RULES AND REGULATIONS
Title 22--EDUCATION
DEPARTMENT OF EDUCATION
[22 PA. CODE CH. 354]
Institutional Preparation of Professional Educators
[30 Pa.B. 5141] The Department of Education (Department) adopts Chapter 354 (relating to preparation of professional educators) under authority delegated to the Department by the State Board of Education (State Board) in § 49.13(a) (relating to policies). The Board's authority to promulgate Chapter 49 (relating to certification of professional personnel) is found in sections 1109, 1141, 1201--1214, 2603-B and 2604-B of the Public School Code of 1949 (code) (24 P. S. §§ 11-1109, 11-1141, 12-1201--12-1214, 26-2603-B and 26-2604-B). Under section 2606-B of the code (24 P. S. § 26-2606-B), the State Board on May 11, 2000, approved the regulations in final-form.
Notice of proposed rulemaking was published at 29 Pa.B. 3363 (July 3, 1999) with an invitation to submit written comments within 30 days.
Purpose and Requirements
Chapter 354 sets forth the basic rules for institutions (colleges and universities) that prepare professional educators in this Commonwealth. The final-form regulations are necessary to strengthen the preparation of professional educators who will serve in the public schools of this Commonwealth. It is in the interest of this Commonwealth's public schools that institutions preparing professional educators maintain the highest standards of academic excellence. Accordingly, to be authorized to conduct professional educator preparation programs in this Commonwealth, institutions and their off-campus centers must meet the requirements in these final-form regulations.
Comments and Responses
The Department, during the formal public comment period, received comments from 47 individuals and organizations. The Department conducted 3 days of hearings during which 15 individuals, representing various teacher preparation constituencies and private citizens, presented testimony. Written comments from 32 individuals were added to this testimony and forwarded to the House and Senate Education Committees and the Independent Regulatory Review Commission (IRRC). Each of these organizations submitted comments to the Department for review. These comments were also shared with the State Board.
Support for implementation of the proposed regulations came primarily from the higher education academic community; those not in support were primarily from the teacher education community and college career and guidance personnel. Supporters of the proposed regulations rested their arguments in three areas: 1) the requirement for a major in the content area; 2) the requirement of a 3.0 GPA; and 3) general support for the entire concept of more rigorous entry and exit requirements. Many of the supporters offered suggestions for improvement and clarification of a number of key elements.
In general, opposition came from the teacher preparation community, which disagreed with several key elements. Opposition also came from the college career and guidance personnel who oppose the 3.0 GPA requirement. Comments from both of these groups offered alternative criteria for entry into and exit from professional educator programs, as well as ways to improve other key elements.
Members of the House and Senate Education Committees offered several suggestions to improve the clarity, continuity, and alignment of the document with Chapter 49. IRRC presented many suggestions to improve the clarity and reasonableness of the document. IRRC also recommended clarification regarding statutory authority of the Department to promulgate the regulations. The Department's authority is derived from delegated authority of the State Board, which derives its power principally from sections 2603-B(a) and 2604-B(c) of the code.
Since there are similarities between Chapter 354 and Chapter 49, additional concern was raised by the House and Senate Education Committees, public commentators and IRRC, regarding the need to make cross references between the two chapters. There was concern that including the standards for professional educator certification categories that appear in Chapter 49 might be more appropriate for inclusion in the proposed regulations. Chapter 354, however, is a regulatory document for the design and structure of professional educator preparation programs that will provide the pedagogical studies and experiences necessary to enable an individual to meet the certification requirements of Chapter 49. For example, the 3.0 GPA entry requirement of the new chapter is a program requirement and not a certification requirement. Furthermore, in instances when there are similarities, cross reference citations to Chapter 49 are included in Chapter 354. The program specific guidelines also supplement the pedagogical design of preparation programs.
Definitions. IRRC pointed out the inconsistent use of the terms ''candidate'' and ''applicant.'' Careful attention was paid to the consistent usage of these terms throughout the document. For the sake of clarity, the term ''applicant'' was added to the list of definitions in § 354.1. Additionally, two other terms were deleted in accordance with IRRC and House Education Committee recommendations. They were ''educational institutions'' and ''unit.'' Both terms were deleted from § 354.1 and replaced by the terms ''school entity'' and ''preparing institution,'' respectfully, since both of these terms are already defined in the code.
