancy. Proposed amendments als4equire
integration of new competencies in professional ethics, structured literacy, and culturally relevant and
sustaining education (inclusive of mental wellness, trauma-informed instruction, technological and virtual
engagement, and cultural awareness) into instruction for individuals preparing to become educators and into
training for newly-hired teachers and professional education for current educators. The proposed
amendments further lengthen induction programs to two years to extend supports for new educators as they
enter the classroom.
(8) State the statutory authority for the regulation. Include specific statutory citation.
‘eState Board of Education (Board) is acting under the authority of Section 2603-B of the Public
ol Code of 1949 (24 P. S. § 26-2603-B). Within that Section, subsection 2603-B(a) grants power to
rd to “.. adopt broad policies and principles, and establish standards governing the educational
of the Commonwealth” and subsection 2603-B(d)(9. I) grants power to the Board to “adopt
ouraging the inclusion of trauma-informed approaches in professional education curriculum in
I private institutions of higher education in this Commonwealth issuing degrees to
individuals who may desire to teach in the schools of this Commonwealth.”
The Board further acts under the authority of Section 2604-B of the Public School Code (24 P. 5. § 26-2604-B). Within that Section, subsection 2604-B(b)(2)(viii) grants the Board’s Council of BasicEducation the power to establish “the qualifications for employment of pro fessional personnel in thepublic schools’ and subsection 2604-B(b)(2)(ix) grants power to the Council to address “education andtraining in trauma-informed approaches.” Subsection 2604-B(c)(2) grants further authority to the Board’sCouncil of Higher Education to “develop standards for the approval of colleges and universities for thegranting of certificates and degrees.’
Finally, the Board is acting under section 1109 and 1141 of the Public School Code of 1949 (24 P.S. §11-1109, 11-1141).
(9) Is the regulation mandated by any federal or state law or court order, or federal regulation? Are thereany relevant state or federal court decisions? If yes, cite the specific law, case or regulation as well as,any deadlines for action.
The regulation is not mandated by federal or state law. However, the proposed amendments includetechnical revisions to align certain provisions in Chapter 49 with statutory changes enacted by the GeneralAssembly. These include updating terminology to align with changes to the Professional EducatorDiscipline Act as enacted by Act 120 of 2DB; updating terminology to replace references to “vocational-technical education” with rekrences to “career and technical education” for consistency with globalterminology changes made to the School Code by Act 76 of 2019; aligning eligibility requirements forissuing a Letter of Eligibility for superintendents with changes enacted by Act 82 of 2012; reflectingupdated requirements for issuing Vocational Intern and Vocational Instructional certifications as directedby Act 39 of 2018; aligning requirements for issuing Special Education certificates with the revised agesand grade spans for such certificates as defined in Act 82 of 2018; aligning requirements for the BasicSkills Assessment with changes enacted by Act 168 of 2014; and aligning provisions throughout theregulation with changes enacted by Act 21 of 2011 that modified eligibility requirements for out-of-stateeducators to be issued certification in Pennsylvania and granted the Secretary of Education authority toevaluate and approve postbaccalaureate certification programs through providers other than institutions ofhigher education. In addition, new competencies proposed to become a required part of educators’training include trauma-informed approaches to instruction. This addition to the regulation is consistentwith Section 1205.1 and Section 1205.7 of the Public School Code that requires school entities to includetrauma-informed approaches in their continuing professional education plans.
(10) State why the regulation is needed. Explain the compelling public interest that justifies theregulation. Describe who will benefit from the regulation. Quantify the benefits as completely aspossible and approximate the number of people who will benefit.
The regulation will benefit the nearly 1.8 million students enrolled in Pennsylvania’s public schoolentities, the more than 123,000 classroom teachers that support them, and the 119 educator preparationprogram providers that operate in the Commonwealth by clarifying existing language, updating languagefor relevancy, and aligning the regulation with changes to stahite for consistency.
The regulation further will benefit both students and educators by providing teachers with additionaltraining to meet the needs of students holistically, including training in supporting swdents mental healthand addressing the needs of students who have faced adverse childhood experiences. The proposed
amendments flirther will benefit new educators by enhancing the level of support they receive as theyenter the profession through extended induction programming. Increasing the effectiveness of educatorsthrough improving preparation and enhancing supports for new teachers can have a positive impact onreducing teacher attrition, the majority’ of which is not due to retirement, and on increasing retentionwithin the profession.
Substantive changes related to educator training are needed to address concerns surroundingPennsylvania’s supply of effective educators. Chapter 49 directs the Department of Education to reportannually to the Board on the status of certification in the Commonwealth (see 22 Pa. Code, Section49.51(a)). Data presented in the Department’s July 2020 annual human capital report shows thatenrollment in traditional educator preparation programs in Pennsylvania has decreased by 67% since2010, with a slight increase between 2017 and 2018.
This downward trend is consistent with declines in educator preparation program enrollments nationallythat fell by 35% between 2009 and 2014. Data on national educator preparation program enrollments waspresented by LPI in a presentation titled ‘National Trends in Teacher Preparation and Certification” thatwas delivered at a public meeting of the Board in March 2019. The steep decline in the number ofindividuals preparing for a career in education is a contributing factor to the challenges districts face inhiring fully prepared educators. Issues surrounding educator supply further are compounded by persistentteacher shortages in certain geographic areas and subject areas.
The decline in supply and resulting shortages disproportionately impact inequities in access to qualifiedteachers for low-income students and students of color. A report prepared by LPI titled “ExaminingEthwator Certification in Pennsylvania: Research and Reeonnnendations fbi- Chapter 49” notes that theeight districts that top the state’s list for teacher shortages based on unfilled vacancies are all Title Idistricts. Title 1 is a federal program that provides financial assistance to local education agencies andschools with high numbers or high percentages of children from low-income families. Collectively, in2016-17, these districts served over 13% ofthe state’s overall student population and over 30% of studentof color in Pennsylvania. According to the LPI report, six of the eight districts with the greatest teachershortages serve primarily students of color.
To address these gaps, the state has become increasingly reliant on long-term substitutes serving onemergency permits to staff classrooms as evidenced by a 100% increase in the number of emergencypermits issued to districts in Pennsylvania between 2014-15 and 2016-17. Data on the increasing relianceon emergency permits was presented to the Board in the Department’s 2018 annual certification reportand further reported in the aforementioned report prepared by LPI. These circumstances are concerningbecause research demonstrates that teachers with little or no preparation often lead classrooms with lowerstudent outcomes and experience a higher attrition rate from the field. Nationally, 66% of teacherturnover in 2015-16 was due to pre-retirement attrition, as reported by LPI in its March 2019 presentationat a public meeting of the Board.
\Vhile significant turnover occurs before educators reach retirement age, the Board also gaugedPennsylvania’s educator workforce needs by reviewing data on the supply gap as measured by potentialretirements. In 2018-19, 12% of teachers were close to or at the age of retirement (defined as age 55 orolder) and, in that same year, 5% of teachers were close to retirement based on years of services (definedas 30 or more years of service) as evidenced by data in the Department’s July 2020 annual human capitalreport.
3
Proposed amendments also are intended to reinforce the professional integrity expected of both new andexperienced educators. The Professional Standards and Practices Commission, the state body chargedwith adjudicating educator misconduct, has seen its caseload more than triple over the past five yearsaccording to data from the Commission. The Commission disciplines nearly 300 educators annually, andthe Department of Educatio&s Office of Chief Counsel currently has more than 2,000 educatormisconduct complaints pending. Protecting students from educator misconduct is of the utmostimperative. Through these proposed amendments, the Board seeks to ensure that Pennsylvania educatorsare prepared not just in pedagogy and content knowledge, but that they also possess a clear understandingof the ethical practice that is expected of them.
Collectively, these challenging circumstances require attention to ensure that all students in Pennsylvaniaare served by teachers fully prepared to meet their needs. To address these challenges, the Board isproposing new educator training requirements that would be integrated throughout three points in aneducators career to provide a continuum of professional learning.
First, the proposed rulemaking adds requirements for instruction for presen’ice educators, which would bedelivered as part of undergraduate or alternative post-baccalaureate programs for individuals who areworking toward earning a teaching certificate. Under the proposed rulemaking, individuals studying tobecome teachers would need to complete instruction in professional ethics, structured literacy, and CR-SE. CR-SE is inclusive of mental wellness, trauma-informed instruction, cultural awareness, andtechnological and virtual engagement.
Second, the proposed rulemaking adds requirements for training as newly-employed teachers enter theprofession. When teachers enter the classroom for the first time, they are required to complete aninduction program that includes a variety of professional support services, often delivered under theguidance of a mentor teacher, to facilitate entry into the education profession. Induction programstypically span an educator’s first year in the classroom, and, under the proposed rulemaking, would makesupports available for at least the first two years of an educator’s career. The proposed rulemaking wouldrequire induction programs for newly-employed educators to include training in CR-SE, as describedabove, and in professional ethics.
Finally, the proposed rulemaking adds requirements for training as part of continuing professionaldevelopment for current educators. Act 48 of 1999 requires Pennsylvania educators to completecontinuing education requirements every five years in order to maintain an active teaching certificate.Educators must earn either six credits of collegiate study, six credits of Department-approved continuingprofessional education courses, or 180 hours of continuing professional education programs, activities, orlearning experiences through a Department-approved provider to maintain active certification status.
Further, both section 1205.1 of the Public School Code of 1949 and section 49.17 of Chapter 49 requireschool entities to develop continuing professional education plans every three years. The existingrequirements of Chapter 49 further require that professional education plans must address training inmeeting the needs of diverse learners (defined as students with limited English language proficiency orstudents with disabilities), improving language and literacy acquisition, and closing the achievement gapamong students. The proposed rulemaking would require that continuing professional education forcurrent educators also include training in CR-SE, structured literacy, and professional ethics.
The proposed substantive amendments are intended to support efforts to improve educator recruitment,increase the number of classrooms staffed by fully prepared teachers, increase retention in the profession,
4
and improve swdent outcomes by strengthening the preparation of new educators, creating conditions toprovide more support for educators as they enter the classroom, and by improving the skill sets of currenteducators in working with an increasingly diverse student population.
(11) Are there any provisions that are more stringent than federal standards? If yes, identify the specificprovisions and the compelling Pennsylvania interest that demands stronger regulations.
The proposed amendments to Chapter 49 are not more stringent than federal standards.
(12) How does this regulation compare with those of the other states? How will this affect Pennsylvania’sability to compete with other states?
An educated workforce is imperative to maintaining Pennsylvania’s economic competitiveness. Amongthe challenges facing the Commonwealth, enrollment in traditional educator preparation programs inPennsylvania has decreased by 67% since 2010, with a slight increase between 2017 and 2018. This trendis consistent with declines in teacher preparation program enrollments nationally that fell by 35% between2009 and 2014. Proposed amendments to Chapter 49 are necessary to improve efforts to recruit andretain effective educators in Pennsylvania to sustain access to high-quality education that is critical tomaintaining the state’s competitiveness.
Relative to induction programs, as of October 2019, 31 states require either induction and/or mentoringsupport for new teachers. Of those, 10 states require induction and/or mentoring for one year, 10 statesrequire induction and/or mentoring for two years, and seven states require induction and/or mentoring forthree years or not more than three years. Thus, the majority of states that require induction or mentoringfor new teachers establish programs that are greater than one year of support. Proposed amendments toextend the length of induction programs in Pennsylvania would make our requirements more consistentwith the majority’ of states that require such support for new educators.
Other states also are beginning to adopt culturally responsive teaching standards that addresscompetencies for educators similar to those proposed in this rulemaking. Alaska’s State Board ofEducation and Early Development adopted Cultural Standards for Educators as part of the AlaskaStandards for Culturally-Responsive Schools. State regulations in Alaska require these standards to beintegrated into teacher preparation and hirther connect some of the state’s cultural standards to teacherevaluation. At the direction of its state legislature, Washington state’s Professional Educator StandardsBoard developed Cultural Competency Standards that are incorporated into teacher preparation,induction, and ongoing professional development. Alabama’s Continuum for Teacher Developmentincludes multiple expectations for teachers to develop culturally responsive instructional practices atdifferent points in their career. Other states, including Minnesota, California, North Carolina, Ohio, andWest Virginia, include elements of cultural awareness in their teaching standards. Finally, the InterstateNew Teacher Assessment and Support Consortium, supported by the Council of Chief State SchoolOfficers, also updated its Model Core Teaching standards to include a focus on cultural responsiveness in
the classroom.
The Board’s proposed rulemaking also would require instruction and training in structured literacy, andother states either have adopted or are considering comparable policies that focus reading instruction onscientifically-based research. Rhode Island adopted legislation in 2019 that will require individualspreparing to become teachers to be trained in scientific reading instruction arid structured literacy, andthat further requires current educators to receive professional development in these competencies andrequires elementary-level educators to demonstrate proficiency in these competencies. Colorado also hasadopted legislation that requires all kindergarten through third grade teachers to receive evidence-basedLraining in teaching reading by the 2020-2021 school year and to provide this training to newly-hiredteachers after that date. Indiana’s elementary education certification standards require candidates forcertification to demonstrate a broad and comprehensive understanding of effective reading instructiongrounded in scientifically-based reading research. In January 2020, Ohio released an updated state literacyplan that calls for increasing educator capacity in the science of reading, among a number of other actionsto align reading instruction with evidence-based practices. In 2019, Minnesota enacted legislation tosupport students in reading proficiently no later than the end of third grade that includes staffdevelopment for elementary educators in scientifically-based reading instruction.
Finally, while most states have adopted codes of ethics or codes of professional practice that educatorsmust abide by, requirements specific to training in these codes vary, in Illinois, insen’ice teacher trainingprovided by districts must include training in educator ethics and teacher-student conduct. Texas requireseducation preparation programs to include the Code of Ethics and Standard Practices for Texas Educatorsin the curriculum delivered to individuals studying to become educators. The proposed rulemaking wouldestablish similar training requirements to ensure Pennsylvania educators are fully aware of the ethicalpractices expected of them as professionals.
(13) Will the regulation affect any other regulations of the promulgating agency or other state agencies?If yes, explain and provide specific citations.
In considering proposed amendments to Chapter 49, the Board’s Teacher and School LeaderEffectiveness Committee recommended that Department of Education conduct a review of its regulationsgoverning Preparation of Professional Educators in 22 Pa. Code, Chapter 354 to consider related educatorpreparation issues identified by stakeholders that fall under that other Chapter.
(14) Describe the communications with and solicitation of input from the public, any advisorycouncil/group, small businesses and groups representing small businesses in the development and draftingof the regulation. List the specific persons and/or groups who were involved. (“Sniall business” isdefined in Section 3 of the Regulatory Review Act, Act 76 of 2012.)
In July 2018, the Department of Education held three stakeholder meetings in Philadelphia, Harrisburg,and Pittsburgh to gather feedback on issues pertaining to educator preparation and certification. Theforums drew an attendance of 234 stakeholders representing institutions of higher education, schooladministrators, teachers, parents, representatives of advocacy groups, and more. (Names and affiliationsof the stakeholders who attended these meetings are published in a summary report available on theBoard’s website here:hit2’,: \\ \\ U .rthitcboaid .cduca on, pa UOV Doc ujuctits \ bout 2Uthc° 2O Board l-Icann.ts h2fland’ 2 RoimdtablcsLPlo2()Rcport°21)Examiiiinu,2UEducator? 2flCcit’2flin’2UP;\.pdI). Input from theseconvening’s informed a set of recommendations for updates to Chapter 49 that the Secretary of Education
6
developed and presented to the Board for its consideration in November2018.
After accepting the Secretary’s recommendations on its agenda for consideration, the Board’s Teacherand School Leader Effectiveness Committee held four public hearings to gather additional input fromstakeholders on the draft proposed amendments prepared by the Secretary. Public hearings were held inPhiladelphia (March 4,2019), Harrisburg (March 14, 2019), Lock Haven (March 28, 2019), andPittsburgh (April 23, 2019). Individuals unable to attend one of the hearings were invited to submitwritten testimony directly to the Board. Testimony was received from varied stakeholders, includingteacher preparation program faculty members at both public and private institutions of higher education,school district superintendents, local school directors, classroom teachers, early childhood educators, andparents. In total, the Board received testimony from 44 individuaLs at its hearings and received anadditional 482 written comments.
In addition to conducting outreach through its hearings, the Board specifically sought input from smaLlbusinesses by submitting a copy of its draft proposed regulations to the Pennsylvania state chapter of theNational Federation of Independent Business (NFIB) and inviting their comments on the proposal.
Further, prior to adopting proposed amendments to Chapter 49, three public comment opportunities weremade available at the July 8,2020, meetings of the Teacher and School Leader Effectiveness Committee,Council of Higher Education, and State Board of Education. A copy of the draft proposed amendments toChapter 49 prepared for consideration by the Teacher and School Leader Effectiveness Committee wasposted on the Board’s website in advance of the July 8,2020, meetings to provide the public with accessto the content that would be the subject of deliberations.
(15) Identify the types and number of persons, businesses, small businesses (as defined in Section 3 of theRegulatory Review Act, Act 76 of 2012) and organizations which will be affected by the regulation. Howare they affected?
The regulation will affect the nearly 1.8 million students enrolled in Pennsylvania’s public school entities,the more than 123,000 classroom teachers that support them, and the 119 educator preparation programproviders that operate in the Commonwealth. Proposed amendments will benefit both our educatorworkiorce and Pennsylvania’s students by strengthening educator preparation to ensure instruction andtraining addresses competencies critical to supporting the needs of students holistically and hinher willstrengthen support for new educators as they enter the profession. Proposed amendments also will creategreater clarity and consistency in implementation of state policies pertaining to educator preparation andcertification by clarifying and updating language in the Chapter and aligning provisions for consistencywith statutory changes.
(16) List the persons, groups or entities, including small businesses, that will be required to comply withthe regulation. Approximate the number that will be required to comply.
The 119 educator preparation programs that operate in Pennsylvania and the students enrolled in theirprograms, school entities (including approximately 700 school districts, intermediate units, area careerand technical schools, charter schools and cyber charter schools), and the more than 123,000 classroomteachers employed in those school entities will be required to comply.
(17) Identify the financial, economic and social impact of the regulation on individuals, small businesses,businesses and labor communities and other public and private organizations. Evaluate the benefits
7
expected as a result of the regulation.
Pennsylvania faces challenges in educator recruitment and retention. Enrollment in traditional educatorpreparation programs has declined by 67% since 2010, which contributes to challenges our schools facein staffing classrooms with hilly prepared educators. The decline in supply and resulting shortagesdisproportionately impact inequities in access to qualified teachers for low-income students and studentsof color. The eight districts that top the state’s list for teacher shortages based on unfilled vacancies areall Title I districts, and six of the eight districts with the greatest teacher shortages serve primarilystudents of color. Title I is a federal program that provides financial assistance to local educationagencies and schools with high numbers or high percentages of children from low-income families.
To address these gaps, the state has become increasingly reliant on long-term substitutes serving onemergency permits to staff classrooms as evidenced by a IOO% increase in the number of emergencypermits issued to districts in Pennsylvania between 2014-15 and 2016-17. These circumstances areconcerning because research demonstrates that teachers with little or no preparation often lead classroomswith lower student outcomes and experience a higher attrition rate from the field. Nationally, 66% ofteacher turnover in 2015-16 was due to pre-retirement attrition. These challenging circumstances demandattention to ensure that all students in Pennsylvania are served by teachers fully prepared to meet theirneeds.
The proposed amendments collectively are intended to support efforts to improve educator recruitment,increase retention in the profession, increase the number of classrooms staffed by fully prepared teachers,and improve student outcomes by strengthening the preparation of new educators, creating conditions toprovide more support for educators as they enter the classroom, and by improving the skill sets of currenteducators in working with an increasingly diverse student population. Increasing retention in theprofession through staffing classrooms with more fully prepared educators can have positive financial andeconomic outcomes for the Commonwealth by reducing the amount of resources focused on recruitmentand training due to staff turnover. Stalling classrooms with more fully prepared educators hirther canengender a positive financial and economic impact on the Commonwealth by improving student outcomesand, thus, creating a more well-prepared workforce.
