Certificate Endorsement Program Guidelines
Required Content for Program Review Documents leading
to Certificate Endorsement
CONTENTS OF ENDORSEMENT PROGRAM SUBMISSIONS for the following available endorsements: Computer Science 8-12, ESL P-12, Gifted P-12, Driver Education 8-12, ICT P-12, Reading P-12, Literacy Specialist P-12, Elementary Math Specialist P-5, School Safety P-12, Environmental Education P-12, LBD 8-12, and American Sign Language P-12
Include title page that identifies the institution, name of program and certification level, date submitted, and catalog URL if available. If this program is governed by a particular regulation, the regulation number should be included on the title page.
I. Executive Summary
This summary must be limited to one page and accompany any new program (not previously approved by the EPSB). It should include: theme of the unit, brief description of admission and exit requirements, unique features of the program including mode(s) of delivery, and rationale for the implementation of the program.
II. Conceptual Framework
This portion of the document should demonstrate the relationship between the proposed endorsement program and the unit’s conceptual framework. It must be limited to one or two paragraphs in length.
III. Continuous Assessment Plan
If the proposed endorsement program shares the same continuous assessment plan as the other approved programs, the continuous assessment document does not have to be submitted. The program should specify differences, if any, from the unit’s plan.
IV. Required Program Experiences Components
The program must describe the courses and experiences that clearly indicate subject and pedagogical knowledge of the curriculum that includes:
A. The program must describe the courses and experiences that clearly indicate subject and pedagogical knowledge of the curriculum that includes:
- performance assessments
- the code of Ethics
- the teaching of writing (see 2009 SB 1 requirements)
B. Describe/Demonstrate how the appropriate specialty professional association (SPA) standards are aligned with the courses and assessments.
C. Describe how the Kentucky Teacher Standards are integrated and assessed throughout the program.
D. Describe how candidates are prepared to integrate and assess the Kentucky Core Academic Standards in their teaching.
E. Program Faculty: List name; highest degree, field of study and degree-granting institution; teaching assignment in this program; P-12 teaching experience and certification(s) held; and relationship (full-time, part-time, etc.) to the institution, unit, and program. A faculty matrix with these headings is available upon requires from the Division of Educator Preparation.
F. Curriculum Contract/Guide Sheet:
- Name of IHE, name of program, resulting certification with appropriate grade level
- Candidate’s name
- Admission criteria
- Required course work and electives (prefix, number, hours)
- Program exit requirements (GPA, TWS, TPA, action research, other)
- Praxis or other tests required for certification, if appropriate
- Space for student and advisor to sign and date
- Praxis disclaimer, if appropriate
G. Syllabi: Complete syllabi for all courses in the endorsement program must be included.
H. The program document must identify the mode of delivery and any off-campus sites that will be used for any/all of this program.
Specific Endorsement Requirements
Elementary Mathematics Specialist, P-5:
A. Courses and Experiences Section:
- Identify courses which provide additional depth of knowledge beyond the elementary preparation program.
- Identify courses that demonstrate how candidates obtain the knowledge and skills which allow them to provide professional leadership in math to their school/district.
- Describe how courses will deepen the candidates’ understanding of why math procedures work.
- Describe how the coursework and experiences promote mathematical reasoning, sense making, problem solving, computational fluency, and justification.
- Describe how the program will prepare candidates to use different texts and design instruction to meet individual learning needs.
- Describe how the program will prepare candidates to determine what students know and understand, using formative assessments to guide instruction.
- Describe how the program will provide strategies and resources for teaching mathematics, including those for differentiated instruction.
- Describe how the program ensures that candidates understand the vertical nature of mathematics and have a sense how concepts are introduced in the elementary curriculum and then woven through the middle school curriculum (Example: teaching fractions in elementary lays the foundation for algebra in middle school).
B. The program must demonstrate how the NCTM Standards for Elementary Teachers are integrated and assessed throughout the program.
C. The program must demonstrate how the Common Core State Standards for Mathematics are integrated and assessed. The program must also demonstrate how the program prepares candidates to teach and assess these standards.
A. The program must demonstrate how the IRA Standards are integrated and assessed throughout the program.
B. The program must demonstrate how the Common Core State Standards for English/Language Arts are integrated and assessed. The program must also demonstrate how the program prepares candidates to teach and assess these standards.
Literacy Specialist P-12:
A. This certificate endorsement requires the candidate to receive an MA in Reading or MA in Literacy upon completion of the program.
B. This program must address the four areas of literacy: reading, writing, speaking, and listening.
C. This program must demonstrate how the IRA and NCTE Standards are integrated and assessed throughout the program.
D. The program must demonstrate how the Common Core State Standards for English/Language Arts are integrated and assessed. The program must also demonstrate how the program prepares candidates to teach and assess these standards.
NOTE: The Collaborative Center for Literacy Development offers the following definition:
Literacy involves the creative and analytic processes required to produce and comprehend print and non-print text forms and includes reading, writing, listening and speaking.
KDE also offers the following description of a literate student: one who knows how to use reading, writing, listening and viewing, speaking and presenting, and critical thinking to learn content; who can use those skills to communicate what he or she learned; and who can transfer that learning to new situations.
For a summary and complete version of 2009 Senate Bill 1, click here
For more information on content literacy, click here.
Here for Check Sheet on the Endorsement Program Submissions Review
Contact the Division
of Educator Preparation
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