Both the House Education Committee and IRRC were also concerned with the term ''Department-defined competencies.'' These competencies were not defined in the regulations. This term was replaced with the term ''program specific guidelines,'' which was also added to the definitions in § 354.1. The term ''general standards'' was removed from § 354.1 and included as a specific reference in § 354.11(2) (relating to minimum requirements for approval).
Purpose. In § 354.2 (relating to the purpose), IRRC recommended removing language that contained general concepts and undefined standards such as, ''proven record of high academic achievement'' and ''shall maintain the highest standards of academic excellence.'' IRRC recommended including language stating that Chapter 354 establishes the standards and procedures for Department-approved institutional programs that prepare professional educators.
Program Approval. Based on recommendations from the House Education Committee and IRRC, citations were added, for purposes of clarity, in §§ 354.11 and 354.12 (relating to minimal requirements for approval; and program approval) to cross reference the chapter and sections of the Department's regulations that outline the program approval process.
Standards. Public comment from the teacher education community suggested the addition of a fourth standard to § 354.13 (relating to standards). The fourth standard was ''professional performances.'' This standard was tied to standards in various sections of Chapter 49. The Department, in the process of revising the proposed Chapter 354, included citations to reference the Chapter 49 standards. Coupled with the fact that the program specific guidelines developed by the Department contain performance indicators to be used in conjunction with this chapter, the fourth standard (professional performances) was not added. However, at the recommendation of the Senate Education Committee, the principles enumerated in various sections of Chapter 49 were inserted in § 354.33 (relating to professional competency).
Field Experiences. For purposes of clarity, IRRC recommended deletion of § 354.22 (relating to field experience) because the topic was covered in the later sections, § 354.26(d)(1)--(3) of the proposed regulations. The Department deleted § 354.22 and amended § 354.26 by renumbering it as § 354.25 (relating to preparation program curriculum) and adding additional language for the evaluation of a candidate's field experiences and for purposes of clarity and continuity.
Preparing Institution Reporting. IRRC and several public commentators addressed the annual and biennial report requirements and recommended that the Department revisit this section for purposes of clarity and specificity. The Department amended this section based on these comments. The language in this section requiring an annual report is now aligned with Federal reporting requirements as found in the Higher Education Amendments of 1998, known as HEA Title II and as defined in 20 U.S.C.A. § 1027(f)(1)(A) and (B). The biennial report was modified to reflect consistency in the required data to be collected and will serve as an indicator of effective programs in the program review process.
Academic Preparation (General Studies). There was general support for this section from both the House and Senate Education Committees, teacher education constituencies and the general public. However, IRRC and the House Education Committee recommended that undefined terms such as ''studies in'' and ''experiences in'' be removed or clearly defined in § 354.1. The Department amended the language for clarity by removing references to ''studies in'' and ''experiences.'' Additionally, the title of this section was changed to ''Academic Preparation'' to better reflect its intent.
Academic Performance (Competence). Public comment was received on the academic competence requirements stipulated in § 354.24 (relating to academic performance) renumbered from § 354.25. This section outlines the requirements placed on professional educator candidates regarding academic competence in the discipline that candidates plan to teach or educational areas in which the candidate intends to serve. This section was amended by deleting § 354.24(a)(1). The amended section now defines the overall minimum GPA which candidates shall maintain. A new paragraph (4) was added to § 354.24 to reflect the requirements found in § 49.91 (relating to intern certificates). Additional language was added for clarification in terms of defining initial preparation programs and clearly referencing certificate areas and categories.
Preparation Program Curriculum. Section 354.25 (relating to preparation program curriculum) requires the professional educator program to be efficient, avoid duplication or repetition of coursework and to enable candidates to integrate general and academic studies with professional and pedagogical knowledge. Section 354.25(a)(4) requires that the professional educator program be designed to be completed within 4 years. Most of the opposition to this section was based on the fact that many college students change their majors at least twice during their college career and therefore completing a teacher education program in 4 academic years is difficult. Additional comments noted that in the design of a program less emphasis would need to be placed on pedagogy and that this was not a practical approach because there are many new challenges, involving such areas such as special education students, use of new instructional technologies, and new cognitive science and learning theories, that need to be part of the professional education curriculum.