(18) Explain how the benefits of the regulation outweigh any cost and adverse effects.
As described above, Pennsylvania currently faces challenges in educator recruitment and retention thatrequire attention. In addressing these issues as set forth in the proposed rulemaking, the Board estimatesthat school entities will experience a cost to provide extended support to new educators as they are hiredand that the state will experience a cost to help support training for educators in new competencies.Specific cost estimates are provided in questions 20 and 21. The Board does not anticipate that theproposed rulemaking will result in adverse effects. Rather, investments in improving our currentcircumstances related to educator recruitment and retention can produce longer-term benefits in reducedcosts for new staff training and induction and improved academic outcomes for historically underservedstudents who are disproportionately impacted by the decline in educator supply and resulting shortages.
(19) Provide a specific estimate of the costs and/or savings to the regulated community associated withcompliance, including any legal, accounting or consulting procedures which may be required. Explainhow the dollar estimates were derived.
The Board anticipates that preservice instruction in the new competencies identified in proposed
S
amendments to Chapter 49 will be integrated throughout educator preparation program coursework.Therefore, the Board anticipates that the proposed amendments will be implemented through the existingpractice of updating the content of required coursework for relevancy and, as such, will not impose a newcost on educator preparation programs.
(20) Provide a specific estimate of the costs and’or savings to the local governments associated withcompliance, including any legal, accounting or consulting procedures which may be required. Explainhow the dollar estimates were derived.
Currently, 58 school entities offer a two-year induction program, designed to provide a variety ofprofessional supports to newly-hired teachers, and another 68 school entities offer a three-year inductionprogram. There are 551 school entities that currently offer a one-year induction program. The proposedregulation would impact those 551 school entities that would need to extend induction programs foranother year. Costs to districts could range from S 1,000 to 55.000 per second-year teacher to supportmentor stipends and additional professional development days. The estimated cost for scaling to two-yearinduction programs statewide is $9,643,000 (based on the 551 school entities that would need to convertfrom a one-year to a two-year induction model and an assumption that each of those school entities wouldsupport seven second-year teachers annually at a cost of $2,500 per second-year teacher).
(21) Provide a specific estimate of the costs and/or savings to the state government associated with theimplementation of the regulation, including any legal, accounting, or consulting procedures which may berequired. Explain how the dollar estimates were derived.
The Department of Education supports induction programs and professional development efforts throughcontractual agreements with Intermediate Units (l.U.s) and other professional development educationalentities within the Commonwealth (such as the Center for Schools and Communities). Some trainingopportunities focused on the new competencies proposed to be added through professional developmentfor classroom teachers already are provided through these entities, and competencies proposed to bereviewed in induction programs can be addressed in these existing agreements. The Board estimates thatthe Department may incur one-time costs to develop and provide additional professional development to1.U. staff in the new competencies for educators proposed in Chapter 49; trained lU, staff then would beavailable to support school entities regionally in delivering induction and professional development inthese new competencies for current classroom educators. This one-time cost is estimated at a total ofS26.750 (based on engaging ten stakeholders over a two-day period to develop new topics and trainings ata cost of $3,000 for facilitators and $2,000 to support expenses related to this work, and a cost of 52 1,750to train one staff person in each of the states 29 I.U.s at a cost of S750 per I.U.). This estimate pertains tonew competencies addressing mental wellness, trauma-informed instruction, cultural awareness, andtechnological and virtual engagement.
Proposed amendments also require training in structured literacy to be included in professionaldevelopment for current classroom educators at the elementary level. Professional development trainingand technical assistance in structured literacy already is available at no cost to school entities through thePennsylvania Training and Technical Assistance Network. The Department intends to enhance and scaleup these current offerings by hiring a statewide lead for structured literacy efforts and establishing astatewide system of supports in structured literacy through the existing network of I.U.s. Costs to supportthis effort are estimated at $350,000 annually (based on an annual cost of $203,000 to support trainings tobe offered by 29 1.U.s estimated at $700/day for 10 days annually and the additional cost of supportingthe salary and benefits of hiring a statewide lead on structured literacy efforts). Support for the first two
9
years of this work has been budgeted through federal hinds available through the CARES Act set asidehinds.
(22) For each of the groups and entities identified in items (1 9)-(21) above, submit a statement of legal,accounting or consulting procedures and additional reporting. recordkeeping or other paperwork,incLuding copies of forms or reports. which will be required for implementation of the regulation and anexplanation of measures which have been taken to minimize these requirements.
Assurances that new competencies are integrated into educator preparation programs and demonstrationof recruitment and submission of annual reports on students admitted, retained, and graduated fromeducator preparation programs, including students from historically underepresented groups, will bemanaged through the Department of Education’s existing annual review and major review processes.Using this approach, the annual review will be streamlined to eliminate the need for educator preparationproviders to complete a new, stand-alone process to respond to the proposed amendments.
(22a) Are forms required for implementation of the regulation?
No new forms will be required for implementation. As described above, the Department will use existingreview processes to satisfy the proposed amendments.
(22b) If forms are required for implementation of the regulation, attach copies of the forms here. Ifyour agency uses electronic forms, provide links to each form or a detailed description of the informationrequired to be reported- Failure to attach forms, provide links, or provide a detailed description ofthe information to be reported will constitute a faulty delivery of the regulation.
Proposed modifications to the Department’s annual review for educator preparation providers is attached.
(23) In the table below, provide an estimate of the fiscal savings and costs associated withimplementation and compliance for the regulated community, local government, and state government forthe current year and five subsequent years.
Current FY +1 FY +2 FY +3 FY +4 FY +5FY Year Year Year Year Year Year
2020- 2021-2022 2022-2023 2023-2024 2024-2025 21)25-20262021
SAVINGS: $ $ $ $ $ $
Regulated Community 0 0 0 0 0 0
Local Government 0 0 0 0 0 0
State Government 0 0 0 0 0 0
Total Savings 0 0 0 0 0 0
COSTS:
Regulated Community 0 0 0 0 0 0
Local Government 0 $9,643,000 $9,643,000 $9,643,000 $9,643,000 $9,643,000
I0
State Government 5350,000 5376.750 5350,000 S350.000 S350,000 5350,000
Total Costs 5350.000 510,019,750 59,993,000 59,993,000 59.993,000 59,993,000
REVENUE LOSSES:
• Regulated Community 0 0 0 0 0 0
Local Government 0 0 0 0 0 0
State Government 0 0 0 0 0 0
Total Revenue Losses 0 0 0 0 0 0
(23a) Provide the past three year expenditure history for programs affected by the regulation.
Program FY -3 FY -2 FY -1 Current FY2017-2018 2018-2019 2019-2020 2020-2021
General 25,971,000 26,947,000 28,323,000 10,710,000*GovernmentOperations *reflects partial(Department of funding throughEducation) November 2020
per Act IA
. . 5,995,079,000 6.095.079,000 6.742,838,000 6,742.838.000Basic EducationFunding
5,959,000 5,309,000 5,309,000 2,212,000TeacherProfessional
*reflects partialDevelopmentfunding throughNovember 2020per Act IA
(24) For any regulation that may have an adverse impact on small businesses (as defined in Section 3 ofthe Regulatory Review Act, Act 76 of 2012), provide an economic impact statement that includes thefollowing:
(a) An identification and estimate of the number of small businesses subject to the regulation.(b) The projected reporting, recordkeeping and other administrative costs required for compliance
with the proposed regulation, including the type of professional skills necessary for preparation ofthe report or record.
(c) A statement of probable effect on impacted small businesses.(d) A description of any less intrusive or less costly alternative methods of achieving the purpose of
the proposed regulation.
The proposed regulation tvill not have an adverse impact on small businesses.
Ii
(25) List any special provisions which have been developed to meet the particular needs of affectedgroups or persons including, but not limited to, minorities, the elderly, small businesses, and farmers.
The proposal requires all Pennsylvania educators and those studying to enter the profession to receivetraining or instruction in culturally relevant and sustaining education. This requirement is designed toensure equity for alL students and seeks to eliminate systemic institutional racial and cultural bathers thatinhibit the success of all Pennsylvani&s students — particularly those who have been historicallyunderrepresented.
(26) Include a description of any alternative regulatory provisions which have been considered andrejected and a statement that the least burdensome acceptable alternative has been selected.
The Board considered a recommendation to require educator preparation programs to provide two yearsof support for graduates of their programs as they enter the classroom as new educators. Concerns wereexpressed with this approach to providing extended support for new educators both by institutions ofhigher education and local school governing boards. Parties that would have been affected by therecommendation identified a need for a clear delineation of responsibility in decision-making and indelivery of support for new educators under this approach. Further, logistical challenges were identifiedwith the recommend as it was structured in a manner that could require educator preparation programproviders to be intimately familiar with the induction plans of hundreds of school entities, would createadditional responsibilities for educator preparation program faculty, and would add responsibility forschool administrators to manage relationships with multiple educator preparation programs on an annualbasis while still needing to maintain their own new educator support programs for candidates hired fromout-of-state preparing institutions.
In light of these concerns, the Board removed the recommendation to require educator preparationprograms to provide two years of support for their program graduates as they enter the profession.Alternatively, the Board proposed extending existing induction programs to two years with responsibilityfor designing and delivering induction programs retained by school entities. This alternative construct willcontinue to meet the goal of providing extended support for new educators in a less burdensome mannerby allowing for centralized planning for induction programming, ensuring consistency in the supportsprovided to new educators within each school entity, and allowing school entities to determine howeducator preparation programs can best serve as partners in delivering this support.
(27) In conducting a regulatory flexibility analysis, explain whether regulatory methods were consideredthat will minimize any adverse impact on small businesses (as defined in Section 3 of the RegulatoryReview Act, Act 76 of 2012), including:
a) The establishment of less stringent compliance or reporting requirements for small businesses;b) The establishment of less stringent schedules or deadlines for compliance or reporting
requirements for small businesses;c) The consolidation or simplification of compliance or reporting requirements for small businesses;d) The establishment of performance standards for small businesses to replace design or operational
standards required in the regulation; ande) The exemption of small businesses from all or any part of the requirements contained in the
regulation.
I?
Small businesses are not pan of the regulated community affected by the proposed regulation.
(28) If data is the basis for this regulation, please provide a description of the data, explain in detail howthe data was obtained, and how it meets the acceptability standard for empirical, replicable and testabledata that is supported by documentation, statistics, reports. studies or research. Please submit data orsupporting materials with the regulaton’ package. If the material exceeds 50 pages, please provide it in asearchable electronic format or provide a list of citations and internet links that, where possible, can beaccessed in a searchable format in lieu of the actual material. If other data was considered but not used,please explain why that data was determined not to be acceptable.
In preparing proposed amendments to Chapter 49, the Board reviewed data from the Department ofEducation on enrollment trends in Pennsylvania’s educator preparation programs, measures of teachershortages based on the issuance of emergency permits and the supply gap (identified by comparing thenumber of potential retirees age 55 or older or those with 30 or more years of service to the number ofnew certifications issued), and subject area shortages. This data was reviewed both through annualreports on human capital presented to the Board by the Department and through a report prepared by theLearning Policy Institute that informed recommendations prepared by the secretary of Education onupdating Chapter 49.
A copy of the Department of Educatio&s Annual Human Capital Report, presented in July 2020, isincluded with the proposed regulation for review.
The report of the Learning Policy Institute titled “Examinhig Educator Certification in Pennsvli’a,,ia:Research and Reconznzendationsfbr Chapter 49” is accessible on the Board’s website here:littl)N: \\ \\\\ .SL tC[I( (d.e(It.tcatioILpa.uo\ DOCUIflLIltS \litittn2Uthe’UBcrd I IeIrInLN°c2Oand2ORtiuudtahle LPI°U2OReport’kn2OExanhlninu2t)Edud11UF2t)Cert°2t)in?n201’.\.ndF
(29) Include a schedule for review of the regulation including:
A. The length of the public comment period: 30 days
B. The date or dates on which any public meetings or hearingswill be held:
January 13-14, 2021March 10-11,2021May 5-6, 2021JuLy 14-15, 2021September 8-9, 2021November 17-18, 2021
C. The expected date of delivery of the final-form regulation: May 2021
D. The expected effective date of the final-form regulation: August 2021
E. The expected date by which compliance with the final-formregulation will be required: August 2021
13
F. The expected date by which required permits, licenses or otherapprovals must be obtained:
______N/A______
(30) Describe the plan developed for evaluating the continuing effectiveness of the regulations after itsimplementation.
Per 22 Pa. Code, Section 49.51(b). the Board will conduct a major review of its certification regulations at10-year intervals. In the time between the promulgation of amendments to Chapter 49 as final and thenext major review of the Chapter, the Board will monitor the effectiveness of the regulation throughannual reports on the status of certification in the Commonwealth required to be delivered by theDepartment of Education per 22 Pa. Code, Section 49.51(a). The Board will further evaluate theeffectiveness of the regulations through reports of the Deputy Secretary for Postsecondary and HigherEducation and the Deputy Secretary for Elementary and Secondary Education that are delivered regularlyat the six public meetings the Board is statutorily required to convene annually. These reports provide atimely means to keep the Board informed about the Departmen(s implementation of proposed changes toChapter 49, monitoring of implementation by education preparation program providers through theDepartment’s existing major review process, and feedback the Department is receiving from schools andhigher education institutions in the Commonwealth.
14
Aca
dem
icY
ear:
20_
-20_
Intr
oduct
ion
Intr
oduc
tion
:§
354.
22.
(Pre
pari
ngin
stitu
tion
repo
rtin
g)re
quir
espr
epar
ing
inst
itutio
nsto
subm
itan
nual
lyto
the
Dep
artm
ent
asy
stem
atic
eval
uati
onw
hich
incl
udes
the
info
rmat
ion
cont
aine
din
this
surv
ey.
Ple
ase
com
plet
ean
dsu
bmit
toR
A-E
DR
ESI
DE
NC
Y@
pa.q
ovby
Fri
day,
Jan
uary
_,
20_.
Gen
eral
Dir
ecti
on
s
1.G
oto
“Gen
eral
Info
rmat
ion”
tab.
Sel
ect
your
Col
lege
/Uni
vers
ityfr
omth
egr
een
drop
-dow
nbo
xne
arth
eto
pof
the
page
.B
ased
onyo
urse
lect
ion,
the
AU
Nan
dth
eIn
stitu
tion
Num
ber
will
pre-
popu
late
.T
hese
lect
ion
will
also
pre-
popu
late
appl
icab
le”
Und
ergr
adua
teP
rogr
am”
and
Pos
t-B
acca
laur
eate
Pro
gram
”ta
bs.
Ifan
appr
oved
prog
ram
ism
issi
ng,
plea
sesu
pply
the
appr
opri
ate
info
rmat
ion
onth
e“A
dda
Pro
gram
tab.
2.C
ompl
ete
the
requ
ired
cont
act
info
rmat
ion.
3.A
nsw
eral
lqu
esti
ons
for
each
ofyo
urin
stitu
tion’
sap
prov
edpr
ogra
ms.
Be
sure
your
resp
on
ses
are
repo
rted
inth
ere
leva
ntpr
ogra
mta
b.
4.R
espo
ndto
each
ofth
efo
llow
ing
ques
tion
s:T
abs
7,8,
9an
di0
and
the
bien
nial
ques
tion
sif
requ
ired
for
this
year
’sre
port
ing.
For
best
resu
lts,
com
pose
your
resp
onse
ina
wor
ddo
cum
ent
then
past
eit
into
the
form
ula
bar
atth
eto
pof
page
2.T
hen
pres
sen
ter.
5.S
ave
the
Sur
vey
toyo
urco
mpu
ter
orL
ocal
Are
aN
etw
ork.
6.E
mai
lth
eco
mpl
eted
Sur
vey
toR
A-E
DR
ES
IDE
NC
Ypa
.gov
Ple
ase
begi
nth
esu
bjec
tlin
eof
your
emai
lw
ithyo
urin
stitu
tion’
sna
me.
7.Q
uest
ions
?P
leas
eco
ntac
tS
onya
Har
ris
Sau
nder
sat
PHO
NE
orby
emai
lat
sharr
issa
up
ag
ov
Jam
alW
akee
mat
PHO
NE
orby
emai
lat
wak
eem
pag
ov
8.P
leas
eco
mpl
ete
and
subm
itto
RA
-ED
RE
SID
EN
CY
(&pa
pov
byF
rida
y,Ja
nuary
_,
20_.
Su
bse
tof
Ann
ual
Dat
aP
oin
tsR
epo
rt
Pre
vie
wof
Coll
ecti
on
To
ol
Qu
esti
on
s
Not
e:A
llin
put
shou
ldbe
inw
hole
num
bers
exce
ptfo
rdr
opdo
wn
boxe
san
dth
ose
ques
tion
sre
latin
gto
stud
ent
rati
osan
dG
PA.
1.P
rogr
amA
dmis
sion
and
Ret
enti
onla
.H
owm
any
stud
ents
wer
efo
rmal
lyad
mit
ted
for
the
2020
-202
1co
hort
?lb
.H
owm
any
ofth
eca
ndid
ates
from
l.a.
actu
ally
enro
lled
inyo
urpr
ogra
m?
Ic.
Wha
tis
the
aver
age
GPA
ofth
ene
wly
enro
lled
coho
rt?
Id.
How
man
yof
cand
idat
esfr
om1.
bco
ntin
ued
afte
rth
efi
rst
year
ofth
epr
ogra
m,
2020
-202
1G
unio
rto
seni
orye
ar)?
Ie.
How
man
yof
cand
idat
esfr
om1.
bw
illco
mpl
ete
the
prog
ram
byth
een
dof
the
2020
-202
1ac
adem
icye
ar?
If.
Wha
tis
the
aver
age
GPA
ofth
e20
20-2
021
grad
uati
ngco
hort
?
2.S
tuden
tT
each
ing
Info
rmat
ion
2a.
How
man
yw
eeks
ofst
uden
tte
achi
ngw
ere
requ
ired
for
2020
-202
1co
hort
?[d
rop-
dow
n:12
wee
ks,
12-1
5w
eeks
,fu
llac
adem
icye
ar,
othe
r]2b
.M
etho
dof
grad
ing
stud
ent
teac
hing
.[d
rop-
dow
n:L
ette
rgr
ade,
pass
/fai
l,ot
her]
2c.
How
man
ycr
edit
sar
eaw
arde
dfo
rst
uden
tte
achi
ng?
[dro
pdo
wn:
3cr
edit
s;6
cred
its;
9cr
edit
s;12
cred
its;
othe
r
3.P
ass
Rat
e:N
OT
E:
Inth
eca
seof
teac
her
prep
arat
ion
prog
ram
sw
ithfe
wer
than
10gr
adua
tes
taki
ngan
ysi
ngle
initi
alte
ache
rce
rtif
icat
ion
orli
cens
ure
asse
ssm
ent
duri
ngan
acad
emic
year
,th
ein
stitu
tion
shal
lco
llect
and
publ
ish
info
rmat
ion
with
resp
ect
toan
aver
age
pass
rate
onS
tate
cert
ific
atio
nor
lice
nsur
eas
sess
men
tsta
ken
over
a3-
year
peri
od.
3a.
Indi
cate
the
pass
rate
for
the
mos
tre
cent
year
for
whi
chth
ein
form
atio
nis
avai
labl
e.3b
.in
dica
teth
epa
ssra
teof
the
inst
itutio
n’s
grad
uate
son
the
teac
her
cert
ific
atio
nor
lice
nsur
eas
sess
men
tsfo
rst
uden
tsw
hoto
okth
eas
sess
men
tsw
ithin
3ye
ars
ofco
mpl
etin
gth
epr
ogra
m.
3c.
Com
pari
son
ofth
epr
ogra
m’s
pass
rate
toth
eav
erag
epa
ssra
tefo
rpr
ogra
ms
inth
est
ate.
4.P
rogr
amIn
form
atio
n4a
.T
henu
mbe
rof
stud
ents
inth
epr
ogra
m.
4b.
