N.H. Admin. Code § Ed 506.07

Current through Register No. 45, November 7, 2024

Section Ed 506.07 - Special Education Administrator

The following requirements shall apply to the certification of a special education administrator:

(a) To be certified as a special education administrator, a candidate shall meet the following entry level requirements relative to education and experience:

(1) Have completed at least 5 years of experience as a special educator or in a related field; and

(2) One of the following:

a. Completed a master's program in special education administration or a related area approved by the board and been recommended for this certification by the designated official of the preparing collegiate department of education; or

b. Completed a master's program in special education or a related field, and demonstrated:

1. The competencies, skills, and knowledge as listed in (d) below; or

2. Experience in comparable educational leadership positions in education or other professions as specified in Ed 505.03.

(b) Candidates shall file the following materials and documents with the bureau of credentialing:

(1) Completed application forms containing the information required in Ed 508.04;

(2) Previous work record;

(3) Education record; and

(4) A minimum of 3 confidential references from persons who can attest to the candidate's proficiencies in the required leadership area.

(c) The department of education shall assess the skills, competencies and knowledge of candidates for certification as special education administrators by reviewing evidence such as but not limited to college course work, documented professional experience, letters of recommendation, professional development hours or CEU's, and artifacts of professional practice.

(d) Candidates for certification as a special education administrator shall have the following skills, competencies and knowledge as determined by the review outlined in Ed 506.07(c):

(1) In the area of leadership and planning, the candidate shall be able to:

a. Understand and manage the change process as it relates to the educational program of a student with educational disabilities;

b. Organize and help groups accomplish objectives and bring about change;

c. Lead effective planning, implementation, and review of improvement processes;

d. Understand systems and organizations, and their management theories;

e. Demonstrate the ability to use selection, retention and final evaluation procedures for effective supervision of teachers and support personnel;

f. Manage human resources responsibly, efficiently and effectively in a collaborative manner while addressing student needs; and

g. Understand models, theories, and philosophies that provide the foundation for the administration of programs and services for students with educational disabilities and their families;

(2) In the area of compliance with laws, regulations, rules, and school policies, the candidate shall be able to:

a. Make decisions which reflect a thorough knowledge of current federal laws, regulations, state laws and rules for students with educational disabilities;

b. Locate, use, and cite New Hampshire laws and rules pertaining to the operation of schools;

c. Understand local school policy and its implications for students with educational disabilities; and

d. Advocate for educational policy within the context of evidence-based practices;

(3) In the area of curriculum and instruction and assessment, the candidate shall be able to:

a. Understand and identify curriculum frameworks that meet state standards;

b. Understand and utilize evaluation tools that clearly identify student achievement;

c. Implement and develop appropriate instructional strategies to address individual learning profiles;

d. Incorporate current best practices in child development theory;

e. Implement a plan that supports the ongoing use of assistive technologies;

f. Implement and promote programming in the area of social emotional well-being;

g. Oversee the use of appropriate instructional practices to teach and provide transitional activities in the following areas:

1. Functional living;

2. Career and employment;

3. Social, emotional, health and wellness;

h. Understand the principles of assessment of students with educational disabilities, evaluation tools and individual evaluation programs; and

i. Understand formative and summative assessment as relates to state and local expectations and requirements;

(4) In the area of building partnerships and community, the candidate shall be able to:

a. Identify key organizations and agencies and their functions in the community as they relate to the educational process;

b. Utilize a collaborative approach for involving all stakeholders in educational planning, budgeting, implementation and evaluation;

c. Understand all relevant interagency agreements;

d. Establish and maintain quality partnerships with entities such as colleges, state-service and social-service agencies, and businesses with the goal of having these entities assist in providing effective educational programming;

e. Respond to emerging and current issues impacting the school and community; and

(5) In the area of management of budgets and grants, the candidate shall be able to:

a. Understand how special education financial management and sources of revenue affect the overall financial planning of the district and the ability to collaborate with the superintendent, business administrator, and other relevant stakeholders as needed to provide services for students with educational disabilities and their families;

b. Develop a budget in accordance with local, state, and national laws in education, social and health agencies for the provision of services for students with educational disabilities and their families;

c. Coordinate the implementation of federal and state grant applications and manage appropriate IDEA grants and categorical funds;

d. Use such fiscal control and fund accounting procedures to ensure proper disbursement of, and accounting for, funds allocated for the provision of services for students with educational disabilities and their families; and

e. Identify and procure resources and supplementary funding, including funding from available state and federal funding sources, to support program development and the provision of services for students with educational disabilities and their families.

(e) For the purposes of (d)(1)a., above, the change process involves activities that define and instill new values, attitudes, norms, and behavior within an organization that support new ways of doing work and overcoming resistance to change.

(f) For the purposes of Ed 506.07, experience as a special educator shall include but not be limited to the roles of general special education, speech-language pathologist or specialist, school psychologist, blind and vision impairment, deaf and hard of hearing, specific learning disabilities, intellectual and developmental disabilities, physical and health disabilities, and emotional and behavioral disabilities.

N.H. Admin. Code § Ed 506.07

#7044, eff 7-1-99; amd by #7513, eff 7-1-01; paras (a), (b)(1)a.-c., (b)(2)-(7), and (c)-(e) EXPIRED: 7-1-07; ss by #9157, eff 7-1-08

Amended by Volume XXXVI Number 23, Filed June 9, 2016, Proposed by #11110, Effective 5/27/2016, Expires 5/27/2026.

The amended version of this section by New Hampshire Register Number 28, eff. 7/1/2023 is not yet available.