The Senate Education Committee recommended that § 354.25 be broadened to include more emphasis on pedagogical studies. Although the language of this section is general with regard to pedagogical studies, the program specific guidelines supplement the language of this section and provide specific pedagogical studies that are unique to each certificate area. The language in § 354.25(c)(2) links preparation program curriculum to the program specific guidelines and Chapter 4 (relating to academic standards and assessments). The Department addressed Senate Education Committee recommendations by adding citations referencing §§ 354.32 and 354.33 (relating to monitoring and assessment; and professional competencies). In essence, the language in § 354.33 drives much of the preparation program curriculum. The Senate Education Committee's concern about inconsistent standards is addressed by references to the program specific guidelines, Chapters 4 and 49.
Several new paragraphs were added to § 354.25(a). Paragraph (5) was added to emphasize the requirement for efficient program design at the advanced degree initial preparation program level. A new paragraph (6) was added to ensure compliance with Chapter 49 requirements for intern programs and certificate validity. A more complete reference to technology was accomplished by the addition of § 354.25(b)(1) and (2). This subsection now requires that program design include emerging technologies.
Based on public comment, primarily from the teacher education community, § 354.26(d)(1) (as numbered in the proposed rulemaking but renumbered as § 354.25 in final-form) was deleted and replaced by § 354.25(d) and (e). The language in these two sections defines field experiences and establishes standards for the evaluation of a candidate's field experiences. A new subsection § 354.25(f) was added to provide clear standards for the student teaching experience.
Collaborative Programs. Aside from changes made for purposes of clarity and consistency, and renumbering from § 354.27, § 354.26 (relating to collaborative programs) was only slightly amended. At the recommendation of the State Board, language was added to § 354.26(b) and (d) to include nonpublic schools among the school entities with which a preparing institution may develop collaborative programs.
Admissions. There were recommendations from the teacher education community, the public and the Senate Education Committee to remove the 3.0 GPA admissions requirement from § 354.31(4). Two rationales for this recommendation surfaced. The first rationale is based on the difficulty that some beginning college freshmen encounter in adjusting to college life. Essentially, many commentators expressed concern that one ''bad'' semester would make it extremely difficult to attain a 3.0 GPA by the end of 48 credit hours and subsequently result in a declining number of capable students entering the teaching profession. Most of the public commentators espousing this position also noted that no other profession has such a stringent entry requirement at the undergraduate level.
Additionally, the Senate Education Committee and commentators from the teacher education community voiced strong concern over the exclusion of professional educator course work in the computation of the entry GPA. Commentators felt that a regulation was an insult to the integrity of schools of teacher education. Furthermore, many of these commentators supported a 3.0 GPA requirement as an ''exit'' criteria rather than an entry requirement on the premise that it was their responsibility, as educators, to bring individuals up to that standard. Legislative comments regarding this issue were centered on the fact that this concept devalues the importance of pedagogy and that ''academic competence'' should be redefined to include pedagogical studies.
In contrast to the opposition to the 3.0 GPA requirement, most of these commentators supported the bachelor of science or bachelor of arts requirement on the basis that academic competency in the content area is very important. Additionally, several of these commentators expressed concern about grade inflation in schools of education.
Therefore, the final form of § 354.31 (relating to admission) was amended, based on public comment and Senate Education Committee recommendations, by deleting the 3.0 GPA requirement to be exclusive of professional educator courses and modifying the language to read as an ''overall'' 3.0 GPA. Section 354.31(5) was added to permit the use of less than an overall 3.0 GPA academic record with a strong applicant performance on either the Scholastic Achievement Test (SAT) or the American College Testing Service test (ACT) as alternative entry vehicles.
A new paragraph (8) was added to § 354.31 to provide a mechanism for recognizing strong professional educator preparation programs. Essentially, this paragraph allows the preparing institution to determine the GPA entry requirement (with Department approval) if the institutional pass rate on the professional knowledge and content assessments is 90% or higher. Section 354.31(7) was amended to require preparing institutions to determine the criteria for the admission of applicants under the 10% rule. The 10% rule permits an institution to accept up to 10% of the applicants for admission who do not meet the 3.0 GPA requirement.