The
aver
age
num
ber
ofho
urs
ofsu
perv
ised
prac
tice
teac
hing
requ
ired
.4c
.T
hefa
cult
y-st
uden
tra
tioin
supe
rvis
edpr
acti
cete
achi
ng.
5.P
rogr
amap
prov
alSa
.A
stat
emen
tth
atth
epr
ogra
mis
appr
oved
byth
eP
enns
ylva
nia
Dep
artm
ent
ofE
duca
tion
.Sb
.Is
your
prog
ram
desi
gnat
edas
low
perf
orm
ing
byth
eS
tate
unde
rse
ctio
n10
28(a
)?[d
ropd
own:
Yes
;N
o]
6.P
ubli
cIn
form
atio
nIs
the
info
rmat
ion
cont
aine
din
this
surv
eypr
ovid
edfo
rpo
tent
ial
appl
ican
ts,
seco
ndar
ysc
hool
guid
ance
coun
selo
rs,
and
pers
pect
ive
empl
oyer
sof
the
inst
itutio
n’s
prog
ram
grad
uate
s?[d
rop
dow
n:Y
es:
NpJ
__
__
__
__
__
__
__
__
—-
[Lim
itth
enu
mbe
rof
char
acte
rsfo
rth
ese
ques
tion
s.]
7.T
abfo
rC
ultu
rall
yR
elev
ant
and
Su
stai
nin
gE
duca
tion
§49
.14.
(4)
(i)(A
ppro
val
ofin
stitu
tions
and
alte
rnat
ive
prog
ram
prov
ider
s)re
quir
esin
stitu
tions
and
alte
rnat
ive
prog
ram
prov
ider
sde
velo
pcl
ear
goal
san
dpu
rpos
esfo
rea
chpr
ogra
mth
atin
clud
e
esco
mpe
tenc
ies,
cour
sew
ork
and
rela
ted
expe
rien
ces
that
addr
ess
cultu
rally
rele
vant
and
sust
aini
nged
ucat
ion.
Iden
tify
the
way
sth
atcu
ltura
llyre
leva
ntan
dsu
stai
ning
educ
atio
nal
prac
tice
sar
ein
tegr
ated
thro
ugho
utth
epr
ogra
m.
8.T
abfo
rP
rofe
ssio
nal
Eth
ics
§49
.14(
4)(i)
App
rova
lof
inst
itutio
nsan
dal
tern
ativ
epr
ogra
mpr
ovid
ers
requ
ires
inst
itutio
nsan
dal
tern
ativ
epr
ogra
mpr
ovid
ers
tode
velo
pcl
ear
goal
san
dpu
rpos
esfo
rea
chpr
ogra
mth
atin
clud
esco
mpe
tenc
ies,
cour
sew
ork
and
rela
ted
expe
rien
ces
that
addr
ess
prof
essi
onal
ethi
cs.
Iden
tify
the
way
sth
atpr
ofes
sion
alet
hics
isin
tegr
ated
thro
ugho
utth
epr
ogra
m.
9.T
abfo
rR
ecru
itm
ent
and
Ret
enti
on
§49
.14.
(4)
(Sv)
App
rova
lof
inst
itutio
nsan
dal
tern
ativ
epr
ogra
mpr
ovid
ers
requ
ires
inst
itut
ions
and
alte
rnat
ive
prog
ram
prov
ider
sto
deve
lop
clea
rgo
als
and
purp
oses
for
each
prog
ram
that
incl
udes
effo
rts
tore
crui
tan
dre
tain
stud
ents
from
hist
oric
ally
unde
rrep
rese
nted
grou
ps.
Iden
tify
the
way
sth
atre
crui
tmen
tan
dre
tent
ion
ofst
uden
tsfr
omhi
stor
ical
lyun
derr
epre
sent
edgr
oups
are
inte
grat
edin
toyo
urpr
ogra
mgo
als.
Add
subs
ecti
on5
10.
Tab
for
Co
nti
nu
ou
sIm
prov
emen
t
§35
4.22
(Pre
pari
ngin
stitu
tion
repo
rtin
g)re
quir
esth
atpr
ogra
ms
dem
onst
rate
that
the
resu
ltof
the
syst
emat
icev
alua
tion
ofth
epr
ofes
sion
aled
ucat
orpr
ogra
m)
assp
ecif
ied
insu
bsec
tion
(a),
isut
ilize
dto
enha
nce
cand
idat
eac
hiev
emen
tth
roug
hth
em
odif
icat
ion
and
impr
ovem
ent
ofth
epr
epar
ing
inst
itutio
n’s
over
all
prof
essi
onal
educ
ator
prog
ram
.Id
entif
yth
ew
ays
that
your
prog
ram
utili
zes
the
resu
lts
ofth
esy
stem
atic
eval
uati
onto
enha
nce
cand
idat
eac
hiev
emen
t.
Bie
nnia
lly
Rep
orti
ng:
Indi
cate
the
date
you
last
repo
rted
the
follo
win
gite
ms
orpr
ovid
eth
ein
form
atio
nre
ques
ted.
The
prep
arin
gin
stitu
tion
shal
lbi
enni
ally
com
pile
and
mak
eav
aila
ble
toap
plic
ants
,ca
ndid
ates
,th
eD
epar
tmen
tan
dth
eB
oard
info
rmat
ion
conc
erni
ngits
rece
ntgr
adua
tes.
this
info
rmat
ion
shal
lbe
coll
ecte
dno
soon
erth
an6
mon
ths
follo
win
gth
eca
ndid
ate’
sgr
adua
tion
and
shal
lin
clud
eth
efo
llow
ing:
(1)
Num
ber
ofre
cent
grad
uate
sem
ploy
edin
inst
ruct
iona
l,ed
ucat
iona
lsp
ecia
list
,su
perv
isor
yan
dad
min
istr
atio
npo
siti
ons
inth
isC
omm
onw
ealt
h.(2
)N
umbe
rof
rece
ntgr
adua
tes
empl
oyed
inin
stru
ctio
nal,
educ
atio
nal
spec
iali
st,
supe
rvis
ory
and
adm
inis
trat
ion
posi
tion
sin
loca
tion
sou
tsid
eth
isC
omm
onw
ealt
h.
(3)
Num
ber
ofre
cent
grad
uate
sem
ploy
edin
educ
atio
n-re
late
dpo
siti
ons
inth
isC
omm
onw
ealt
h.(4
)N
umbe
rof
rece
ntgr
adua
tes
empl
oyed
ined
ucat
ion-
rela
ted
posi
tion
sin
loca
tion
sou
tsid
eth
isC
omm
onw
ealt
h.
Cua)C0220ci
sEcu—00)
t cn0r DCoEcnCCo 2
.9 c0C
00)
V
C
0oct=0
CC00CCC C
Vt00
00
620)00000)(V CUD =VtCu CuI- l_
00)
CC0)00000I- I-
— 4-CO- I.
00fin22zz
n(D
2tOo
‘ HUtO>w—‘ U>10CflzCwCH01• <w -C
0DVuJ0V
0
a)‘p
CDI.
U)
t0aa)
I
—4
=mU
Oo1—
CC-Co00ct
cU
-cc00
3E-at
Ca-Jo
-EQcmC0>4-—
0DCmcowI—D0
0cJ0c..J>,D-,
__
__
__
__
__
Dep
artm
ent
ofE
duca
tion
Gui
ding
Com
mit
men
ts
••T
heP
ennsy
lvan
iaD
epar
tmen
tof
Ed
uca
tio
n(P
DE
)is
com
mit
ted
topr
ovid
ing
all
stu
den
tsin
the
com
mo
nw
ealt
hw
ith
acce
ssto
effe
ctiv
eed
uca
tors
who
cont
inuo
usly
grow
and
impr
ove
thei
rpr
ofes
sion
alco
mpe
tenc
yan
dpr
acti
ce.
+PO
Eh
asst
rived
toid
enti
fyan
dsu
pport
way
sto
:V
Add
ress
teac
her
shor
tage
sV
Impr
ove
educ
ator
dive
rsity
VS
uppo
rtne
wed
ucat
ors
VIm
prov
ere
tent
ion
rate
sin
educ
ator
prep
arat
ion
prog
ram
s
+PO
Eis
com
mit
ted
toen
suri
ng
that
stat
epo
licy
isin
clu
sive
and
rep
rese
nta
tiv
eof
the
need
san
dex
peri
ence
sof
stud
ents
,ed
ucat
ors,
and
com
mun
itie
sac
ross
Pen
nsyl
vani
a.
tc1
pen
nsy
lvan
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
(o• Hc1>w
U
(liz
(\)Lu 0
0,a) I
CO E0CO
U)11 >
B•-1=
>,CuU)o -
D C0 a)
a)C,Cti3 CCt-c -ö
a0z —C EU) .9
I—
a)Ci— a__cit
Cp
0
w•0
:t Dia)
tIt
t
aa)C
0‘— D_ c . . . (N
a;UI-
AU)
. .
Post
seco
ndar
yE
nrol
lmen
tan
dT
each
erC
and
idat
esin
PA
Inte
rest
ined
ucat
orpr
epar
atio
nin
Pen
nsyl
vani
aco
ntin
ues
tode
clin
e.
•S
ince
2010
,th
enu
mbe
rof
high
scho
olgr
adua
tes
has
decl
ined
by4
perc
ent.
•O
nly
6in
10P
enns
ylva
nia
high
scho
olgr
adua
tes
mov
eon
topo
stse
cond
ary
educ
atio
nal
prog
ram
s.
•S
ince
2010
,en
roll
men
tin
trad
itio
nal
educ
ator
prep
arat
ion
prog
ram
sha
sdec
reas
edby
67%
with
asl
ight
incr
ease
betw
een
2017
and
2018
.
So
urc
es:
2018
.19;
U.S
.D
epar
imen
tof
Edu
cati
on,
Nat
iona
lC
ente
rfo
rE
duca
tion
Sta
tist
ics,
Inte
grat
edP
osts
econ
dary
[E
duca
tion
Dat
aS
yste
m(I
PE
DS
),12
-mon
thE
nrol
lmen
tco
mpo
nent
(pro
visi
onal
data
);N
atio
nal
Stu
dent
Cle
arin
g(P
350)
pen
nsy
vani
aR
esea
rch
Cen
ter,
Sna
psho
tR
epor
t(2
018-
19).
DEP
AR
TMEN
TO
FED
UC
ATI
ON
1-CD>,-a-oa)00a)I.0a)-o00
-CC0
Ct0D-owC-a
Ca)20I—Ca)
0
0@1a)0C
U)
‘C
I ‘P
‘I
III
/ —
ji
/
ztOo
COD0
>w- U
>‘oFOzCwaC—ni <w aw
([I
en‘Cen
0
- SnJ
—en
Cao
U
-owCo•0
o(N ci
C,U,
U,a0.0Ci
Co
a,Ci
C
U’
I(N Co
C 0—
- I en —
— Ci Cot
o— (N <a
a- 23Ci (N
_9 H‘
0.6OS
- tno
S OCo00
Cenen
(N0
C,en
(N‘C0
Laen
/‘I C
‘C00
en
Met
hodo
logy
for
Mea
suri
ngT
each
erS
ho
rtag
esin
PA
1.E
mer
gen
cyP
erm
its
(EP
s)ar
epr
ovis
iona
lce
rtif
icat
esis
sued
byPD
Ean
dm
ade
avai
labl
eto
loca
led
ucat
ion
agen
cies
(LE
As)
whe
nth
eyar
eun
able
tofi
ndca
ndid
ates
with
valid
,ac
tive
cert
ific
ates
.
2.T
heS
uppl
yG
ap(o
ften
refe
rred
toas
‘pot
entia
lre
tire
men
ts’)
isde
rive
dfr
omth
efo
llow
ing
info
rmat
ion:
•N
umbe
rof
educ
ator
sw
ith30
or
mor
eyea
rsof
serv
ice
ored
ucat
ors
who
are
55yea
rsof
age
orol
der;
indu
plic
ate
case
s,da
taco
rres
pond
ing
with
the
serv
ice
crite
ria
isus
edan
dda
taco
rres
pond
ing
toth
eag
ecr
iteri
ais
drop
ped
•N
umbe
rof
New
Cer
tifi
cate
s(o
ften
refe
rred
toas
‘new
clas
sroo
mte
ache
rs’)
issu
edby
PAdu
ring
the
peri
odof
anal
ysis
(Jul
y20
18to
June
2019
)
cpen
nsy
lvan
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
00,
cv)
rr—0)
Co— 0)cv) U)GD
CDGDGD0) GD
z(00
>L1Ja’ U
>.I0
(flzw
CH
LU
a)
‘To(0<
o .0-c
G) (N
—Ca) (0
(o
0
o a) —
2c0c.9 . (N
‘-a)0a, —
F—o a)0 0) I
a) 0 CDI— C—
- Ct 0
(to
CC G)a).— St >0—s0->’ 0a)Ca)o c
0 .20) Ct
UT; SIz—tOo a’øc’O
(‘4GDCD(N
= oiLS
oL —
— 0— >
CUC (U
I.o —•.j:z .!20
00-c00
2I.
a,U
Ca)0)I-
ci)2w
—a
@4r
rr
0C”
7 Ina)NCD c’S
CoU)
C”
Con
-I —
a
cc
C@41
C
CG)Ea)I—
.4-’a)I—
4-0a)C)Cu
ci)-c4-’
4-’Ct1-
00
.4-i
a)CD00ci)I—
a)
CD
a)-c0CD
-I
4-
0-I
Ca)01—
cu0
@41
z(Do‘I—
>w— U-
Cflzw
C—
C)a,
70(0<
t-c
Eca, c’.J(00>,-
COcia, D
it20o• E (N
ai2ro a, —Ct 0 I
(0H
- Ct C
C —Ct
D
-a
C a,E
t >(a— z
n
<a,c0 - .9
0) Ct
I.
o o
0>-+toto
0
a)0
o Cta)
o HH EE Co 0
I—
I...U)
0 -Co
a)r —C 0
1= ci:
t 0
a—
. .a)
1+ 0=
U)W-L D
ci)0)
4-0CD
CD>q+toto4—
— 2Lu C
1u>w
— IL
Cl)z
a)
N C‘To(0<
(N t-c
F-’—CD-toa) (N
>, —
‘or—ci) CD
a) (NC’
H(0
(0 0 a) Swa) U) C
oo 0
w0 HB o a) —
B B a H C’o a 0 -CU0o 0 C
1—0 0 00 0- (t__ Sm0
oa)B E oIZ I—Co <CO
t’- rn-S0 Ct0
°-! E!tO Wit <a)c
C CU) fi)It Cu>- U)a3 30
n Oa)wE2- o-_
0@4
Co0@4
CDtor
@4
U,— 0
is)@4 n
CoIs)
CoU) U)NU)
4-001—
Cu>cp
+C
0)
cc
C(NC
-ICa)Sa)I—
U)I—
0—a
a)000a)U)
CoI—
a)-c0Cua)
--a
4-0-J
Ca)01—
CciIn —-.d
>‘ioI—
CuCCZU)
o —(‘1
6C”
oC’J CD— 6
c’J
CDLU
r
U) (‘4
aS
cc
CC”C
S00I.Cl)Cl)
0a)-c
0
a)C
a)
CoI—
a)-C0Cta)
4-’
4-0
Ca)0
a)0
U,
C0
0
Co
Co
a)za)I
cC0
-C
0
a,-C0(aIs
E0
2U)U)(a
0a)>-I
0cC4-0a,0)(aCa,2a,0
2(Do
>w_. U
CI)zLUCs
C—fit <w Q
LU0
a,
YTO(0<00(N V-c
Soa) (N
Or—CIa) CD
C 0
(13CU)
(N
a) —t No a —Cu 0)a) CU CDH
- CU 0
C —CUDu:=0S (U0
C a’a, SSCa,t >CU— S
o c— a, c0 - .2
0) CU— 2‘-tho o
OCNO
InI
a)-c0ItIs
00o
It
Is 5Eo E0 —I-00(U
0a, C21=
DCU°-
C a,CU
23 DLL Z
7 I—
Su
bje
ctS
hort
age
Are
asin
PA
Th
efu
llte
ach
ersh
ort
age
rep
ort
sub
mit
ted
toth
eU
.S.
Dep
artm
ent
ofE
du
cati
on
can
be
access
ed
bycl
icki
ngon
the
foll
owin
glin
k:O
ffic
eof
Post
seco
ndar
yE
du
cati
on
:T
each
erS
hort
age
Are
as
Top
720
18-1
9S
ubje
ctS
hort
age
Are
asS
hort
age
Typ
e
Voc
atio
nal
Edu
cati
on7-
12E
mer
genc
yP
erm
itan
dS
uppl
y
Gra
des
4-8
Em
erge
ncy
Per
mit
and
Sup
ply
Fine
and
Per
form
ing
Art
sPK
-12
Em
erge
ncy
Per
mit
and
Sup
ply
Mat
hem
atic
s7-
12E
mer
genc
yP
erm
itan
dS
uppl
y
Hea
lthan
dP
hysi
cal
Edu
cati
onPK
-12
Em
erge
ncy
Per
mit
and
Sup
ply
Spe
cial
Edu
cati
onPK
-12
Em
erge
ncy
Per
mit
Rea
ding
Spe
cial
ist
PK-1
2E
mer
genc
yP
erm
itan
dS
uppl
y
So
urc
e:PA
Dep
artm
ent
ofE
duca
tion
,T
each
erin
form
atio
nM
anag
emen
tS
yste
m(T
IMS)
,20
16-1
7to
201
8-19
;P
enns
ylva
nia
Info
rmat
ion
Man
agem
ent
Sys
tem
(PIM
S),
2016
-17
to20
18-1
9:an
dPA
Cou
rse
pen
nsyt
vani
ace
rtif
icat
ion
Req
uire
men
ts(P
cCR
),20
16-1
7to
2018
-19.
DEP
AR
TMEN
TO
FED
UC
ATI
ON
Ed
uca
tor
Eff
ecti
ven
ess
•PD
Ere
mai
nsco
mm
itte
dto
ensu
ring
that
low
-inc
ome
and
min
ority
stud
ents
atte
ndin
gTi
tleIs
choo
lsar
eeq
uita
bly
serv
edby
effe
ctiv
eed
ucat
ors.
•T
his
com
mit
men
tis
furt
her
rein
forc
edby
the
stra
tegi
esan
dco
mm
itm
ents
outl
ined
inPA
’sE
very
Stu
dent
Su
ccee
ds
Act
(ESS
A)
plan
appr
oved
byth
eU
.S.
Dep
artm
ent
ofE
duca
tion
in20
19an
dfu
els
our
wor
kre
late
dto
addr
essi
ngin
equi
ties
inth
epr
ovis
ion
ofhi
gh-q
ualit
yed
ucat
ion
toal
lst
uden
tsin
PA.
Not
e.F
orm
ore
info
rmat
ion
onst
rate
gie
san
dco
mm
itm
ents
deve
lope
dby
the
Pen
nsyl
vani
aD
epar
tmen
tof
Edu
cati
on(P
DE
),p
leas
evi
sit
PA
sE
very
Stu
dent
Su
ccee
dsA
ct(E
SS
A)
whi
chw
aspen
nsy
van
iaap
prov
edby
the
U.S
Dep
artm
ent
ofE
duca
tion
onA
ugus
t1,
2019
.D
EPA
RT
ME
NT
OF
EDU
CA
TIO
N
zCOo•1
COD>oLu
IL
>1°ØzCwC
a
Sa,U,
0
C0)Sa,C’0C0
C0
a,SaC
a,CCt
U,CCa,0
0(‘10Cd
a,
D0U’U’a,Ca,>
U
wI00
Cd
D
Wa)—cCtDD -,C CCa,
w
a,
h U U) CU) U) Cd co Ct)0) 0 0 CD 0
CD;
CD
a,a,
-C
a,—ow
Q-w
a,-C
a,0>C0
UtI.®W
I
0CtU
0Lu——t
—oHO
a)>
0
Wa— Ct00
o vzW
a,
U
to—
.4- a,00
o tzW
‘1• Ct) — 0 CDF’- r- r—U CD L U) Ct)
U) - ‘1- ‘3’ 0_ — — _ U)
— F- CD 0 LO— U) F’- ‘3 0, ‘3 CD, Cd‘3• ‘3’ C) Cd— — — — U)
Cv, — C)C’) CD
— 0, toCD CD — — ‘3_
Ed
uca
tor
Eff
ecti
vene
ss(b
yP
erce
nt
ofN
on-W
hite
Stu
den
ts)
Educa
tor
Eff
ecti
ven
ess
by
No
n-W
hit
eQ
uar
tile
(Sch
ool-
Lev
el)
Non
-Whi
teQ
uart
ile
Qua
rtil
e1
[Low
pa.
ofN
on-W
hite
Stu
dent
s]
Qua
rtil
e2
Qua
rtil
e3
Qua
rtil
e4
FHig
hP
a.of
Non
-Whi
teS
tude
nts]
Tot
al
No.
ofIn
effe
ctiv
eN
o.of
Eff
ecti
veT
otal
Educa
tor
Per
cen
tS
har
eof
Per
cen
tS
har
eE
du
cato
rsE
duca
tors
Cou
ntIn
effe
ctiv
eE
ffec
tive
567
11880
12447
4.6%
95.4
%
610
14
,84
615458
3.9%
96
.1%
1,15
316
,209
17,3
626.6
%93
.4%
1,71
312
,358
14,0
7112
.2%
87.8
%
4,0
43
55
,29
55
9,3
38
6.8%
93.2
%
“D’p
ennsy
lvan
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
So
urc
e:PD
EA
nnua
lE
duca
tor
Eff
ecti
vene
ssSu
rvey
,20
20;
Pen
nsyl
vani
aIn
form
atio
nM
anag
emen
tS
yste
m(P
IMS)
,R
etri
eved
June
2020
.
Educa
tor
Eff
ecti
vene
ss
Tw
oke
yta
keaw
ays
from
our
find
ings
base
don
2018
-19
data
are
asfo
llow
s:
1.B
yan
dla
rge,
the
maj
ority
ofed
ucat
ors
are
cons
ider
edef
fect
ive
acco
rdin
gto
build
ing
leve
lda
ta;
and
2.T
itle
Isch
ools
acro
ssal
lqu
arti
les—
both
for
stud
ents
inpo
vert
yan
dno
n-w
hite
stud
ents
—re
port
edth
atla
rger
shar
esof
educ
ator
sw
ere
cons
ider
edin
effe
ctiv
efo
rth
epu
rpos
esof
our
ESS
A’s
build
ing
leve
leq
uity
repo
rtin
g.
Sourc
e:P
DE
Ann
uaI
Edu
cato
rE
ffec
tive
ness
Sur
vey,
2020
;P
enns
ylva
nia
Info
rmat
ion
Man
agem
ent
“!“
pen
nsy
lvan
iaS
yste
m(P
IMS)
,R
etri
eved
Jun
e20
20D
EPA
RTM
ENT
OF
EDU
CA
TIO
N
Coa)
z(Do
I—
U(D>w
CwCHw -
UI
z(Do
>w—J IL
>10
wC2— ——
LU
Bas
icS
kill
sA
lter
nati
veA
sses
smen
ts
In20
17,
PDE
appr
oved
aco
urse
alte
rnat
ive
tode
mon
stra
tepr
ofic
ienc
yin
basi
csk
ills
inm
athe
mat
ics.
PDE
plan
sto
rele
ase
addi
tion
alco
urse
wor
kan
dal
tern
ativ
ep
roce
sses
tode
mon
stra
teba
sic
skill
spr
ofic
ienc
yin
both
read
ing
and
wri
ting.
The
seal
tern
ativ
esar
ein
tend
edas
one
met
hod
topo
tent
ially
incr
ease
the
num
ber
ofst
uden
tsen
teri
nged
ucat
orpr
epar
atio
npr
ogra
ms.
The
yw
illpr
ovid
ean
alte
rnat
ive
toth
eP
raxi
sex
ams
and
furt
her
help
redu
ceco
sts
tost
uden
ts.
pen
nsy
[van
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
Inno
vati
veT
each
eran
dP
rinc
ipal
Gra
nts
PDE
awar
ded
$2.1
mill
ion
ingr
ants
duri
ng20
19-2
0gr
ant
cycl
eth
at:
•E
nsur
edth
eeq
uita
ble
expa
nsio
nof
one
ofth
ena
tion’
sm
ost
aggr
essi
vecl
inic
alre
side
ncy
initi
ativ
esin
the
natio
n;
•In
clud
edbo
thPr
inci
pal
and
Tea
cher
Res
iden
cypr
ogra
ms;
•F
unde
dpr
ogra
ms
invo
lvin
gbo
thtr
adit
iona
lan
dch
arte
rsc
hool
s;
•S
uppo
rted
adi
vers
ear
ray
ofpa
rtne
rL
EA
s—fr
omP
hila
delp
hia
and
Pit
tsbu
rgh
tosm
all
rura
ldi
stri
cts
and
ever
yLE
Aty
pein
betw
een
(sm
all
urba
n,su
burb
an,
and
lU);
and
•P
rovi
ded
fund
ing
to6
publ
ic(3
PA
SS
HE
and
3S
tate
Rel
ated
univ
ersi
ties
)an
d5
priv
ate
coll
eges
and
univ
ersi
ties
.
tc-i
pen
nsy
lvan
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
Sch
ool
Soc
ial
Wor
ker
Cer
tifi
cati
on
Sch
ool
soci
alw
orke
rspl
aya
uniq
uero
lein
addr
essi
ngba
rrie
rsby
prov
idin
gho
listic
serv
ices
and
supp
orts
inth
esc
hool
sett
ing.
The
sese
rvic
esan
dsu
ppor
tsen
sure
all
stud
ents
have
acce
ssto
need
edop
port
unit
ies
and
reso
urce
sw
hen
they
need
them
,ho
wth
eyne
edth
em,
and
whe
reth
eyne
edth
em.
InJa
nuar
y20
20,
Gov
erno
rW
olf
intr
oduc
ed“R
each
Out
PA:
You
rM
enta
lH
ealth
Mat
ters
”to
incr
ease
supp
ort
and
proa
ctiv
ere
sour
ces
for
chil
dren
and
youn
gad
ults
.PD
Ew
asch
arge
dw
ithcr
eati
ngpa
thw
ays
toin
crea
seth
enu
mbe
rof
high
lyqu
alif
ied
soci
alw
orke
rstr
aine
dto
wor
kin
Pen
nsyl
vani
asc
hool
s.
One
ofth
epa
thw
ays
iden
tifie
dw
asth
ecr
eati
onof
aS
choo
lS
ocia
lW
orke
rce
rtif
icat
ion.
The
prog
ram
fram
ewor
kgu
idel
ines
for
the
cert
ific
atio
npr
ogra
mis
curr
entl
yun
der
revi
eww
ithan
anti
cipa
ted
fall
2020
appr
oval
.
rjpen
nsy
lvan
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
Asp
irin
gto
Educa
te(A
2E)
Pen
nsyl
vani
afa
llsfa
rbe
low
the
nati
onal
aver
age
of18
perc
ent
teac
her
sof
colo
r,a
figu
reth
atis
just
4pe
rcen
tin
the
com
mon
wea
lth.
To
add
ress
both
the
wan
ing
inte
rest
inth
ete
achi
ngpr
ofes
sion
and
alig
nw
ithth
ePD
E’s
com
mit
men
tto
impr
ovin
gdi
vers
ityin
the
educ
ator
wor
kfor
ce,
PDE
ispi
lotin
gth
eA
spir
ing
toE
duca
te(A
2E)
prog
ram
.
The
goal
ofth
eA
2Epr
ogra
mis
toad
dre
ssth
esh
orta
geof
teac
her
sin
Pen
nsyl
vani
aan
dth
ela
ckof
dive
rsity
inth
eed
ucat
orpi
peli
neby
prov
idin
g-te
ache
rs,
scho
olle
ader
s,an
dte
acher
cand
idat
esw
ithth
ekn
owle
dge,
tool
s,an
dsu
ppor
tth
atre
sult
sin
cultu
rally
rele
vant
educ
ator
s.
‘Dpe
nnsy
Lva
nia
DEP
AR
TMEN
TO
FED
UC
ATI
ON
Bri
efO
verv
iew
ofA
spir
ing
toE
duca
te(A
2E)
Pro
gram
A2E
isst
ruct
ured
tobe
nefi
tin
divi
dual
sat
vari
ous
stag
esin
thei
rpr
ofes
sion
alan
dac
adem
icpa
thw
ays.
Thr
eepr
ogra
mti
ers
prov
ide
mul
tiple
path
way
sfo
rpa
rtic
ipan
tsan
dL
EA
sw
itha
cons
tant
stre
amof
teac
her
shi
ghly
prep
ared
tofil
lga
psin
diff
eren
thi
ghne
edar
eas.
1.Y
outh
appr
enti
cesh
ipfo
ras
piri
nged
ucat
ors
2.A
dult
appr
enti
cesh
ipfo
ras
piri
nged
ucat
ors
3.P
ost
bacc
alau
reat
ean
dco
ntin
uing
prof
essi
onal
deve
lopm
ent
““
pen
nsy
lvan
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
2(Do
UCD>wIL>10LUCaC—LU
C)
0)CC
CoD
CD0C
C
>
?i5
-asD‘p-50
uJCD
I
2-
I
C000DC0
U0CCu2
0c’j0CN
AS
nap
shot
ofPA
’sD
iver
sity
inth
eE
du
cato
rW
orkf
orce
Peo
ple
ofco
lor
repr
esen
t:
•71
perc
ent
dec
reas
eof
Afr
ican
Am
eric
angr
adua
tes
ined
ucat
ion
sinc
e20
00
•A
t33
perc
ent,
Pen
nsyl
vani
a’s
gap
betw
een
stud
ents
ofco
lor
and
teac
her
sof
colo
rre
mai
nsam
ong
the
mos
tdi
spar
ate
inth
eco
untr
y
•Si
xco
unti
esin
Pen
nsyl
vani
are
port
edha
ving
note
ach
ers
ofco
lor
So
urc
e:R
esea
rch
forA
ctio
n.(2
018)
.N
ewD
ata
onT
each
erD
iver
sity
inP
enns
ylva
nia
(AP
acer
Pol
icy
Hri
ef)
FIN
AL
wpen
nsy
lvan
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
Ret
enti
onof
Tea
cher
byR
ace
betw
een
201
7-18
&20
18-1
9
•R
emai
ned
inLE
AM
ov
edto
dif
fere
nt
LEA
Lef
tp
rofe
ssio
n
1.6%
6.0%
8.8%
8.2%
8.S%
5.4%
1.5%
1.8%
1.4
%2.7
%2
.5%
98.4
%92.5
%92.9
%9
4.0
%8
8.5
%8
9.3
%85
.6W
0
Am
eric
anA
iar,
(1,0
77)
Bla
ckor
His
pani
cM
uIti
Rac
iuI
Nuti
ve
Whit
eIn
dian
/Ala
skan
Afr
ican
(1,1
41)
(508
)H
awai
ian
or
(159
:414
)N
ativ
e(1
23)
Am
eric
anoth
erP
acif
ic(7
,396
)is
lander
(56)
So
urc
e:P
enns
ylva
nia
Info
rmat
ion
Man
agem
ent
Sys
tem
(PIM
S),
2018
-19.
pen
nsy
lvan
iaD
EPA
RT
ME
NT
OF
ED
UC
AT
ION
00CC,0
-tCD
0‘CC
S
S0
3
0S
S0J
C0CD3CDS
0‘Cto
03-D
CD
MC
CD
$0
zCCD
‘iiCD05-a0CD0
CDCDCDSCD
0SCDraCD
SS
CD
maC0CD
0S
3,Co
CDS0
rI,, 3,
CCDDI
CDCD
CDDIC,5-CD
CDDI
0
C-.
CDxVCD
CDSC,CD
=P.
5-CD
V0
00
0S
0/
%studentsofcolor
2.000
I
9/•‘I
••:7
99
:S.
.94 •$
I
/ .I
F?:..9%•
•9I
•/• I•••SI•/11/0
t.5.•.•5/
I••V•p7.. I_I•/S
sI•1’I•
;
4t.:1.5.
5
I
IJ0-
I
$
I.
cn‘,e
—I
2W
Cul
tura
lly
Rel
evan
tan
dS
ust
ainin
gE
duca
tio
n(C
R-S
E)
•A
Cul
tura
llyR
elev
ant
and
Sus
tain
ing
Edu
cati
on(C
R-S
E)
for
Pen
nsyl
vani
are
quir
esa
true
com
mit
men
tto
equi
tyfo
ral
lst
ud
ents
.
•A
tth
eco
reof
CR
-SE
isan
anti
-rac
ist
unde
rtak
ing
that
aim
sto
elim
inat
eth
esy
stem
ican
din
stit
uti
onal
bar
rier
sth
atin
hibi
t the
succ
ess
ofal
lP
enns
ylva
nia’
sst
uden
ts—
part
icul
arly
thos
ew
hoha
vebe
enhi
stor
ical
lym
argi
nali
zed.
•C
R-S
Een
com
pas
ses
skill
sfo
red
ucat
ors
incl
udin
g,bu
tno
tlim
ited
to,
app
roac
hes
tom
enta
lw
elln
ess,
trau
ma-
info
rmed
appro
aches
toin
stru
ctio
n,
tech
no
log
ical
and
virt
ual
engag
emen
t,an
dan
yfa
ctor
sth
atin
hibi
teq
uita
ble
acce
ssfo
ral
lP
enns
ylva
nia’
sst
uden
ts.
‘“
pen
nsy
lvan
iaD
EPA
RT
ME
NT
OF
ED
UC
AT
ION
Com
pet
enci
es
•R
efle
cton
one’
scu
ltura
lle
ns•
Rec
ogni
zean
dre
dre
ssbi
asin
the
syst
em•
Dra
won
stud
ents
’cu
ltur
eto
shar
ecu
rric
ulum
and
inst
ruct
ion
•B
ring
real
-wor
ldis
sues
into
the
clas
sroo
man
dun
ders
tand
the
glob
alin
terc
onne
cted
ness
ofcu
rric
ulum
•M
odel
high
expe
ctat
ions
for
all
stud
ents
•P
rom
ote
resp
ect
for
stud
ents
’di
ffer
ence
s•
Col
labo
rate
with
fam
ilie
san
dth
elo
cal
com
mun
ity
•C
omm
unic
ate
inlin
guis
tical
lyan
dcu
ltura
llyre
spon
sive
way
s•
Res
pect
the
inte
grity
ofcu
ltura
lkn
owle
dge
stud
ents
brin
gw
ithth
emin
toth
ecl
assr
oom
•U
nder
stan
dth
ete
net
s/n
uan
ces
ofm
icro
aggr
essi
ons
and
the
impa
ctof
dive
rse
lear
ners
c-pen
nsy
lvan
iaD
EPA
RTM
ENT
OF
EDU
CA
TIO
N
Asp
irin
gto
Educa
teD
iver
sity
,E
quit
y,an
dIn
clusi
on
Sum
mit
Sta
keh
old
ers
who
par
tici
pat
edin
the
Sum
mit
:
•IF
-IFP
rofe
ssor
/Ins
truc
tor
•H
igh
Sch
ool
Edu
cato
r
•IH
EA
dmin
istr
ator
•E
lem
enta
ryS
choo
lA
dmin
istr
ator
•IH
EO
ther
•M
iddl
eS
choo
lA
dmin
istr
ator
•C
olle
geS
tude
nt/P
re-S
eMce
Tea
cher
•H
igh
Sch
ool
Adm
inis
trat
or
•D
istr
ictA
dmin
istr
ator
K-1
2P
aren
t
•S
choo
lB
oard
Mem
ber
•D
epar
tmen
tof
Edu
cati
onP
rofe
ssio
nal
•E
lem
enta
ryS
choo
lE
duca
tor
•N
on-P
rofi
t/P
rofe
ssio
nal
Org
aniz
atio
n
•M
iddl
eS
choo
lE
duca
tor
•In
term
edia
teU
nit
Pro
fess
iona
l
“.
pen
nsy
lvan
iaD
EPA
RT
ME
NT
OF
ED
UC
AT
ION
C’-.U)C
CDCD0
2(Co
pU
>wLL
>1°Viz
wCaC—
w
CDLI
FACE SHEETFOR FILING DOCUMENTS
WITH THE LEGISLATIVE REFERENCE BUREAU
(Pursuant to Commonwealth Documents Law)DEC — 8 2020
Independent RegulatoryReview Commission
______________________________________
DO NOT WRITE IN THIS SPACECopy below Is hereby approved as to Copy below is here by certified to be a true and correct copy Copy below is hereby approved as to form(on,, and legality Attorney General of a document issued, prescribed or promulgated by: and legality Executive or lndependenl Agencies.
D.,,l.li,,.,o0ty D.,,d(StOooiDN,o-O,,,0F20’O’i&Aiioiioy
C ,\IL—’I a. o.ioo.,a,tio,o,yx.o.,I
DM0 520 200 477 0100
(DEPUTY ATTORNEY GENERAL) State Board of Educaflon
(AGENCY)
DOCUMENT/FISCAL NOTE NO 6-346
12/3/2020 DATE OF ADOPTiON July 8.2020DATE Or APPRO.AL
BYDATE OF APPROVAL
eputy General Counsel(Chef Counsel. Independent Agency)
.
. TITLE Executive Director_____________________ (Strike inapplicable lillelCheck (applicable, EXECUTIVE OFFICER. CHAIRMAN DR SECRETARY)Copy not approved ObjectIons
Check if applicabe No Attorney Generaattachedapproval or objection wthin 30 doys after
________________________________________________________________
submission
NnTIrF flF PRflPOSFfl RI H ,PMAKTNr,
rnMMnNwrAl.TT-1 flF PFNNSYL,VANIA
STATF ROARn flF Pfl IrATInN
22 P rode. rhnter49
ret-ti ricatinn of Profeccinnal Personnel
PROPOSED RULEMAKING
STATE BOARDOF EDUCATION
122 PA. CODE CII. 491
Certification of Professional Personnel
The State Board of Education (Board) proposes to amend Chapter 49 (relating to
certification of professional personnel) to read as set forth in Annex A. The Board is acting
underthe authority of sections 1109, 1141,2603-B, and 2604-B of the Public School Code
of1949(24P.S. 11-1109, 11-114l,26-2603-Band26-2604-B).
Pit ‘pose
Chapter 49 sets forth requirements for educator preparation, certification.
induction, and ongoing professional education.
Background
In July 2018, the Department of Education (Department) invited interested
stakeholders to participate in dialog on issues surrounding educator preparation and
certification. Attendees at forums held in Philadelphia, Harrisburg, and Pittsburgh provided
input on potential changes to state policy that could strengthen preparation and certification
and strategies to advance the Department’s other priorities for the educator workforce,
including diversifting Pennsylvania’s educator workforce and ensuring all students have
equitable access to effective teachers. Stakeholder feedback from these convenings was
considered in tandem with a review of research on the impact and effectiveness of policy
changes suggested by stakeholders in a report prepared for the Department by the Learning
Policy Institute (LPI).
Page 1 of26
Guided then by input from diverse stakeholders and a review of related academic
literature, the Secretary of Education presented a set of recommendations for updating
Chapter 49 to the Board in November 2018. The Board accepted the Secretas
recommendations on its agenda for consideration and initiated a major review of Chapter
49 that is to occur at ten-year intenals per 22 Pa. Code, Section 49.51(b) with the
Secretary’s recommendations serving as a starting point for that review.
The Board, through its Teacher and School Leader Effectiveness Committee
(Committee), held four public hearings on the Secretary’s recommended updates to
Chapter 49 and invited additional testimony from stakeholders on the Chapter broadly. In
advance of the hearings, draft proposed amendments to Chapter 49 prepared by the
Secretary were posted on the Boards website for public review. Hearings were held at the
Philadelphia School District administration building on March 4,2019, at the Department
of Education in Harrisburg on March 14, 2019, at Lock Haven University on March 28,
2019, and at the Allegheny Intermediate Unit on April 23, 2019. In addition to providing
an opportunity to testify before the Committee, the Board also invited individuals to submit
written testimony on draft proposed revisions to Chapter 49.