Monitoring and Assessment. Section 354.32 (relating to monitoring and assessment) creates a systematic monitoring requirement based on performance assessment to measure competencies in several skills. This section was amended for purposes of clarity and consistency as recommended by IRRC. In § 354.32(a)(1), several skill dimensions were deleted. Specifically, § 354.32(a)(1)(xi)--(xiv) were deleted because of the difficulty of measuring these attributes. Two new skill dimensions were added to the list. They are professional standards and practice (subparagraph (xi)) and mastery of instructional technology (subparagraph (xii)).
Professional Competency. Section § 354.33 (relating to professional competency) requires development of a procedure to confirm a candidate's competence prior to recommendation for professional educator certification. Several changes for clarity and consistency were made throughout this section. The most significant amendment was made to § 354.33(1), which was modified to include the language of the learning principles for each certificate category from Chapter 49. This language replaced the citations from Chapter 49 related to the learning principles associated with each certificate category. Section 354.33(4) (as proposed) was deleted and replaced by § 354.33(5). The new paragraph defines the exit GPA as an overall GPA as opposed to considering separate 3.0 GPAs in the academic content area as well as professional educator courses.
A new paragraph (6) was added to § 354.33 for purposes of defining alternative exit options tied to a 2.8 GPA and performance on the content area assessment of one standard error of measure above the qualifying score. A new paragraph (8) was added to § 354.33 for purposes of adjusting program exit requirements to reflect professional educator supply and demand. Based on data provided by the Department, the Secretary (with State Board approval) may adjust the exit requirements for those certificate areas or categories, or both, where a shortage of professional educators exists.
Faculty. Section 354.41 (relating to faculty quality) requires that faculty be teacher scholars and that the preparing institution establish a comprehensive plan to confirm activities to enhance and assess the intellectual vitality of the faculty. Two new subsections were added to the section. Subsection (d) requires that the preparing institution provide evidence of faculty competence in the use of technology. Subsection (e) requires that the preparing institution provide evidence of collaboration among academic, general and education faculty in the planning and design of all facets of the professional educator curriculum.
Editing and Correcting
Various drafting errors and changes recommended for clarity and consistency suggested by public commentators, members of the House and Senate Education Committees, IRRC and by the State Board were made in the final-form regulations.
Affected Parties
Persons who intend to pursue initial professional educator certification and teacher education personnel at the 89 colleges and universities which prepare teachers in this Commonwealth will be required to comply with the final form of this chapter. Additionally, a college or university which has an approved teacher education program or seeks to offer an approved program will be required to comply with the final form of this chapter.
Cost and Paperwork Estimates
Cost to the individual preparing for or holding educator license/certification:
Costs for the completion of academic requirements: ranging from $40,000 to $100,000 for a Baccalaureate Degree currently exist (unless under scholarship or financial aid).
Costs borne by institutions of higher education offering professional educator preparation programs are inherent in the restructuring of programs to be in compliance with the new standards.
There are no costs or savings, or both, to any local governmental authority.
The costs to State government will be related to the following: The development of new standards handbooks; training and evaluation manuals and guides; training sessions and workshops for evaluators, chairpersons and proposal writers from institutions preparing self-studies for accreditation. These expenditures will be from Department general operating funds, with an approximate cost of $30,000 to $50,000, spread over 3 years. Costs to maintain the program approval process will be comparable to already existing costs which have been approximately $300,000 per year.
Effective Date
The final-form regulations will take effect upon publication as final rulemaking in the Pennsylvania Bulletin. An implementation schedule will be established to allow time for preparing institutions to adjust their programs to come into compliance.
Sunset Date
The effectiveness of Chapter 49 is reviewed by the State Board every 10 years. The regulations will be reviewed concurrently with the decennial review of Chapter 49. Thus, no sunset date is necessary.
Regulatory Review
Under section 5(a) of the Regulatory Review Act (71 P. S. § 745.5(a)), on June 23, 1999, the Department submitted a copy of the notice of proposed rulemaking published at 29 Pa.B. 3363 to IRRC and to the Chairpersons of the House and Senate Committees on Education. In compliance with section 5(b.1) of the Regulatory Review Act, the Department also provided IRRC and the Committees with copies of the comments received as well as other documentation. In addition to submitting the final-form regulations, the Department has provided IRRC and the Committees with a copy of a detailed Regulatory Analysis Form prepared in compliance with Executive Order 1996-1, ''Regulatory Review and Promulgation.'' A copy of these materials is available to the public upon request.