Individuals affiliated with small businesses were welcome to participate in the
public hearings convened by the Committee and to submit written testimony to the Board.
In addition, the Board invited comments on the impact of draft proposed amendments on
small businesses directly from the Pennsylvania chapter of the National Federation of
Independent Business prior to adopting the proposed rulemaking.
Comments received during this process were taken into consideration by the Board
in making fiffiher revisions to the Secretarys recommendations. Draft proposed
Page 2 of 26
amendments to Chapter 49 were reviewed and approved by the Committee and by the
Council of Higher Education before being adopted by the Board as a proposed rulemaking
at its public meeting on July 8, 2020.
Need/br the rule
This proposed rulemaking has two aims — conforming the Chapter to changes in
state statute and enhancing educator preparedness by establishing new training
requirements related to culturally responsive and sustaining education (CR-SE), structured
literacy, and professional ethics.
The majority of proposed revisions reflect technical amendments to align certain
provisions of Chapter 49 with statutory changes to the School Code, clarify ambiguous
language, and update language for relevancy.
Substantive changes related to educator training are needed to address concerns
surrounding Pennsylvania’s supply of effective educators. Chapter 49 directs the
Department of Education to report annually to the Board on the status of certification in
the Commonwealth (see 22 Pa. Code, Section 49.51(a)). Data presented in the
Department’s July 2020 annual human capital report shows that enrollment in traditional
educator preparation programs in Pennsylvania has decreased by 67% since 2010, with a
slight increase between 2017 and 2018.
This downward trend is consistent with declines in educator preparation program
enrollments nationally that fell by 35% between 2009 and 2014. Data on national educator
preparation program enrollments was presented by LPI in a presentation titled National
Trends in Teacher Preparation and Ce,tfI•aiioti”that was delivered at a public meeting
of the Board in March 2019. The steep decline in the number of individuals preparing for
Page 3 of 26
a career in education is a contributing factor to the challenges districts face in hiring hilly
prepared educators. Issues surrounding educator supply fUrther are compounded by
persistent teacher shortages in certain geographic areas and subject areas.
The decline in supply and resulting shortages disproportionately impact inequities
in access to qualified teachers for low-income students and students of color. A report
prepared by LPI titled “Examining Educator Cerilfication hi Peniisyh’ania: Research and
Reconmiendations for Chapter 49” notes that the eight districts that top the state’s list for
teacher shortages based on unfilled vacancies are aLL Title I districts. Title I is a federal
program that provides financial assistance to local education agencies and schools with
high numbers or high percentages of children from low-income families. Collectively, in
2016-17, these districts served over 13% of the stat&s overall student population and over
30% of student of color in Pennsylvania. According to the LPI report, six of the eight
districts with the greatest teacher shortages serve primarily students of color.
To address these gaps, the state has become increasingly reliant on long-term
substitutes serving on emergency permits to staff classrooms as evidenced by a 100%
increase in the number of emergency permits issued to districts in Pennsylvania between
2014-15 and 2016-17. Data on the increasing reliance on emergency permits was presented
to the Board in the DepartmenCs 2018 annual certification report and further reported in
the aforementioned report prepared by LPI. These circumstances are concerning because
research demonstrates that teachers with little or no preparation often lead classrooms with
lower student outcomes and experience a higher attrition rate from the field. Nationally,
66% of teacher turnover in 2015-16 was due to pre-retirement attrition, as reported by LPL
in its March 2019 presentation at a public meeting of the Board.
Page 4 of 26
While significant turnover occurs before educators reach retirement age, the Board
also gauged Pennsylvania’s educator workforce needs by reviewing data on the supply gap
as measured by potential retirements. In 2018-19, 12% of teachers were close to or at the
age of retirement (defined as age 55 or older) and, in that same year, 5% of teachers were
close to retirement based on years of services (defined as 30 or more years of service) as
evidenced by data in the Department’s July 2020 annual human capital report.
Proposed amendments also are intended to reinforce the professional integrity
expected of both new and experienced educators. The Professional Standards and Practices
Commission, the state body charged with adjudicating educator misconduct, has seen its
caseload more than triple over the past five years according to data from the Commission.
The Commission disciplines nearly 300 educators annually, and the Department of
Education’s Office of Chief Counsel currently has more than 2,000 educator misconduct
complaints pending. Protecting students from educator misconduct is of the utmost
imperative. Through these proposed amendments, the Board seeks to ensure that
Pennsylvania educators are prepared not just in pedagogy and content knowledge, but that
they also possess a clear understanding of the ethical practice that is expected of them.
Collectively, these challenging circumstances require attention to ensure that all
students in Pennsylvania are served by teachers ftilly prepared to meet their needs. To
address these challenges, the Board is proposing new educator training requirements that
would be integrated throughout three points in an educator’s career to provide a continuum
of professional learning.
First, the proposed rulemaking adds requirements for instruction for presen’ice
educators, which would be delivered as pan of undergraduate or alternative post
PageS of 26
baccalaureate programs for individuals who are working toward earning a teaching
certificate. Under the proposed rulemaking, individuals studying to become teachers would
need to complete instruction in professional ethics, structured literacy, and CR-SE. CR-
SE is inclusive of mental wellness, trauma-informed instruction, cultural awareness, and
tecimological and virtual engagement.
Second, Lhe proposed rulemaking adds requirements for training as newly-
employed teachers enter the profession. When teachers enter the classroom for the first
time, they are required to complete an induction program that includes a variety of
professional support services, often delivered under the guidance of a mentor teacher, to
facililate entry into the education profession. Induction programs typically span an
educators first year iii the classroom. and. under the proposed rulemaking, would make
supports available for at least the first two years of an educators career. The proposed
rulemaking would require induction programs for newly-employed educators to include
training in CR-SE, as described above, and in professional ethics.
Finally, the proposed rulemaking adds requirements for training as part of
continuing professional development for current educators. Act 48 of 1999 requires
Pennsylvania educators to complete continuing education requirements every five years in
order to maintain an active teaching certificate. Educators must earn either six credits of
collegiate study, six credits of Department-approved continuing professional education
courses, or 180 hours of continuing professional education programs, activities, or learning
experiences through a Department-approved provider to maintain active certification
status.
Page 6 of 26
Further, both section 1205.1 of the Public School Code of 1949 and section 49.17
of Chapter 49 require school entities to develop continuing professional education plans
every’ three years. The existing requirements o 1 Chapter 49 further require that professional
education plans must address training in meeting the needs of diverse learners (defined as
students with limited English language proficiency or students with disabilities), improving
language and literacy acquisition, and closing the achievement gap among students. The
proposed rulemaking would require that continuing professional education for current
educators also include training in CR-SE, structured literacy, and professional ethics.
The proposed substantive amendments are intended to support efforts to improve
educator recruitment, increase the number of classrooms staffed by fully prepared teachers,
increase retention in the profession, and improve student outcomes by strengthening the
preparation of new educators, creating conditions to provide more support for educators as
they enter the classroom, and by improving the skill sets of current educators in working
with an increasingly diverse student population.
Provisions oft/ic Proposed Rulemaking
The majority of revisions in the proposed rulemaking make technical amendments
to either align provisions of Chapter 49 with statutory changes, clarify language, or update
language for reLevancy. The balance of proposed amendments establish new competencies
for educators to be incorporated both in presen’ice instruction for individuals preparing to
enter the field and in training delivered through induction programs and professional
development for current educators. The rulemaking also proposes strengthening supports
for beginning educators by extending the length of induction programs. Finally, the
proposed rulemaking creates additional certification pathways for school psychologists.
Page 7 of 26
Section 49. 1. Definitions.
Proposed amendments to Section 49.1 add a new definition for “alternative
program provider.” Act 21 of 2011 created new powers and duties for the Secretary of
Education through the addition of Section 1207.1 to the Public School Code of 1949. These
powers permit the Secretary to evaluate and approve postbaccalaureate certification
programs and to evaluate and approve qualified providers of postbaccalaureate certification
programs, which may include providers other than institutions of higher education. The
definition of “alternative program provider” is being added as a technical revision to align
the regulation with the authorization in statute permitting the Secretary of Education to
approve such providers and to acknowledge the current landscape of educator preparation
providers that is inclusive of approved alternative programs. References to alternative
program providers also are incorporated throughout the Chapter as appropriate to recognize
the presence of alternative program providers.
The term “approved teacher certification program’S is being updated For relevance
to refer to Thpproved educator preparation program.” This proposed revision to
terminology recognizes that preseiwice education providers offer a breadth of programming
that extends beyond preparing individuals to serve only as classroom teachers. The
definition also is being updated to reflect the presence of alternative program providers, as
described in the proposed new definition above.
A new definition for “baccalaureate degree” is being added as a technical
amendment to provide context for individuals qualified to pursue certification through an
alternative program provider as defined in statute. Requirements established in Section
PageR of 26
1207.1 of the Public School Code of 1949 set forth that such programs may be offered at
die postbaccalaureate level.
The existing definition oC”professional certified personnel” is being revised to refer
to “certified personnel” to clarify professional as certified and to reflect the application of
the term as applied in current inter-state reciprocity agreements.
A new definition of”cornpleter’ is being added to differentiate between a candidate
who has met all requirements in a certification program and candidates who have received
a certificate, as some completers do not become certified.
A definition For “culturally relevant and sustaining education” (CR-SE) is being
added to describe new competencies for educators in which instruction and training would
be required under the proposed rulemaking. The definition of CR-SE includes the
following specific competencies: mental wellness, trauma-informed approaches to
instruction, technological and virtual engagement, and cultural awareness.
The existing definition for the “Professional Educator Discipline Act” is being
updated to the “Educator Discipline Act” to appropriately refer to the Act as it was renamed
by Act 120 of 2013. References to the “Professional Educator Discipline Act” throughout
the entirety of the Chapter also are updated accordingly to align with the title as changed
in statute.
A new definition for “historically underrepresented groups” is being added to
provide context for reporting under Section 49.14(4)(v).
A new definition for “professional ethics” is being added to provide context for
instruction and training for educators in ethical practice and professional integrity that
would be required under the proposed rulemaking.
Page 9 of 26
The term “school entity” is being updated to replace the existing reference to “area
vocational-technical schools” with “area career and technical schools.” This amendment
aligns language included in the definition with terminology as its was updated throughout
the Public School Code of 1949 under revisions enacted by Act 76 of 2019.
A new definition for “structured literacy” is being added to provide context for
instruction and training for educators in these competencies that would be required under
the proposed rulemaking.
A new definition of”subject area” is being added to distinguish content instruction
from grade spans.
Section 49.12. Eligibility.
References to providing a physician’s certification in Section 49.12(2) are deleted
as such certificates are no longer required in statute.
Section 49.12(4) is amended for clarification.
Section 49. 13. Policies.
Amendments replacing the term “teacher education” with “educator preparation”
are reflected in Sections 49.13(b)(1) and 49.13(b)(4) to update language for relevancy and
to reflect proposed updates to the definition of “approved educator certification program”
in Section 49.1. Parallel amendments to this terminology are reflected throughout the
balance of the Chapter for greater accuracy and relevancy in identifying the breadth of
program offerings by presenice education providers.
Section 49.13(4)(ii) requires instruction in professional ethics to be integrated
throughout educator preparation programs and directs the Department to determine
whether this requirement is being satisfied by educator preparation providers. This
Page 10 of 26
instruction must align with standards for competencies in professional ethics that would be
developed by the Department as set forth elsewhere in the proposed rulemaking (Section
49.14(4)(i)).
Section 49.13(c) is being updated for clarity and to reference the proposed new
definition of mlternative program provider” to recognize the presence of alternative
providers in the landscape of educator preparation programs.
Section 49.13(f) is being added to the regulation to address procedures for
evaluating applicants for certification who seek certification after their educator
preparation program has closed or been discontinued. This addition is intended to ensure
there are no gaps in the evaluation of applicants.
Section 49.14. Approval of Institiitio,;s am? Alternative Program Providers.
The title of this section is being updated to reference the proposed new definition
of “alternative program provider” to recognize the inclusion of such providers in Section
1207.1 of the Public School Code of 1949. References to “alternative program provider”
are added throughout the section, and throughout the balance of the Chapter as appropriate,
to reflect the Secretary of Education’s responsibility for approving such providers as
established by Act 24 of 2011.
Proposed amendments to Section 49.1 4(4)(i) require educator preparation program
providers to deliver instruction that includes competencies, coursework, and Held
experiences in professional ethics, structured literacy, and CR-SE, inclusive of mental
wellness, trauma-informed approaches to instruction, cultural relevancy, and virtual
instruction. The section further would require the Department of Education to identiFy the
competencies and to develop standards for them.
Page 11 of 26
Section 49.14(4)(iv) would grant more discretion over clinical experiences to the
Secretary in consultation with the Board.
Section 49.14(4)(v) establishes annual reporting requirements for educator
preparation programs on students admitted, retained, and graduated, including students
from historically underrepresented groups.
Amendments to Section 49.14(4)(vii) better clarify the institutional approval
process.
Section 49.1 4(4)(viii) would grant more discretion over clinical experiences to the
Secretary in consultation with the Board.
Section 49.l4(4)(x) is revised to clarify the Board’s role in consulting with the
Secretary of Education to approve achievement targets.
Amendments to Section 49.14(6) are added to acknowledge the need of educator
preparation programs to comply with federal requirements.
Section 19. 15. Approval ojexpt’iinieiittil programs.
As noted in the section above, the proposed new definition for “alternative program
provider’ is being added to relevant provisions throughout the Chapter to recognize their
inclusion in the landscape of educator preparation programs.
Section 49.15 also adds a cross-reference to Section 49.13 for clarification to
highlight needs for experimental programs to meet requirements.
Section 49. 16. Approval qf indite/ion plans.
The Board proposes to amend Section 46.16(a) to strengthen the supports available
to beginning educators by extending the length of induction programs to two years.
Page 12 of 26
Proposed amendments to Section 49.16(c) direct school entities to include
professional ethics, cognitive competencies, and CR-SE in induction program plans for
new educators.
Section 49.17. Co,itinuhigprofi’ssional education.
Proposed amendments to Section 49.17(a)(6) require school entities to provide
professional development in CR-SE, structured literacy, and professional ethics.
The proposed amendments direct school entities to address delivery of training in
CR-SE for current educators as part of existing continuing professional education plans.
Inclusion of trauma-informed approaches to instruction as a component of professional
development for current educators, which would be required by the inclusion of CR-SE in
Section 49.17(a)(6), is consistent with the recent additions of Section 1205.1 and Section
1205.7 to the Public School Code of 1949 that require school entities’ professional
education plans to include trauma-informed approaches.
In addition to providing a foundation in professional ethics for individuals
preparing to enter the profession as established earlier in the proposed rulemaking, training
in professional ethics also would be delivered to current educators under revisions to
Section 49.1 7(a)(6) that direct school entities to address professional ethics as a component
of their continuing professional education plans.
Finally, revisions proposed to Section 49.1 7(a)(6) would require school entities to
provide training in structured literacy for educators at the elementary level as part of
existing continuing professional education plans.
Page 13 of26
Section 49.17(b) and Section 49.17(c) reflect teclmical amendments to align the
regulation with Section 1205.5 and Section 1217 of the Public School Code of 1949 that
set forth requirements for continuing professional education for school and system leaders.
Amendments to Section 49,17(d) align terminology in this section with proposed
amendments to the definition of”certified personnel” in Section 19.1.
Section 49. 18. Assessment.
Amendments to Section 49.18(a) and its subsections provide clarification that
assessments used to demonstrate the knowledge and skills delineated in this section may
be stand-alone measures. These clarifications reflect existing practice in preset-vice
assessment.
Section 49.18(b) is amended for grammatical consistency with the proposed
amendments to Section 49.18(a) and its subsections.
Section 49.18(4)(c) is edited for clarification and for cross-refence to changes
enacted by Act 168 of 2014. Act 168 established satisfactory achievement of the basic
skills assessment as a requirement to be reached prior to formal entry into a certification
preparation program and further established that candidates enrolled in a postbaccalaureate
certification program are not required to take and pass a basic skills assessment.
In Section 49.18(4)(d), the Board is proposing to establish a more feasible
timeframe for conducting periodic reviews of assessments required for certification by
changing the timeframe from every three years to every five years.
Section 49.l8(4)(e) is being revised to clari’ that certifications added-on through
testing by individuals with an Instructional I or Intern Certificate may be issued in related
subject areas, and retains the exclusion for all special education certificates to be added-on
Page 14 of 26
through testing. Proposed amendments to this section also claril’ the Board’s role in
consulting with (he Secretan’ in identifying other certification areas that may be excluded.
Section 49.31. Criteria/br eligibility.
Section 49.31 adds language to include approved private schools and eligible
providers as defined in Title 22, Chapter 405.2 to reflect changes in statute.
Section 49.65. OutqfState and Nationally—certified applicants.
Section 49.65(a)(3) is being revised to make clear that the section refers to subjects
on out-of-state certificates, rather than to subjects that the candidate desires to teach.
Section 49.65(d) is being added to permit school psychologists certified by the
National Association of School Psychologists to be granted the highest level cenilicate
available for certification as a school psychologist. This revision parallels existing policy
for classroom teachers in Section 49.65(c) that permits educators certified by the National
Board for Professional Teaching Standards to be granted the highest level certificate
applicable.
Section 49.65(e) is revised to reflect more accurate terminology and to make clear
that a candidate must demonstrate mastery of the “certification” area. not the “subject”
area. Also in this section, the existing reference to “bachelor’s” is replaced with
“baccalaureate” to align with the new proposed definition of “baccalaureate degree” in
Section 49.1.
Multiple provisions of Chapter 49 are being updated to reflect changes made to
statute by Act 24 of 2011, including amendments to Section 49.65(1). Act 24 modified
eligibility requirements, set forth in Section 1206(a) of the Public School Code of 1949,
for issuing instructional certificates to candidates who hold a valid certificate from
Page 15 of 26
another state. Technical amendments presented in Section 49.65(1) bring the regulation
in line with eligibility requirements as now defined in statute regarding the experience
that must be demonstrated by out-of-state candidates certified in another state who are
seeking certification in Pennsylvania. Proposed revisions to this section also add
references to educational specialist, supervisory, and administrative certificates to clarify
the types of certificates to which these requirements apply.
Section 49. 72. Categories of certificates and letters of eligibilth’.
Section 49.72(a)( 10) renames the category of “Vocational Education Certificates”
as “Career and Technical Education Certificates.” This terminology update is consistent
with global terminology changes enacted throughout the Public School Code of 1949 by
Act 76 of 2019.
Section 49.82. Instntctio,,al I
Section 49.82(a) adds language for consistency with Chapter 405.2 regarding
eligible providers and in acknowledgement of additional providers for qualified service
Leading to conversion of Instructional Level Ito Instructional Level II certification.
Section 49.83. Instructional If.
The proposed amendment to Section 49.83(1) establishes completion of a two-year
induction program as a requirement to earn an Instructional II certification. This revision
is included for consistency with the proposed amendments to Section 46.16(a) that would
strengthen the supports available to beginning educators by extending the length of
induction programs to two years.
Section 49.84. Collegiate credit acceptable for conversion of the Instructional f
Certificate.
Page 16 of 26
Section 49.84(a) adds reference to “approved associate degree-granting
institutions” to permit credits earned at a community college to be accepted toward credits
required to convert an Instructional Level Ito an Instructional Level II certificate.
Section 49.84(c) adds language to permit graduate credits earned before an
individual becomes certified to count toward the credits required for conversion of a Level
I certificate.
Sect ion 49.85. Linzitatioiis.
Section 49.85(c) reflects tecimical amendments to align the regulation with changes
to Special Education certificates enacted by Act 82 of 2018. These statutory changes
modified the grade spans and ages for such certificates and decoupled the requirement for
special education certificates to be issued in tandem with an additional content area
certificate.
Language in Section 49.85(Q(2) is being updated for clarity.
Section 49.85(g) updates existing language that permits the Secretary ofEducation
to grant exceptions in response to shortages of certified personnel to include an effective
date ofJanuaiy 1,2022. This revision aligns the date ofapplicability with Act 82 of 2018.
Section 49. 86.Accelerated program for &zrlv Childhood and Elenientan’/Middlc
level certificate holders.
The amendment to Section 49.86 separates the words “certificate” and “holders” to
correct a typographical error in the existing text of the regulation.
Section 49.90. CrUet-ia for digihilin’.
Page 17 of 26
Language in Section 49.90(a)(l) related to eligibility criteria for a Temporary
Teaching Certificate is being deleted as the criteria are no longer used due to changes in
slatule.
Section 4991. Criteria Jot eligihilTh.
Consistent with revisions elsewhere in the regulation, Section 49.91(c) is revised
for clarity to refer to “certification” area rather than “subject” area.
Section 49.91(d) reflects revisions both for clarity and to align with practice that an
Intern certificate is valid for three years of service, rather than three calendar years.
Section 49.92. Terni of validity.
Like Section 49.91(d). the revision to Section 49.92 reflects both clarity and
alignment with practice that an Intern certificate is valid for three years of service, rather
than three calendar years.
Section 49. 104. College credit acceptable for conversion ofEducational Specialist
I Certificate.
Section 49.104(c) permits graduate credits earned before certification as an
Educational Specialist to count toward conversion of the certificate from Level Ito Level
II.
Section 49. Iii. Supen’iso;y Certificate.
Sections 49.111(b) and (c) are being proposed to permit individuals certified in one
area of supervision to add-on another area by demonstrating expertise in the content of that
area. Special Education Supervisory’ certificates would be excluded from this add-on
pathway.
Page 18 of 26
Section 49.111(e) is being added to pennit school psychologists who have
completed five years of satisfactoty certified experience as a school psychologist to be
issued a Special Education Supen-isory Certificate. The Board is proposing this revision to
help increase the availability of qualified special education supervisors in the
Commonwealth.
Section 49.121. 4dnnnLctrathc Certificate.
Section 49.121(a) aligns the regulation with requirements of Act 45 of 2007 that
established school leadership standards that must be addressed in principal and
superintendent leadership programs.
Subchapter C. Career and Technical Education Certification.
Throughout the entirety of Subchapter C, and the balance ofChapter 49, references
to “vocational-technical education” are updated to refer to the more current term “career
and technical education.” These amendments are included for consistency with the same
terminology updates that were reflected globally in the Public School Code of 1949 under
revisions enacted in Act 76 of 2019.
Section 49, 13!. Basic t’eqtsi;e;nents fbi baccalaureate coul tionbaccalaineate
programs.
Revisions to Section 49.131(a) replace “teacher education” with a more current and
more accurate reference to “educator preparation.” as reflected throughout the Chapter. and
also add a reference to the proposed new definition ibr “alternative program provider” to
recognize the presence of such providers in the landscape of educator preparation.
Section 49. 142. Career cuul Technical Instructional I.
Page 19 of26
Revisions to Section 49. 142(a)( 1) and Section 49.142(b) align these provisions with
statuton changes enacted by Act 39 of 2018 that address requirements for issuing Career
and Technical Lnstructional I. Career and Technical Instructional II, and Career and
Technical Intern certification.
Section 49. 143. Career and Technical Instructional II.
Revisions to Section 49.143(2) align this provision with statutory changes enacted
by Act 39 of 2018 that address requirements for issuing Career and Technical Instructional
1, Career and Technical Instructional II, and Career and Technical Intern certification.
Section 49.143(3) is updated for clarity to bring the conversion of Career and
Technical I certification to Career and Technical II certification into alignment with
conversion from Instructional Ito Instructional II under Section 49.18(a).
Section 49.143(4) establishes completion of a two-year induction program as a
requirement to earn a Career and Technical Instructional 11 certification. This revision is
included for alignment with the proposed amendments to Section 46.16(a) that would
strengthen the supports available to beginning educators by extending the length of
induction programs to two years.
Section 49.151. Eligibility and criteria.
Revisions to Section 49.151(b) align this provision with statutory changes enacted
by Act 39 of2O 18 that address requirements for issuing Career and Technical Instructional
I. Career and Technical Instructional II, and Career and Technical Intern certification.
Section 49.151(c) is added to cladf’ that continuing enrollment in a state-approved
teacher intern program is a condition for maintaining the validity ofa Career and Technical
Page 26 of 26
Education Intern certificate from one year to the next. This clarification aligns with
language regarding eligibility for Intern certificates as set forth in Section 49.91(d).
Section 49.153. Career and Technical Day—to—Day Substitute Permit.
Section 49.153(b) deletes a cross-reference to Section 49.32 (relating to
Exceptional Case Permits).
Section 49. 163. Career and Technical Ad,nmistratn’e Director.
Amendments to Section 49.163(1) that reduce the minimum number of years
required from five to three reflect technical amendments to align with changes in statute.
Further revisions to this section provide clarity and relevancy by amending the phrase
“successful teaching in vocational education” with the phrase “relevant professional
experience in a Career and Technical Education School.”
Section 49.163(2) adds a cross-reference to Section 49.111(a) and adds a reference
to an “approved alternative program” as established in Section 1207.1 of the Public School
Code of 1949.
Section 49.172. Letter ofeligibility.
Section 49.172(a)(3) reflects technical amendments to align eligibility
requirements for receiving a Superintendent’s Letter of Eligibility with changes to Section
1000.3 of the Public School Code of 1949 enacted by Act 82 of 2012. These changes permit
individuals to earn a SuperintendenCs Letter of Eligibility based on prior experience in
higher education.
Section 49.182. Letter olebgibthtv.
Section 49.182(d) is being proposed by the Board to permit Intermediate Unit
Boards of Directors to address vacancies in their Executive Director positions by
Page 21 of26
appointing an Acting Director to serve in that capacity for not more than one year if the
LU. Board finds it impossible or impractical to fill the vacancy.
Section 49.191. Letters of equivalency.
Section 49.191(1) clarifies procedures for earning a letter of equivalency for a
baccalaureate degree by removing the requirement that the minimum number of credits
toward the equivalency that must be earned at a state-approved baccalaureate degree
granting institution, currently set at 18 of the 90 total credits required, must be completed
during the final 30 credits.
Section 49.191(2) updates language for clarity to refer to certification area as
opposed to primary’ teaching assignment. This clarification is being recommended so that
college-level credits earned in pursuit of a Letter of Equivalency For a master’s degree be
in the candidate’s certification area(s) rather than in the primary teaching assignment. This
proposed revision improves the alignment of the credits with the candidate’s formal
education and area(s) of expertise, if these are different from the primary teaching
assignment. In addition, this proposed revision streamlines application reviews by the
Department as staff examining applications have ready access to the candidate’s
certification area(s) but not the primary teaching assignment.
Affi?cted Parties
The proposed mlemaking would affect educator preparation program providers and
the students enrolled in their programs, public school entities, and educators.
Cost and Papeniork Estimates
Extending induction programs to two years may result in a cost for school entities
that do not currently offer that length of support for beginning educators. Currently. 58
Page 22 of 26
school entities offer a two-year induction program and another 68 school entities offer a
three-year induction program. There are 551 school entities that offer a one-year induction
program. The proposed regulation would impact those 551 school entities that would need
to extend induction programs for another year. Costs to districts could range from S1.000
to $5,000 per second-year teacher to support mentor stipends and additional professional
development days. The estimated cost to school entities for scaling to two-year induction
programs statewide is $9,643,000 (based on the 551 school entities that would need to
convert from a one-year to a two-year induction model and an assumption that each of
those school entities would support seven second-year teachers annually at a cost of $2,500
per second-year teacher).
The Department would incur costs to support the delivery’ of training in new
competencies for educators as part of both induction programs and professional education
for current classroom educators. Some training opportunities focused on the new
competencies identified in the proposed amendments already are available through the
state’s existing network of Intermediate Units (1.U.s) and other professional development
educational entities within the Commonwealth. Work to develop additional trainings in
mental wellness, trauma-informed instruction, cultural awareness, and virtual and
technological engagement, and to provide professional development to lU. staff to serve
as trainers, is estimated at a one-time cost of $26,700, This estimate is based on engaging
10 stakeholders over a two-day period to develop new topics and trainings at a cost of
$3,000 for facilitators and $2,000 to support expenses related to this work, and an
additional cost of $21,700 to train one staff person in each of the state’s 29 [U.s at a cost
of S750 per I.U.
Page 23 of 26
Support for providing training to current classroom educators at the elementary
level in structured literacy is estimated at S350,000 annually. Professional development
training and technical assistance in structure literacy currently is available at no cost to
school entities through the Pennsylvania Training and Technical Assistance Network. To
support the proposed amendments to Chapter 49 that would require such training for all
elementary educators, the Department intends to enhance and scale up the current offerings
by hiring a statewide lead for structured literacy efforts and establishing a statewide system
of supports in structured literacy through the existing network of l.Ii.s. The estimated
annual cost to support this work is based on a cost of 5203,000 to support trainings to be
offered by 29 1.U.s (estimated at 5700/day for 10 days annually) and to support the salary
and benefits of hiring a statewide lead, Support for the first two years of this work has
been budgeted through federal funds available through CARES Act set aside hinds.
Effl’ctive Date
The proposed rulemaking would become effective upon final publication in the
Pennsylvania Bulletin.
Sunset Date
The Board will review the effectiveness of Chapter 49 every 10 years in accordance
with 22 Pa. Code, Section, 49.51(b) that directs the Board to conduct a major review of
certification regulations at 10-year intervals. Thus, no sunset date is necessary.
Regidaton’ Revieit’
Under sections 5(a) and 5(fl of the Regulatory Review Act (71 P. S. § 745.5(a) &
(1)), on December 8,2020, the Board submitted a copy of this proposed rulemaking and a
copy of the Regulatory Analysis Form to the Independent Regulatory’ Review Commission
Page 24 of 26
(IRRC) and the Legislative Reference Bureau. Pursuant to section 5(1) of the Regulatory
Review Act, the Board vi1l submit the proposed regulation and a copy of the Regulatory
Analysis Form to the Chairpersons of the House and Senate Committees on Education at
the start of the 2021-2022 legislative session, no later than the second Monday after the
date by which both committee designations have been published in the Pc,,nsvh’wiiu
Bulletin. A copy of this material is available to the public upon request.
Under section 5(g) of the Regulatory Review Act, IRRC may convey any
comments, recommendations or objections to the proposed rulemaking within 30 days of
the close of the public comment period. The comments, recommendations or objections
must specify the regulatory review criteria that have not been met. The Regulatory Review
Act specifies detailed procedures for review, prior to final publication of the rulemaking,
by the Board, the General Assembly and the Governor of comments, recommendations or
objections raised.
Public Conunents mu! Contact Person
Interested persons and individuals affiliated with small businesses are invited to
submit written comments, questions, suggestions, commendations, concerns, or objections
regarding this proposed rulemaking to Karen Molchanow, Executive Director, State Board
of Education, 333 Market Street, P1 Floor. Harrisburg, PA 17126. ra
stateboardofed’pa.gov. Comments must be submitted to Board within 30 days of
publication of this notice of proposed rulemaking in the Pennsylvania Bulletin.
Persons with disabilities needing an alternative means of providing public comment
may make arrangements by calling the Board at (717) 787-3787 or through the
Page 25 of 26
Pennsylvania AT&T Relay Service at (800) 654-5984 (TDD) or (800) 654-5988 (voice
users) to discuss how the Board may accommodate their needs.
KAREN MOLUHANOW,Executive Director
Page 26 of 26
Annex A
TITLE 22. EDUCATION
PART I. STATE BOARD OF EDUCATION
Subchapter C. HIGHER EDUCATION
CHAPTER 49. CERTIFICATION OF PROFESSLONAL PERSONNEL
Subchapter A. GENERAL PROVISIONS
THE PROGRAM
§ 49.1. Definitions.
The following words and terms, when used in this chapter, have the following meanings, unlessthe context clearly indicates otherwise:
Alternative prozrana provider — provider of accelerated post-baccalaureate preparationprogram, other than an institution of higher education, that has been approved by theDepartment in accordance with 24 P.S. 12-1207.1(a).
Appivied [teacherJ educator ccrtifkcztion prograiiiA sequence of courses and experiences,offered by a preparing institution or alternative program provider, Iwhichl that is reviewedand approved by the Department.
Baccalaureate deeree — a conferred bachelor’s degree from an approved 4 year college oruniversity. The Department shall accept a conferred graduate degree as satisfaction of theBaccalaureate/bachelor’s degree required for issuance of a certificate or permit.
All additions and deletions are highlighted in Bold typejbracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
1
Certified personnel—Professional employees. excluding school secretaries, as defined insection 1101 of the act (24 P. S. S 11-1101) and/or educators holding a comparablecertificate from another state.
Completer—A candidate who has successfully met all requirements of an approvedcertification preparation program of any type. Except where specified in certificationdefinitions and in program framework guidelines. Department-required certificationassessments are not considered program requirements.
Cultural!,’ relevant and sz,stainhw educathni ft’R-SE—Edu cation that ensures equity forall students and seeks to eliminate systemic institutional racial and cultural barriers thatinhibit the success of all Pennsylvania’s students — particularly those who have beenhistorically underrepresentcd. Culturally Relevant and Sustaining Education encompassesskills for educators including, but not limited to. approaches to mental wellness, trauma-informed approaches to instruction, technological and virtual engagement, culturalawareness and any factors that inhibit equitable access for all Pennsylvania’s students.
Educator DisciylineAct—24 P.S. 2070.ia—2070.18a.
Historical!v underreyresented Lroups—Groups that are documented to have beenrepresented across time in the educator population in proportions below theirrepresentation in the general population. These include, but are not limited to. people ofcolor, the economically disadvantaged, and first-generation college-goers.
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
2
psi’c— I’Io/L’vsu)nal Stu,da,ls (111(1 Pr(iLticeV C onuuiscujn—A body composed of educatorsfrom (lie [kids olbasic and higher education, members oitlie general public and an cx officiomember olihe Board established by the Ilkoicssionall Educator Discipline Act.
* 4** *
jProfessional certified personnel—Professional employees, excluding school secretaries, asdefined in section 1101 of the act (24 p.s. s 11-11011.1
Professional duties—A duty the performance of which is restricted to Iprofessionall personnelby the scope of their certificate.
I Profcsiona! Educator Discipline .-1i—24 11.5. § § 2070.1 a—2070. I &i.i
Professional ethics—The accepted and collectively agree upon standards of behavior,values, and principles that, in coniunction with applicable laws and regulations, are meantto inform and guide professional decision-making. These standards of behavior, values,and principles include those detailed in the most recent Model Code of Ethics forEducators, as published by the National Association of State Directors of TeacherEducation and Certification, and other ethical codes. guidelines, or standards unique toprofessional disciplines.
School cntity—Public schools, school districts, intermediate units, area Ivocational-technicallcareer and technical schools, charter schools, cyber schools and independent schools.
Structurel literacy—Systemic, explicit instruction that integrates listening, speaking.reading, and writing and emphasizes the structure of language across the speech soundsystem (phonology), the writing system (orthography), the structure of sentences (syntax),the meaningful parts of words (morphology), the relationships among words (semantics),and the organization of spoken and written discourse.
Subiect Area—Specific areas of instructional content.
§ 49.12. Eligibility.
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
3
In accordance with sections 1109, 1202 and 1209 of the act (24 P. s, § § 11-1109, 12-1202 and12-1209), even’ professional employee certified or permitted to serve in the schools of thisCommonwealth shall:
(1) Be of good moral character.
1(2) Provide a physician’s certificate stating that the applicant, with or withoutreasonable accommodation, is able to perform successfully the essential functions andduties of an educator. A qualified applicant who has tuberculosis or another communicabledisease or a mental disability, will not be deemed to pose a direct threat to the health orsafety of others unless a threat to health or safety cannot be eliminated by a reasonableaccommodation.I
1(3)1 fj Be at least 18 years of age.
f Except in the case of the Resource Specialist Permit, Ivocationall Career andTechnical Emergency Permit, IVocationall Career and Technical Instructional InternCertificate, and IVocationall Career and Technical Instructional Certificate, have earnedIminimallvi a baccalaureate degree las a general education requirementj.
§ 49.13. Policies.
(b) The Department will have the following responsibilities with respect to certification andpermitting of professional personnel in the schools of this Commonwealth:
(1) Provision of advisory services to college and school personnel in matters pertaining toIteacher educationi educator preparation and certification.
(2) Designation of professional titles for personnel.
(3) Prescription of procedures for issuance of certificates and permits.
(4) Evaluation and approval of [teacher educationi educator preparation programs leadingto the certification and permitting of professional personnel.
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the Slate Board of Education on July 8, 2020
4
(i) The evaluation by the Department will provide assurance that, on or before January 1,2011, teacher education programs will require at least 9 credits of 270 hours, or an equivalentcombination thereof, regarding accommodations and adaptations for students with disabilities inan inclusive setting. Within the context of these 9 credits or 270 hours, instruction in literacyskills development and cognitive skill developnent for students with disabilities must beincluded, as determined by the institution. At least 3 credits or 90 additional hours, or anequivalent combination thereof, must address the instructional needs of English languagelearners. For purposes of this requirement, I credit equals 30 hours of coursework. Applicablehours are limited to a combination of seat hours of classroom instruction, field observationexperiences, major research assignments, and development and implementation of lesson planswith accommodations and adaptations for diverse learners in an inclusive setting.
(ii) The evaluation by the Department will provide assurance that educatorpreparation programs demonstrate the integration of professional ethics throughout thepreparation program.
1001 {jjJ Program approval reviews shall be conducted by professional educators frombasic and higher education.
(c) Except for applicants whose certification status is subject to subsection (b)(9) and § 49.171(relating to general requirements), the Department will require that an applicant for a certificateshall have completed an approved Iteacherl preparation program and shall be recommended bythe preparing institution or alternative program provider.
if) The Department shall prescribe procedures for evaluation of an applicant’spreparation in the event that application for a certificate is made after the program at apreparing college or university has closed or been discontinued.
§ 49.14. Approval of institutions and alternative program providers.
To be authorized to conduct programs that lead to certificates for professional positions,institutions and any of their off-campus centers as well as alternative program providersengaged in the preparation of Iteachersi educators shall meet the following requirements:
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
S
(1) Be approved as a baccalaureate or graduate degree granting institution or alternativeprogram provider by the Department.
(2) Be evaluated and approved as [a teacherl an educator preparing institution or alternativeprogram provider to offer specific programs leading to certification in accordance withprocedures established by the Department.
(4) Follow Department prescribed standards developed from the following principles:
(i) Institutions and alternative program providers develop clear goals and purposes foreach program, jincluding attention to professional ethics and responsibilities.I which shallinclude competencies, coursework and field experiences that address professional ethics,cognitive competencies, structured literacy, and culturally relevant and sustainingeducation. The Department will identify these competencies and develop associatedstandards.
(ii) Institutions and alternative program providers are able to demonstrate howinstructional and clinical activities provide educator candidates with the capacity to enable theachievement of all students, including diverse learners in an inclusive setting.
(iii) Institutions and alternative program providers are able to demonstrate that educatorcandidates have participated in instructional activities that enable the candidates to provideinstruction to students to meet the provisions of Chapter 4 (relating to academic standards andassessment).
(iv) Institutions and alternative program providers are able to demonstrate that educatorcandidates successfully participate in sequential clinical experiences fully integrated within theinstructional program as determined by the Secretary in consultation with the State Board.
(v) Institutions and alternative program providers have clearly expressed standards foradmission to, retention in and graduation from approved programs and actively encourage theparticipation of students from historically underrepresented groups.j can demonstraterecruitment and participation of students from historically underrepresented groups.Institutions and alternative program providers annually will report on students admitted,retained, and graduated from their programs, including numbers from historicallyunderrepresented groups.