In preparing these final-form regulations, the Department has considered the comments received from IRRC, the Committees and the public.
These final-form regulations were disapproved by the House Education Committee on June 14, 2000, disapproved by the Senate Education Committee on June 13, 2000, and approved by IRRC on July 13, 2000 in accordance with section 5(c) of the Regulatory Review Act.
Contact Person
The official responsible for information on these final-form regulations is George L. Shevlin, Deputy Secretary for Postsecondary and Higher Education, 333 Market Street, Harrisburg, PA 17126-0333, (717) 787-5041 or TDD (717) 772-2864.
Findings
The Department finds that:
(1) Public notice of the intention to adopt these final-form regulations was given under sections 201 and 202 of the act of July 31, 1968 (P. L. 769, No 240) (45 P. S. §§ 1201 and 1202) and the regulations promulgated thereunder in 1 Pa. Code §§ 7.1 and 7.2.
(2) A public comment period was provided as required by law and all comments were considered.
(3) The regulations are necessary and appropriate for the administration of the code.
(4) The regulations have been approved by the State Board of Education under section 2606-B of the code.
Order
The Department, acting under authorizing statute, orders that:
(a) The regulations of the Department, 22 Pa. Code, are amended by adding §§ 354.1, 354.2, 354.11--354.13, 354.21--354.26, 354.31--354.33 and 354.41 to read as set forth in Annex A.
(b) The Secretary will submit this order and Annex A to the Office of General Counsel and the Office of Attorney General for review and approval as to legality and form as required by law.
(c) The Secretary shall certify this order and Annex A and deposit them with the Legislative Reference Bureau as required by law.
(d) This order is effective upon final publication in the Pennsylvania Bulletin.
EUGENE W. HICKOK,
Secretary(Editor's Note: For the text of the order of the Independent Regulatory Review Commission relating to this document, see 30 Pa.B. 3873 (July 29, 2000)).
Fiscal Note: Fiscal Note 6-264 remains valid for the final adoption of the subject regulations.
Annex A
TITLE 22. EDUCATION
PART XVI. STANDARDS
CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS
GENERAL PROVISIONS Sec.
354.1. Definitions. 354.2. Purpose. GENERAL
354.11. Minimum requirements for approval. 354.12. Program approval. 354.13. Standards. CATEGORY--PROGRAM DESIGN
354.21. Mission. 354.22. Preparing institution reporting. 354.23. Academic preparation. 354.24. Academic performance. 354.25. Preparation program curriculum. 354.26. Collaborative programs. CATEGORY II--APPLICANTS AND CANDIDATES
354.31. Admission. 354.32. Monitoring and assessment. 354.33. Professional competency. CATEGORY III--FACULTY
354.41. Faculty quality.
GENERAL PROVISIONS § 354.1. Definitions.
The following words and terms, when used in this chapter, have the following meanings, unless the context clearly indicates otherwise:
Act--The Public School Code of 1949 (24 P. S. §§ 1-101--27-2702).
Academic discipline--A defined field of formal study at an institution of higher learning.
Advanced preparation program--A program at the post-baccalaureate level for those who already have completed an initial preparation program. Candidates in advanced preparation programs pursue additional areas of certification or supervisory, administrative, educational specialist certification or letter of eligibility.
Applicant--An individual seeking admission to a program for the initial or advanced preparation of professional educators.
Board--The State Board of Education of the Commonwealth.
Candidate--An individual who is enrolled in a program for the initial or advanced preparation of professional educators.
Department--The Department of Education of the Commonwealth.
Field experiences--Off-campus activities that provide candidates with opportunities for practical application of theoretical constructs and concepts developed in coursework, under the supervision and direction of college faculty, prior to student teaching, internship or clinical experiences. The activities include: observing, tutoring, miniteaching, lesson planning and evaluating student performance, and may take place in public or nonpublic schools or community organizations.
General studies--Coursework in the arts, language and literature, history, mathematics, philosophy, the sciences and the social sciences.
Initial preparation program--A program at the baccalaureate or postbaccalaureate level that prepares candidates for their first certification as a professional educator.
Preparing institution--A college or university that offers a program approved by the Department to prepare professional personnel for employment in the public schools in accordance with Chapter 49 (relating to certification of professional personnel).
Professional educator--An individual who holds Pennsylvania certification issued in accordance with Chapter 49.
Professional educator courses--Courses of study of theoretical and practical knowledge in the following:
(i) Humanistic and behavioral foundations of education, structure, function and purpose of educational institutions in our society.
(ii) Methods and materials of instruction appropriate to the elementary or secondary level, or both.
(iii) Directed practice of performing in educational positions under institutional supervision in the category for which a certificate is granted.
Professional educator program specific guidelines--Department-defined competencies and course content for specific professional educator certification programs under § 49.14 (relating to approval of institutions).
Standard error of measurement--The standard deviation of errors of measurement that is associated with the test scores for a specified group of test takers.
§ 354.2. Purpose.
(a) Preparing institutions shall have professional educator preparation programs to ensure that candidates for professional educator certification master both the content and methodology of their discipline and meet the standards for academic performance as defined in § 354.24 (relating to academic performance) and professional educator curriculum as defined in § 354.25 (relating to preparation program curriculum) and that candidates are supported in their achievement of the learning principles under § 354.33 (relating to professional competency).
(b) In the interest of the students in public schools in this Commonwealth, preparing institutions shall maintain the highest standards of academic excellence to receive and maintain Department approval to conduct programs leading to Commonwealth public school certification.
GENERAL § 354.11. Minimum requirements for approval.
To be authorized to conduct preparation programs in this Commonwealth, a preparing institution and any of its off-campus centers engaged in the preparation of professional educators shall meet the following requirements:
(1) Be approved as a baccalaureate or graduate degree granting institution by the Department under § 31.52 (relating to accreditation).
(2) Be evaluated and approved by the Department to offer specific programs leading to professional educator certification under § 49.14 (relating to approval of institutions), in accordance with the general standards contained in this chapter and the professional educator program specific guidelines established by the Department.
§ 354.12. Program approval.
(a) Prior to approving a preparing institution, the Department will conduct an evaluation to ensure the requirements in this chapter are met. The Department may review approved preparation programs at any time. Regular evaluations of approved programs will be conducted at 5-year intervals under § 49.13 (relating to policies).
(b) The Department will approve new programs and proposed changes to existing programs consistent with § 49.14 (relating to approval of institutions), general standards contained in this chapter, and professional educator program specific guidelines.
(c) Evaluation teams will be appointed by the Department under § 49.13 and consist of professional educators from basic education and appropriate personnel from institutions of higher education. Evaluation teams shall make recommendations to the Department regarding the approval or disapproval of programs.
(d) The Department will deny or approve programs based upon the professional educator program specific guidelines.
(e) The Department may deny or withdraw approval from preparing institutions for failure to meet the requirements in § 354.11 (relating to minimum requirements for approval).
§ 354.13. Standards.
The following standards shall be used to evaluate institutions seeking initial approval or maintaining approval to prepare professional educators for Pennsylvania public school certification:
(1) Category I--Program Design.
(2) Category II--Applicants and Candidates.
(3) Category III--Faculty.
CATEGORY I--PROGRAM DESIGN § 354.21. Mission.
The professional educator program shall have a clearly articulated mission statement that is based on the needs of professional educator candidates, public school entities and students. The evidence required to satisfy that this standard is met includes:
(1) The mission statement is cooperatively developed by faculty, candidates and other members of the professional community and documented under this section.
(2) The professional educator program demonstrates coherence between the mission statement, academic standards as found in Chapter 4 (relating to academic standards and assessment), professional educator courses, field experiences, instruction, evaluation, required candidate competencies, learning principles defined in § 354.33 (relating to professional competency), skill dimensions defined in § 354.32 (relating to monitoring and assessment), and is in compliance with this chapter.
§ 354.22. Preparing institution reporting.
(a) The preparing institution shall submit annually to the Department a systematic evaluation which includes information obtained through the following sources:
(1) Candidate assessment as defined in section 207(f)(1)(A) of the Higher Education Act of 1965 (20 U.S.C.A. § 1027(f)(1)(A)).
(2) Collection of data from candidates as defined in 20 U.S.C.A. § 1027(f)(1)(B).