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
S
(vi) Institutions and alternative program providers shall provide ongoing assessment ofeducator candidates knowledge, skills, dispositions and performance with which to identifyneeds for ftirther study, certification assessment assistance or clinical experience or dismissalfrom the program.
(vii) Institutions and alternative program providers can demonstrate how informationfrom systematic evaluations of their programs, including students and educator evaluators, andachievement levels of candidates for certification in the Department-designed assessmentprogram. are used for continual program improvement and shall develop corrective actionsteps if identified as at-risk or low performing program providers as defined by theDepartment.
(viii) Institutions and alternative program providers, in partnership with local educationagencies, provide a school-based experience integrating the teacher candidates’ knowledge. skillsand dispositions in professional practice. This experience shall be fttlly supported by institutionalfaculty, including frequent observation, consultation with supervising teachers and opportunitiesfor formative and summative evaluation. Minimum numbers of pre-culminating fieldexperience hours shall be determined by the Secretary in consultation with the Board.Requirements for culminating field experiences, including length of culminating fieldexperiences beyond the minimum required in 354.25Sf), shall be determined by theSecretary in consultation with the Board. Additional requirements for supervisingteachers. beyond the minimum required in S 354.25.(fl.(2), shall be determined by theSecretary in consultation with the Board. Requirements for supervising teachers in fieldsthat are customarily staffed at one per building or at similarly low levels not addressed in
354.25 shall be determined by the Secretary in consultation with the Board.
(ix) Institutions and alternative program providers provide ongoing support for noviceeducators in partnership with local education agencies during their induction period, includingobservation, consultation and assessment.
(x) Institutions (providel and alternative program providers supply evidence that anacceptable percentage of candidates applying for certification as determined by the Secretary andapproved by the Board achieve at a satisfactory level on all assessments appropriate to initialcertification in each program for which they are approved.
(5) Institutions and alternative program providers may enter into articulation agreementswith community colleges that permit students to earn credits toward meeting the requirements ofthis chapter.
(6) Institutions will comply with requirements set forth in the federal Elementary andSecondary Education Act and the federal Higher Education Act
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by The State Board of Education on July 8, 2020
7
§ 49.15. Approval of experimental programs.
The Department may enter into a written agreement with a preparing institution or alternativeprogram provider wishing to conduct an experimental program. The institution and alternativeprogram provider shall meet the requirements described in 49.13 (relating to policies) and§ 49.14 (relating to approval of institutions). Certification shall be given to graduates of anexperimental program upon recommendation by the institution or alternative programprovider if the [institutionf provider has met alL of the following requirements:
(1) Submitted a detailed explanation of the experimental program to the Department forapproval.
(2) Planned a thorough procedure conforming to accepted canons of educational research forevaluating results of the experimental program. These results shall be reported to the Departmentin accordance with a schedule approved at the time of the agreement.
(3) Agreed to terminate the experimental program upon request by the Department when it isjudged by a program approval team to be inadequate for preparation of professional personnel.
§ 49.16. Approval of induction plans.
(a) Each school entity shall submit to the Department for approval a plan for Ithel a two-yearinduction experience for first-year teachers (including teachers in prekindergarten programs,when offered), long-term substitutes who are hired for a position for 45 days or more andeducational specialists. The induction plan shall be submitted every 6 years as required under§ 4.13(b) (relating to strategic plans). The induction plan shall be prepared by teacher oreducational specialist representatives, or both, chosen by teachers and educational specialists andadministrative representatives chosen by the administrative personnel of the school entity. Newlyemployed professional personnel with prior school teaching experience may be required by theschool entity to participate in an induction program. A school entity shall make its induction planavailable for public inspection and comment for a minimum of 28 days prior to approval of theplan by the school entity’s governing board and submission of the plan to the Department.
(b) The Department will establish guidelines and will review for approval induction planssubmitted by school entities.
All additions and deletions are highlighted in Bold type[bracketed itemsl are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
S
Ic) Induction plan guidelines shall include professional ethics. cognitive competencies. andculturally relevant and sustaining education as determined by the Secretary.
[(c)I f4J The induction plan shall reflect a mentor relationship between the first-year teacher.long-term substitute or educational specialist, teacher educator and the induction team.
I(d)I jç Criteria for approval of the induction plans will be established by the Secretary inconsultation with the Board and must include induction activities that focus on teaching diverselearners in inclusive settings.
§ 49.17. Continuing professional education.
(a) As required under § 4.13(a) (relating to strategic plans), a school entity shall submit to theSecretary for approval a 3-year professional education plan every 3 years in accordancewith the professional education guidelines established by the Secretary and section 1205.1of the act (24 P.S. § 12-1205,1). A school entity shall make its professional education planavailable for public inspection and comment for a minimum of 28 days prior to approval ofthe plan by the school entity’s governing board and submission of the plan to the Secretary.
(6) The continuing professional education plan must include a section which describeshow the professional education needs of the school entity, including those of diverse learners,and its professional employees are to be met through implementation of the plan. The plan mustdescribe how professional development activities will improve language and literacy acquisitionfor all students, including the provision of training in structured literacy for professionalemployees at the elementary level. [andi The plan also must contribute to closingachievement gaps among students, and improve professional employees knowledge ofprofessional ethics and culturally relevant and sustaining education.
(1) A commissioned olteer who lobtainsi holds a Letter ol’ Eligibility For SuperintendentIshall present to the Secretary evidence of satisfiictory completion of 6 credit hours ofcontinuinj professional education coursesi shall satisfy the requirements for continuill2
professional education through the completion of courses and credits approved by theDepartment to address the school leadership standards of section 1217 in accordance withsection 1205.5 even’ 5 years. IThis subsection will be satisfied by taking collegiate studies orDcpartment-approvcd in-service courses or a combination thereof.I
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
9
(c) IProfessionall Certilicd personnel including school or system leaders defined in section1205.5(u) sho Ihil to comph ith the continuing prolbssional education plan tinder subsection(a) or fail to complete the requirements of sections 1205.1 landL 1205.2. anti 1205.5 of the actill have their ccrtilicates or Icommissions! Letter of Eligihilih rendered inactie by theDepartment until the requirement is met. Professiona II Certified personnel and school orsystem leaders shose cenilicate or leommissioni Letter of Eligibility is rendered inactive shallhave a right to appeal the action to the Secretary
(d) School districts that employ [professionall certified personnel or commissioned officerswith inactive certificates or commissions are subject to penalties provided for under section 2518of the act (24 P.S. § 25-25 18).
§ 49.18. Assessment.
(a) The Secretary will linstitute an assessment programs establish assessments for candidatesfor certification designed to assess their basic skills; professional knowledge and practice;and subject matter knowledge. Candidates for elementary. K-12 instructional, specialeducation and early childhood certificates shall also be assessed in the area of generalknowledge. The following principles will guide the Secretary in the development of lani auxassessment program:
(1) {Thc assessment program! Assessments will be based in the standards developed foreach certificate.
(2) IThe assessment programi Assessments will measure the candidates abilities acrossthe domains of basic skills knowledge, professional knowledge and practice, and subjectmatter knowledge employing a variety of measures at a minimum of three points:
(i) During the candidate’s preparation program.(ii) Upon application for initial certification.(iii) Upon application for Level II, supervisory or administrative certification.
(3) IThe assessment programi Assessments will be developed in consultation withteachers, administrators, teacher educators and educational specialists with relevantcertification.
All additions and deletions are highlighted in Bold typejbracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
10
(4) IThe assessment programi Assessments will employ, when appropriate, availableassessment tools, instruments and procedures.
(b) The Secretary, in consultation with the Board, will establish a satisfactory achievement levelfor Ithel any assessments in subsection (a).
(c) The assessments in basic skills will be given, and satisfactory achievement levels shall bereached, prior to formal entry into a certification preparation program in accordance with24 P.S. S 12-1207.3). The assessments in [and] general knowledge; professional knowledge andpractice; and subject matter knowledge will be given, and satisfactory achievement levels shallbe Ireachedi obtained, prior to the issuance ofa certificate. Candidates who will complete allcertification requirements at the post-baccalaureate level are not required to take and passassessments in basic skills (24 P.S. 5 12-1 207.3).
(d) A periodic review of the [assessment programi assessments will be made by the Boardevery [3j 5 years.
(e) The Department may issue additional subject areas to holders of Instructional (see § § 49.82and 49.83 relating to Instructional I; and Instructional 10) or Intern (see § 49.91 (relating tocriteria for eligibility)) certification in related subject areas and who pass the appropriatesubject matter testing components un areas other than Health and Physical Education,Cooperative Education and all!. All Special Education areas are excluded. The Departmentmay identify other certification areas to be excluded from eligibility based on criteria establishedby the Secretary [and approved byj in consultation with the Board.
EMERGENCY, LONG-TERM ANDDAY-TO-DAY SUBSTITUTE PERMITS
§ 49.31. Criteria for eligibility.
The Department may issue an emergency. Long-Term or Day-to-Day Substitute Permit forservice in the public schools, [at the request of the employing public school entity! anapproved private school or an eligible provider setting as defined in Title 22. Chapter405.2, at the request of the employing entity, to an applicant who is a graduate of a 4-yearcollege or university_to fill a vacant position or to serve as a long-term or day-to-day substituteteacher, when a hilly qualified and properly certificated applicant is not available. The permit isissued on the basis of terms and conditions agreed upon between the requesting public school
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
11
entity and the Department. Each July, the Department will report to the Board the number andnature of emergency, Long-Term and Day-to-Day Substitute Permits issued during that year. Along-term substitute permit may be issued only after the position has been posted a minimum of10 days on the school entity’s website and no qualified candidate has been identified.
MISCELLANEOUS PROVISIONS
§ 49.63a. Au thorily to ann iii and reinstate certificates and discipline professionaleducators.
(a) A proFessional certi licate or letter ofeligihilitv obtained by Fraud or mistake shall beconsidered void ab initio and shall be annulled b the Secretary. An annulment w II not heelThcted itl,otit prior notice and hearing in accordance lb reasonable procedures as theSecretar ill prescribe, after revie\ of and comment on [lie procedures h the Board.
(b) In accordance ith the authorit vested ith the PS PC In the I Professionall EducatorDiscipline :\ct. the Commission rna discipline protëssional educators.
§ 49.65. Out-of-State and Nationally-certified applicants.
(a) The Department will issue the appropriate Commonwealth certificate to applicants whohave:
(I) Graduated from a State approved out-of-State college or university whose jteachereducationi educator preparation requirements are comparable to those of this Commonwealth.
(2) Completed the preparing institution’s preparation Iteacher educationi program.
(3) Received the recommendation of the preparing institution for the subject or area to betaught out-of-State certificate issued.
All additions and deletions are highlighted in Bold type[bracketed items) are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
12
(4) Presented evidence of satisfactory achievement in assessments prescribed by theDepartment under * 49.18(a) (relating to assessment) and the requirements of Chapter 354(relating to teacher preparation).
(b) The Department may enter into a reciprocal certification agreement with the appropriateauthority of another state to recognize comparable certificates. A temporary teaching permit maybe issued to educators prepared outside of this Commonwealth in accordance with the currentreciprocity agreement with other states. It will be valid for 1 year to allow the teacher to meet theCommonwealtWs requirements as out lined in the reciprocity agreement.
(c) Candidates certified by the National Board for Professional Teaching Standards will begranted the highest level certificate applicable.
(dl School psychologists certified by the National Association of School Psychologists willbe granted the highest level certificate available for certification as a school psychologist.
[(d)I f Candidates successfully completing other National teacher training programs thatrequire a candidate to demonstrate mastery of the Isubiecti certification area to be taught andprofessional knowledge needed for classroom effectiveness as approved by the Board, will becertified to teach in this Commonwealth, provided the approved program includes 1 year ofintensive supervision in an internship program approved by the Secretary and the teacher hassatisfied the basic certification requirements of the act (see 24 p. . 12-1202 and 12-1209),such as having good moral character, being at least 18 years old and having a (bachelor’sjbaccalaureate degree.
[(e)) ifi Candidates holding a valid and current instructional, educational specialist,supervisory, or administrative certificate issued by [one of the states party to the InterstateCertification Agreement with Pennsylvanial another state may be eligible for comparablecertification if [they have taught on the out-of-State certificate for 3 of the past 7 years theapplicant has two years of successful classroom or school experience in the area for whichPennsylvania certification is sought and [havel has achieved the qualif’ing score on theappropriate content area test required by the Commonwealth: land meet the requirements of§ 49.12 (relating to eligibility). The out-of-State certificate must be comparable to thegrade level and scope of the Pennsylvania certificate being requested, and the test musthave been taken within 5 years of the date of application for the Pennsylvania certificate. Inthose cases, no other tests will be required.I
§ 49.68. Evaluation of prescribed requirements and standards.
All additions and deletions are highlighted in Bold type[bracketed items) are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8. 2020
13
Institutions of higher education within this Commonwealth with approved Iteacher educationieducator preparation programs are authorized to evaluate, equate, and accredit educationalexperience and background of candidates for meeting the specific requirements for certification.A candidate may not be recommended for certification until providing evidence of satisfactoryachievement in the assessments under § 49.18 (relating to assessment).
Subchapter B. CERTIFICATION OF GRADUATES FROMCOMMONWEALTH INSTITUTIONS
GENERAL PROVISIONS
§ 49.71. Basic requirements.
Applicants for a certificate shall have completed, in addition to all legal requirements, a programof [teacher educationi educator preparation approved by the Department and shall have therecommendation of the preparing institution.
§ 49.72. Categories of certificates and letters of eligibility.
(a) The following basic categories of certificates and letters of eligibility will be issued by theDepartment:
(1) Temporary Permit.
(2) Emergency and Substitute Permits.
(3) Intern Certificates.
(4) Instructional Certificates.
(5) Educational Specialist Certificates.
(6) Supervisory’ Certificate.
All additions and deletions are highlighted in Bold type(bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
14
(7) Administrative Certificate.
(8) Program Specialist Certificate.
(9) Letters of Eligibility.
(10) jvocationalj Career and Technical Education Certificates.
(11) Exceptional Case Permits.
(12) Resource Specialist Permits.
(b) The Secretary annually will disseminate an approved list of official titles of all certificatesand letters of eligibility which the Department has issued during the past fiscal year or proposesto issue in the ensuing year.
INSTRUCTIONAL CERTIFICATES
§ 49.82. Instructional I.
(a) The Instructional I Certificate is valid for 6 years of teaching in public schools or in eligibleprovider settings (as defined in Chapter 405.2) in this Commonwealth in the area for which itapplies. It may be converted to an Instructional II Certificate as provided by § 49.83 (relating toInstructional II).
(b) The Instructional I Certificate will be issued to applicants who:
(1) Possess a baccalaureate degree.
(2) Present evidence of successful completion ofa Department-approved teacher preparationprogram.
(3) Present evidence of satisfactory achievement in assessments prescribed by the Departmentunder § 49.18(a) (relating to assessment).
All additions and deletions are highlighted in Bold type[bracketea items) are deletionsunderscored items are additions
Proposed amendments as adopted by The State Board of Education on July 8, 2020
15
(4) Receive recommendation for certification from [af the preparing college or university Qalternative program provider.
§ 49.83. Instructional II.
The Instructional II Certificate will be issued to an applicant who has completed:
(1) A Department-approved two-year induction program.
§ 49.84. Collegiate credit acceptable for conversion of the Instructional I Certificate.
(a) College credit acceptable for conversion to the Instructional II Certificate shall be earned ata State-approved associate degree-granting institution, baccalaureate or graduate degreegranting institution.
(b) Credits earned in programs designed to prepare for professional fields such as law, medicineor theology, when relevant to the area of certification, will be considered acceptable for purposesof renewing or converting the Instructional I Certificate.
(c) Credits shall be earned subsequent to the conferring of the baccalaureate degree. Graduatecredits earned prior to obtaining the Instructional I certificate are considered acceptablefor purposes of converting the Enstructional I Certificate.
§ 49.85. Limitations.
(c) Instructional certificates issued beginning January 1, 2013. through December 31,2021. remain valid for the term of the certificate for the grade spans and age levels outlinedin item (Wi paragraphs (l)—(7). For instructional certificates issued on or after January 1,2022. the grade level limitations shall be the following:
(1) Grade level limitations as presented in (bWl)-(4).
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by The State Board of Education on July 8, 2020
16
(2) Special Education PK-12 (prekindergarten through grade 12 or age 21). Applicantsfor this certificate are not required to obtain any additional certificates.
(3) Special Education Hearing Impaired. Visually Impaired and Speech/LanguageImpaired Certificates (prekindergarten, kindergarten, grades one through twelve or ages 3through 21).
[(c)J £4j The decision about staffing based on age or grade level rests with the school entity.
[(d)I The Secretary may grant exceptions to the grade and age level limitations betweenEarly Childhood (subsection (b)(l)), Elementary/Middle (subsection (b)(2)), Special EducationPK—8 (subsection (b)(5)) and Special Education-7—12 (subsection (b)(6)) for individualteachers on a case-by-case basis. The school entity shall submit a written request to the Secretarythat provides justification for the exception. The Secretary will set a time limit for eachindividual exception granted. The Secretary will issue guidelines that outline the circumstancesunder which exceptions will be granted.
((e)I ffl \•‘hen a school district contracts with a community provider for the provision ofprekindergarten services, prekindergarten teachers providing the services shall possess acertificate in early childhood as provided in subsection (a)( I) or subsection (b)( I) within thefollowing time frame:
(I) For contracts in place prior to September 22, 2007, September 24, 2012.
(2) For Inewl first-time contracts, 5 years from the start of services.
1(01 jgj The Secretary may grant exceptions in response to shortages of certified personnel thatapply Statewide to specific provisions of this section when it is necessary to facilitate transitionto the revised provisions scheduled to become effective on January 1, 12013! 2022. Exceptionsmay be granted under the following conditions:
(I) The Secretary will provide a written certification to the Board that includes reLevantinformation and justification of the need for the exception, If the Board does not disapprove theexception within 90 days of receipt of the certification, the exception will stand approved.
(2) The exception will be valid for a limited term not to exceed 3 years.
(3) The Secretary will report annually to the Board on the nature and status of exceptionsmade under this section.
All additions and deletions are highlighted in Bold typeIbracketed itemsi are deletionsunderscored items are additions
Proposed amendments as adopted by The State Board of Education on July 8, 2020
17
§ 49.86. Accelerated program for Early Childhood and Elementary/Middle levelcertificat eholders.
TEMPORARY TEACHING PERMITS
§ 49.90. Criteria for eligibility.
(a) The Department may make a one-time issuance of a Temporary’ Teaching Permit for servicein a specific area of instruction for use in elementary’, middle or secondary’ schools to applicantswho, in addition to meeting the requirements of 49.12 (relating to eligibility), Ipresentevidence of one of the following:
(1) For candidates prepared outside of this Commonwealth, met all requirements for anInstructional I certificate, with the exception of the Math/English course requirementsunder Chapter 354 (relating to preparation of professional educators).
(2) For candidates holdingj hold a credential issued by a Board-approved Nationalaliemative certification program, and completed any ancillary’ requirements agreed upon by theDepartment and the credentialing authority.
(b) The Temporan’ Teaching Permit will be valid for 1 calendar year from the date of issuance.
(c) The Department will issue an Instructional I certificate when the prescribed courses orancillary’ requirements are satisfied.
INTERN CERTIFICATES
§ 49.91. Criteria for eligibility.
*4*4*
(c) Intern certificate programs must provide flexible and accelerated pedagogical training toteachers who have demonstrated competency in a Isubiecti certification area, provided that the
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
18
first year of teaching includes a minimum of one classroom observation each month by anapproved college/university in this Commonwealth.
(d) An Intern Certificate is valid for 3 Icalendarl years of service. This professional certificatemay be issued only to an applicant who is a graduate of an accredited 4-year college oruniversity. During the first year, the applicant shall complete all tests, enroll in an authorizedprogram and complete a minimum of nine credits per year. The certificate requires continuingenrollment in a State-approved teacher intern program. This certificate cannot be renewed.