(b) The preparing institution shall demonstrate that the result of the systematic evaluation of the professional educator program, as specified in subsection (a), is utilized to enhance candidate achievement through the modification and improvement of the preparing institution's overall professional educator program.
(c) The preparing institution shall biennially compile and make available to applicants, candidates, the Department and the Board information concerning its recent graduates. this information shall be collected no sooner than 6 months following the candidate's graduation and shall include the following:
(1) Number of recent graduates employed in instructional, educational specialist, supervisory and administration positions in this Commonwealth.
(2) Number of recent graduates employed in instructional, educational specialist, supervisory and administration positions in locations outside this Commonwealth.
(3) Number of recent graduates employed in education-related positions in this Commonwealth.
(4) Number of recent graduates employed in education-related positions in locations outside this Commonwealth.
(5) Number of recent graduates employed in non-education related positions in this Commonwealth.
(6) Number of recent graduates employed in noneducation related positions in locations outside this Commonwealth.
§ 354.23. Academic preparation.
(a) The preparing institution shall have a procedure to document that applicants for admission to initial and advanced preparation programs which culminate in a bachelor's degree or higher have met the requirements for academic preparation and academic performance prior to admission into a professional education program.
(b) Academic preparation shall include the following:
(1) At least 6 semester hour credits (or the equivalent) in college level mathematics.
(2) At least 6 semester hour credits (or the equivalent) in college level English composition and literature.
§ 354.24. Academic performance.
The preparing institution shall have a procedure to confirm that professional educator candidates maintain academic performance in each academic discipline that the candidates plan to teach or in the academic discipline related to the certificate category in which they plan to serve and in the professional educator courses related to the certificate category the candidates intend to earn. This standard shall be met by the following criteria:
(1) Candidates whose initial preparation program culminates in a bachelor's degree or higher shall maintain an overall minimum grade point average (GPA) of 3.0 in each certificate area the candidates plan to teach or in the certificate category in which the candidates plans to serve, to be phased in as follows:
(i) Academic Year: 2001-2002--2.6 GPA
(ii) Academic Year: 2002-2003--2.8 GPA
(iii) Academic Year: 2003-2004--3.0 GPA
(2) For initial preparation programs culminating in a bachelor's degree or higher, academic preparation courses under § 354.23 (relating to academic preparation) shall be the same as for a bachelor of arts or bachelor of science degree.
(3) For initial preparation programs culminating in a bachelor's degree or higher, academic content area courses for the preparation of professional educators shall include all required core courses and required elective courses in the bachelor of arts or bachelor of science major academic area the candidates intend to teach or in the noninstructional certificate category the candidates plan to serve. Free electives in the bachelor of arts and bachelor of science major and credits in the cognate areas shall be optional.
(4) For initial preparation programs culminating in a bachelor's degree or higher, candidates for certification in more than one certificate area or certificate category shall meet the requirements in paragraph (3) in the major area and for each additional area that candidates plan to serve.
(5) For initial preparation programs conducted under § 49.91 (relating to intern certificates) candidates for certification shall meet the requirements of this section and § 354.23 (relating to academic preparation).
§ 354.25. Preparation program curriculum.
(a) The preparation program shall be designed to ensure that candidates acquire and learn to apply the professional and pedagogical knowledge, defined in § 354.33 (relating to professional competency), and skill dimensions identified in § 354.32 (relating to monitoring and assessment). The evidence required to demonstrate that this standard is met includes the following:
(1) The preparation program design shall be consistent with the preparing institution's mission, and reflect knowledge derived from research and sound professional practice.
(2) The preparing institution shall ensure that the preparation program curriculum does not include unnecessary duplication of coursework and strives to create efficient professional educator preparation.
(3) The preparing institution shall ensure that candidates complete a well planned sequence of professional educator courses and field experiences to develop an understanding of the structure, skills, core concepts, facts, methods of inquiry and application of technology related to each academic discipline the candidates plan to teach or in the academic disciplines related to the noninstructional certificate categories in which they plan to serve.
(4) For initial programs culminating in a bachelor's degree, the professional educator program shall cooperate with the liberal arts and other academic disciplines of the college or university to create preparation programs that allow candidates to complete the degree and the initial preparation program within 4 years from the time of initial enrollment at the college or university.