§ 49.92. Term of validity.
The Intern Certificate will be issued for the period of time necessary’ for the candidate tocomplete the approved intern program, but this time period will not exceed 3 years of service.
EDUCATIONAL SPECIALIST CERTIFICATES
§ 49.104. College credit acceptable for conversion of Educational Specialist! Certificate.
* ** * *
(c) Credits shall be earned subsequent to the conferring of the baccalaureate degree. Craduatecredits earned prior to obtaining the Educational Specialist I certificate are consideredacceptable for purposes of convertizw the Educational Specialist I Certificate.
SUPERVISORY CERTIFICATES
§ 49.111. Supervisory Certificate.
(a) The Department will issue Supervisory Certificates for positions in the schools of thisCommonwealth to persons who:
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Boa,’d of Education on July 8. 2020
19
(1) Have completed 5 years of satisfactory Iprofessionall certified experience in the area inwhich the supervisory’ certificate is sought.
(2) Have completed an approved graduate program preparing the applicant for theresponsibilities of supen’ising in the program area and of directing the activities of certifiedprofessional employees.
(3) Present evidence of satisfactory achievement in assessments prescribed by the Departmentunder § 49.18(a) (relating to assessment).
(4) Are able to help students achieve under Chapter 4 (relating to academic standards andassessment).
(5) Meet the following standards:
(i) The supervisor understands the central concepts of organizational leadership. tools ofresearch and inquiry and principles of teaching and learning that make supervision effective andefficient.
(ii) The supervisor understands how all children learn and develop and configures resourcesto support the intellectual, social and personal growth of all students.
(iii) The supervisor knows and understands effective instructional strategies and encouragesand facilitates employment of them by teachers.
(iv) The supervisor uses an understanding of individual and group motivation to create aprofessional development environment that engages teachers to develop and apply effectiveinstructional techniques for all students.
(v) The supervisor is an effective communicator with various school communities.
(vi) The supervisor organizes resources and manages programs effectively.
(vii) The supervisor understands and uses formative and summative assessment strategies togauge effectiveness of people and programs on student learning.
(viii) The supervisor understands the process of curriculum development, implementationand evaluation and uses this understanding to develop high quality curricula for student learningin collaboration with teachers, administrators, parents and community members.
All additions and deletion5 are highlighted in Bold lype[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on Ju’y 8, 2020
20
(ix) The supervisor possesses knowledge and skills in observation of instruction andconducting conferences with professional staff that are intended to improve their performanceand enhance the quality of learning experiences for all students.
(x) The supervisor thinks systematically about practice, learns from experience, seeks theadvice of others, draws upon educational research and scholarship and actively seeks outopportunities to grow professionally.
(xi) The supervisor contributes to school effectiveness by collaborating with otherprofessionals and parents, by using community resources, and by working as an advocate toimprove opportunities for student learning.
(b) Notwithstanding the requirements of paragraph (a), and excluding SpecialEducation Supervisory Certification, the Department may issue additional SupervisoryCertificate areas to individuals who already hold a valid Pennsylvania SupervisoryCertificate if they demonstrate competency in the requested supervisory area by one ofthe following:
(1) complete 12 Department-approved credits of collegiate study in the supervisoryarea sought, or
(2) achieve a passing score on the applicable content test
(ci For Supervisory Certificates issued pursuant to paragraph (b), 5 years of service inthe area is not required.
1(b)! 141 A Supervisory Certificate for either Curriculum and Instruction or Pupil PersonnelServices will be issued to persons who:
(1) Have 5 years of satisfactory professional certified service in the school program area forwhich the comprehensive certificate is sought.
(2) Have completed an approved graduate program preparing the applicant for the broad area,districtwide supervisory functions specified by the endorsement area of the certificate.
(3) Present evidence of satisfactory achievement in assessments prescribed by the Departmentunder 49.18(a).
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are add Wons
Proposed amendments as adopted by the State Board of Education on July 8, 2020
21
(e) Notwithstanding the requirements of paragraph (a), the Department may issue aSpecial Education Supervisory Certification to individuals who have completed five yearsof satisfactory certified experience as a school psychologist.
ADMINISTRATIVE CERTIFICATES
§ 49.121. Administrative Certificate.
(a) The Department will issue Administrative Certificates to persons who have [hadi aminimum of II 3 years of satisfactory jprofessional certified schooll instructional or studentsupport experience completed in a public or private PK-12 school or accredited institutionof higher education and have completed an approved program of graduate study, approvedalternative program, or completed the alternative route in accordance with 24 P.S.1207.1(d) preparing the applicant to direct, operate, supervise and administer the organizationaland general educational activities of a school. Applicants shall be recommended by the preparinginstitution or alternative program provider in which the lgraduatel program was completed.Candidates for administrative certificates shall be able to help students achieve under Chapter 4(relating to academic standards and assessment).
Subchapter C. IVOCATIONALI CAREER AND TECHNICAL EDUCATIONCERTIFICATION
GENERAL PROVISIONS
jVOCATIONAL) CAREER AND TECHNICAL INSTRUCTIONALCERTIFICATES
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
22
IVOCATIONALI CAREER AND TECHNICAL INTERN CERTIFICATES
49.153. Ivocationall Career and Technical Day-to-Day Substitute Permit.
SUPERVISOR OF IVOCATIONALI CAREER AND TECHNICALEDUCATION CERTIFICATE
49.161. Supervisor of jVocational) Career and Technical Education.49.162. [Reserved].
IVOCATIONALI CAREER AND TECHNICAL ADMINISTRATIVEDIRECTOR CERTIFICATE
49.163. IVocationall Career and Technical Administrative Director.49.164. [Reserved.
GENERAL PROVISIONS
§ 49.13 1. Basic requirements for baccalaureate and nonbaccalaureate programs.
(a) Applicants for a certificate shall have completed, in addition to all legal requirements, aprogram of [teacher educationi educator preparation approved by the Department and shallhave received the recommendation of the preparing institutions or alternative programprovider.
§ 49.132. Types of certificates.
Five basic types of certificates will be issued, as follows:
(1) [Vocationall Career and Technical Instructional Intern.
All additions and deletions are highlighted in Bold type[bracketed itemsj are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
23
(2) IVocationall Career and Technical Instructional.
(3) Supen’isorofjVocationalj Career and Technical Education.
(4) [\7ocationall Career and Technical Administrative Director.
(5) Vocational Career and Technical Substitute Permits.
§ 49.133. Levels of certification.
IVocationall Career and Technical Instructional Certificates shall be issued for the followinglevels of qualifications:
(1) Level I (Provisional).
(2) Level LI (Permanent).
IVOCATIONALI CAREER AND TECHNICAL INSTRUCTIONALCERTIFICATES
§ 49.141. General.
(a) The Department will issue IVocationall Career and Technical Instructional Certificates topersons whose prinmry responsibility is teaching occupational skills in State approvedjvocationalj career and technical education programs in the public schools of thisCommonwealth. The certificates will be valid for teaching in any Ivocationali career andtechnical or technical area for which the holder has registered his occupational competencycredential with the Department in the manner prescribed by the Department.
(b) The holder oft (Vocationalj Career and Technical Teaching Certificate may also teachthe technical skills and knowledge of the holder’s occupation in courses of comparable contentprovided in secondary school programs which have not been accorded State approval as[vocationall career and technical education programs under conditions in the poLicies andstandards of the Department. Candidates for IVocationali Career and Technical TeachingCertificates shall be able to help students achieve under Chapter 4 (relating to academicstandards and assessment).
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
24
§ 49.142. [Vocationall Career and Technical Instructional I.
(a) A single certificate will be issued and titled, “[Vocationalj Career and TechnicalInstructional Certificate.” Individuals qualifying for this certificate shall be authorized to teachin the areas for which they also hold an occupational competency credential. The occupationalcompetency credential will be issued by the Department or an institution of higher educationapproved by the Secretary’. The applicant shall have:
(1) A minimum of[2 yearsl 8.000 hours (equivalent to 4 years full-time) wage-earningexperience lull addition to the learning period required to establish competency in theoccupation to be taught in Ihe occupational area to be taught or 4,000 hours (equivalent to2 years) wage-earning experience plus a baccalaureate degree.
(2) Successfully completed the occupational competency examination or evaluation ofcredentials for occupations where examinations do not exist or present evidence of satisfactory’achievement on an assessment of subject matter under § 49.18 (relating to assessment).
(3) Completed 18 credit hours in an approved program of Ivocationall career and technicaljteacher educationi educator preparation. For jvocational) Career and Technical ICertificates issued on or after January 1, 2013, the 18 credit hours must include at least 3 creditsor 90 hours, or equivalent combination thereof, regarding accommodations and adaptations fordiverse learners in an inclusive setting. For purposes of this requirement, I credit equals 30 hoursofcoursework. Applicable hours are limited to a combination of seat hours of classroominstruction, field observation experiences, major research assignments, and development andimplementation of lesson plans with accommodations and adaptations for diverse learners in aninclusive setting.
(4) Presented evidence of satisfactory’ achievement on the assessment of basic skills under§ 49.18.
(b) The [Vocationalj Career and Technical Instructional I Certificate shall be valid for [61 ayears during which time the applicant shall complete the approved preparation program leadingto the [Vocationalj Career and Technical Instructional II Certificate.
§ 49.143. IVocationall Career and Technical Instructional II.
The (‘ocationalj Career and Technical Instructional II Certificate shall be a permanentcertificate issued to an applicant who has:
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
25
(1) Completed 3 years of satisfactory teaching on a IVocadonali Career and TechnicalInstructional I Certificate attested to by the chief school administrator of the approved public ornonpublic school entity in which the most recent service of the applicant was performed.
(2) Completed j60 credit hoursj an additional 42 credit hours including at least 6 credits or180 hours, or an equivalent combination thereof, regarding accommodations and adaptations forstudents with disabilities in an inclusive setting and at least 3 credits or 90 hours, or anequivalent combination thereof, in teaching English language learners, in an approved programin the appropriate field of Ivocationall career and technical education. For purposes of thisrequirement, I credit equals 30 hours of coursework. Applicable hours are limited to acombination of seat hours of classroom instruction, field observation experiences, major researchassignments, and development and implementation of lesson plans with accommodations andadaptations for diverse learners in an inclusive setting.
(3) Presented evidence of satisfactory achievement in assessments jof general knowledge andof professional knowledge and practicej under § 49.1 8flrelating to assessment).
(4) Completed a Department-approved two-scar induction program.
IVOCATIONALI CAREER AND TECHNICAL INTERN CERTIFICATES
§ 49.15 1. Eligibility and criteria.
(a) The Department will issue jvocationalj Career and Technical Intern Certificates forteaching in State approved programs of Ivocationall career and technical education in thepublic schools of this Commonwealth to applicants who have:
(1) Met all eligibility requirements stipulated in § 49.12 (relating to eligibility) except for thebaccalaureate degree requirement in § 49.12(4).
(2) Provided evidence of satisfactory achievement in assessments of subject matter under§ 49.18 (relating to assessment) or satisfactory occupational competency by one of thefollowing:
(i) Successfully completing the occupational competency examination of the Department.
(ii) Securing recognition of occupational competency upon the basis of credentials reviewand adequate work experience beyond the learning period as established by the Department inthose competency areas where occupational competency examinations do not exist.
All additions and deletions are highlighted in Bold typejbracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
26
(iii) Receiving State licensure or occupational accreditation by a Board of Examinersrecognized by the Commonwealth.
(iv) Receiving certification from another state whose certification criteria are similar to thoseof this Commonwealth.
(3) Been accepted for enrollment in a State approved Ivocationall career and technicalItcacheri educator preparation program at a Commonwealth college or university.
(4) Been recommended for the certificate by the institution at which they are enrolled oraccepted.
(b) The applicant shall be issued a [Vocationalj Career and Technical Instructional ICertificate upon presenting evidence of [2 yearsl 8,000 hours (equivalent to four years full-time) wage-earning experience in the occupational area to be taught j, completion of anapproved intern programj and satisfactory achievement on the assessment of basic skills.
(c) The certificate requires continued enrollment in a State-approved teacher internprogram.
§ 49.152. Term of validity.
The Ivocationall Career and Technical Instructional Intern Certificate shall be issued for theperiod of time needed by the applicant to complete 18 semester hours within the approvedIvocationall career and technical Iteacherl educator preparation program. but in no case shallthe validity period exceed 3 years from the date of issuance.
§ 49.153. IVocationall Career and Technical Day-to-Day Substitute Permit.
(a) The chief school administrator or [vocationall career and technical school administrativedirector having jurisdiction over any approved IVocationall Career and Technical Educationprogram is authorized to issue a special Day-to-Day Substitute Permit to an occupationalpractitioner when no properly certified teachers are available. The teacher shall function underthe supervision of a properly certified supervisor or administrator. Assignments as described inthis section shall be made only in case of an emergency and may not exceed 20-consecutiveschool days. This permit will be valid for 20 days of substitute service and may be renewed foran additional 20 school days upon the approvaL of the Secretary.
(b) This permit does not qualify the holder to serve as a regularly employed teacher to fill avacant position or as a long-term substitute. These positions shall be filled by a person holding a
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
27
valid Ivocationall Career and Technical Instructional or a State issued Long-term or Day-toDay Substitute Permit. IReference should be made to § 49.32 (relating to Exceptional CasePermits).)
SUPERVISOR OF IVOCATIONALI CAREER AND TECHNICALEDUCATION CERTIFICATE
§ 49.16 I. Supervisor of [Vocational) Career and Technical Education.
(a) The Department will issue a Supenisoroflvocationall Career and Technical EducationCertificate to a person who has a minimum of3 years satisfactory certified Ivocationall careerand technical teaching experience and whose primary assignment will be one or more of thefollowing:
(1) Instructional supervision in the fields of Ivocationall career and technical education—[vocational) career and technical agriculture, Ivocationall career and technical business,distributive education, health occupations, [vocational) career and technical home economics,and Ivocationall career and technical industrial, or trade and industrial—in area [vocational)career and technical schools and corresponding Ivocationall career and technical courses inthe public secondary schools of this Commonwealth.
(2) Directing the activities of professional staff teaching in the program areas specified inparagraph (1).
(b) The Department will issue a Supervisor of [Vocational) Career and Technical EducationCertificate to a person who shall meet the requirements of § 49.111 (a)(3)—(5) (relating toSupervisory Certificate).
IVOCATIONAL) CAREER AND TECHNICAL ADMINISTRATIVEDIRECTOR CERTIFICATE
§ 49.163. jVocational) Career and Technical Administrative Director.
The Department will issue the [Vocationalj Career and Technical Administrative DirectorCertificate to persons who:
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
28
(1) Have a minimum of !] 1 years Isuccessful teaching in vocational education] of relevantprofessional experience in a Career and Technical Education School.
(2) Have completed an approved program of graduate study following standards listed in49.111(a) and § 49.121(d) (relating to Administrative Certificate) or an approved
alternative program pursuant to 24 P.S. 12-1207.1 preparing them to direct, operate,supervise, and administer the organizational and educational activities ofa Ivocalionaltechnicall career and technical school or department; applicants shall be recommended by thepreparing institution in which the graduate program was completed.
(3) Present evidence of satisfactory achievement on assessments prescribed by the Departmentunder § 49.18(a) (relating to assessment).
Subchapter D. OUT-OF-STATE APPLICANTS
§ 49.172. Letter of eligibility.
(a) The Department will issue the appropriate letter of eligibility for consideration forappointment as a district superintendent or an assistant district superintendent to an applicantwho:
(I) Has completed a Pennsylvania approved graduate level program of educationaladministrative study for the preparation of chief school administrators or been prepared throughan out-of-State graduate level program equivalent to those approved in this Commonwealth.
(2) Has received the recommendation of the preparing institution for certification as a chiefschool, district level, administrator.
(3) Has provided evidence of 6 years of [certifiedi satisfacton’ educational or studentsupport service in Ithe basici private or public K-12 schools or an accredited institution ofhigher education land, for the superintendent’s letter, including] of which at least 3 years lofsatisfactory certified! must be service in supervisory or administrative positions.
All addftions and deletions are highlighted in Bold type[bracketed itemsj are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
29
Subchapter E COMMISSIONS AND CERTIFICATES FORINTERMEDIATE UNITS
* ** * *
§ 49.182. Letter of eligibility.
(d) Vhen an Intermediate Unit Board of Directors finds it impossible or impractical to fillimmediately a vacancy occurring in the position of intermediate unit executive director orassistant intermediate unit executive director, the board may appoint an actingintermediate unit executive director or an acting intermediate unit executive director whodoes not meet the requirements of paragraph (a) to serve no more than one year from thetime of the appointment as acting intermediate unit executive director or acting assistantintermediate unit executive director.
Subchapter F. LETTERS OF EQUIVALENCY FORPAY PURPOSES
§ 49.191. Letters of Equivalency.
A Letter of Equivalency will be issued for salary’ purposes only, subject to the following termsand conditions:
(1) The Letter of Equivalency for Baccalaureate Degree is issued to holders of [Vocational)Career and Technical Instructional I, [Vocational) Career and Technical Instructional II ortheir equivalents upon the accumulation of 90 college credits. A minimum of 18 credit hours (ofthe final 30) shall be earned at a State-approved baccalaureate degree granting institution. ITheremaining 12) Twelve of the final 30 credit hours may be satisfied, in full or in part, throughin-service programs approved by the Secretary for meeting baccalnureate equivalencyrequirements.
(2) The Letter of Equivalency for Master’s Degree is issued to persons holding a validInstructional I, Instructional II, EducationaL Specialist I, Educational Specialist II certificate,[‘ocational) Career and Technical Instructional 1, IVocationall Career and Technical
All additions and deletions are highhghted in Bold typeIbracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
30
[nstrnctional II certificate, or their equivalents, upon the accumulation of 36 hours of graduatelevel credit. A minimum of IS academic graduate credits shall be earned in the content area ofthe applicanis Iprimary teaching assignment] certification area(s) at a college or universityapproved to offer graduate work. A maximum of 18 of the credit requirement may be satisfiedthrough in-service programs approved by the Secretary for meeLing rnasters equivalencyrequirements.
(3) A grade of “C’’ or better is required in college and university courses in which grades aregiven and a letter of satisfactory completion is required for all in-service courses used toward theattainment of the certificate.
All additions and deletions are highlighted in Bold type[bracketed items] are deletionsunderscored items are additions
Proposed amendments as adopted by the State Board of Education on July 8, 2020
31
n‘pennsyLvaniaSTATE BOARD OF EDUCATION
December 8, 2020
Mr. David SumnerExecutive DirectorIndependent Regulatory Review Commission14th Floor, 333 Market StreetHanisburg,PA 17101
Dear Mr. Sumner:
Attached is a copy of a proposed regulation approved by the State Board ofEducation (PA Code Cite: 22 Pa. Code Chapter 49—Certification of ProfessionalPersonnel, #006-346) for review by the Commission pursuant to the Regulatory’ ReviewAct. The regulation also is being delivered today to the Legislative Reference Bureau forpublication in the Pennsylvania Bulletin. As the 2019-2020 legislative session hasconcluded, we are holding delivery of proposed regulation #6-346 to the House andSenate Committees on Education until the start of the new legislative session.
The State Board of Education will provide the Commission with any assistance itrequires to facilitate a thorough review of these proposed regulations.
Thank you for your consideration.
Sincerely,
Karen MolchanowExecutive Director
cc: Noe Ortega, Acting Secretary of EducationThomas P. Howell, Esq.Marisa Lehr, Esq.
Jones, Stephanie
From: Bulletin <[email protected]>To: Jones, StephanieSent: Tuesday, December 8, 2020 8:42 AMSubject Read: fExternal] Read: Proposed Regulation #6-345
Your message
To: BulletinSubject: Proposed Regulation #6-346Sent: Tuesday, December 8, 2020 7:58:01 AM (UTC-05:00) Eastern Time (US & Canada)
was read on Tuesday, December 8,2020 8:42:11 AM (UTC-05:00) Eastern Time (US & Canada).
DEC —8 2020
Independent RegulatoryReview Commission
1