(5) For initial programs culminating in an advanced degree, the professional educator program shall cooperate with the liberal arts and other academic disciplines of the college or university to create preparation programs that allow candidates to complete the advanced degree and the initial preparation program within 5 years from the time of initial enrollment at the college or university.
(6) For initial programs conducted under § 49.91 (relating to intern certificates), the preparing institution shall cooperate with the liberal arts and other academic disciplines of the college or university to create preparation programs that allow candidates to complete the intern program under § 49.92 (relating to validity).
(b) The preparation program shall be designed to enable candidates to integrate general and academic coursework, with professional and pedagogical coursework to teach, guide and assist public school students in achieving the academic standards under Chapter 4 (relating to academic standards and assessments). Candidates shall complete a sequence of courses and experiences in:
(1) Professional studies in which they acquire and learn to apply knowledge about the impact of technology in teaching and learning.
(2) Pedagogical studies that help develop understanding and use of technology in education, including the use of computers, the internet, distance learning technologies, and other emerging technologies in instruction, assessment and professional productivity.
(c) The preparation program shall be designed to ensure that candidates become competent professional educators. The evidence that this standard is met includes the following:
(1) Programs for the continuing preparation of professional educators build upon and extend prior knowledge and experiences of candidates including core studies of learning and practices that support learning.
(2) Professional educator program specific guidelines, the learning principles defined in § 354.33 (relating to professional competency), and Chapter 4 (relating to academic standards and assessment) are used in developing programs in each certificate area.
(3) Programs are designed to ensure candidates research information, use research methods, and acquire knowledge about issues and trends in public education.
(d) The professional educator program shall have sequential field experiences that may begin as early as the initial semester of college enrollment, prior to student teaching, internships, and clinical experiences, which provide candidates with opportunity to:
(1) Apply principles and theories from the program design to actual practice in classrooms and schools.
(2) Study and practice in a variety of communities, with students of different ages, and with culturally diverse and exceptional populations.
(e) Field experiences shall:
(1) Include frequent observation and consultation with cooperating teachers and school administrators fluent in the institution's education philosophy.
(2) Be fully supported by the preparing institution's faculty.
(3) Be an integrated part of the professional education curriculum and shall be consistent with the overall program design.
(4) Encourage reflection by candidates.
(5) Include evaluation and feedback from higher education faculty, public or nonpublic school faculty, and peers.
(f) The preparation program shall be designed to provide a minimum 12 week full-time student teaching experience under the supervision of:
(1) Program faculty with knowledge and experience in the area of certification.
(2) Cooperating teachers trained by the preparation program faculty and who have the following:
(i) The appropriate professional educator certification.
(ii) At least 3 years of satisfactory certificated teaching experience.
(iii) At least 1 year of certificated teaching experience in the school entity where the student teacher is placed.
§ 354.26. Collaborative programs.
(a) The preparing institution shall collaborate with higher education faculty, public school personnel, and other members of the professional education community to design, deliver, and facilitate effective programs for the preparation of professional educators and to improve the quality of education in schools. The evidence that this standard is met includes the following:
(1) Professional educator faculty and faculty from liberal arts and other academic disciplines regularly collaborate in program planning and evaluation of all facets of the curriculum.
(2) The preparing institution develops agreements with public and nonpublic schools and cooperating professional educators to ensure:
(i) Student teaching, internships and other field experiences are collaboratively designed and implemented.
(ii) Candidates are supported in their achievement of the learning principles as defined in § 354.33 (relating to professional competence).
(iii) Cooperating professional educators involved in student teaching, internships, and clinical experiences are trained by the preparing institution to assist, guide, and evaluate the performance of student teachers and individuals who are serving in a clinical experience or internship.
(b) The preparing institution shall develop collaborative relationships, programs, and projects with public and nonpublic schools, to develop and refine knowledge bases, to consult, and to conduct research to improve the quality of education.
(c) The preparing institution shall provide ongoing support to novice educators in partnership with public schools during their induction period, including observation, consultation and assistance.
(d) The preparing institution shall cooperate with public and nonpublic schools in the development and implementation of alternative certification programs.
[Continued on next Web Page]
No part of the information on this site may be reproduced for profit or sold for profit.This material has been drawn directly from the official Pennsylvania Bulletin full text database. Due to the limitations of HTML or differences in display capabilities of different browsers, this version may differ slightly from the official printed version.
