N.J.A.C.

6A:9

CHAPTER 9. PROFESSIONAL LICENSURE AND STANDARDS

SUBCHAPTER 1. SCOPE AND PURPOSE

6A:9-1.1 Scope

This chapter sets forth the rules governing the preparation, licensure and professional

development of those educators required by their positions to be certified. It also

contains rules governing the approval of educator preparation programs and the content

of such programs. Finally, it contains the rules delineating the organization of, powers

of, duties of, and proceedings before the State Board of Examiners.

6A:9-1.2 Purpose

(a) The purpose of this chapter is to establish a licensure system based on

professional standards for pre-service preparation, certification and professional

development that continuously serves to improve the quality of instruction for

New Jersey’s children so that they are equipped to work and succeed in an ever-

changing and increasingly complex global economy.

(b) A standards-based, rigorous system of licensure, designed to support improved

student achievement of the Core Curriculum Content Standards will serve to

improve the quality of the New Jersey educator workforce and to improve

student performance.

SUBCHAPTER 2. DEFINITIONS

6A:9-2.1 Definitions

The following words and terms, when used in this chapter, shall have the following

meanings, unless the context clearly indicates otherwise:

“Accreditation” means an institution that has a professional education unit and has

completed successfully a review process by a national professional organization

recognized by the Council on Higher Education Accreditation and approved by the

Commissioner. The institution must meet state, professional and institutional standards

as determined by a review of its individual programs and overall capacity to prepare

education professionals. This review is substantiated through a site visit to the

institution by a team of education professionals trained to assess educator preparation

programs.

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“Agency” means a Department-approved international agency that recruits foreign

teachers for New Jersey school districts in subject areas that the State Board has

defined as having a critical shortage.

“ALJ” means an administrative law judge assigned by the Director of the Office of

Administrative Law to preside over contested cases pursuant to N.J.S.A. 52:14F-1 et

seq.

“Alternate route” means a non-traditional teacher preparation program.

“Approved agency” shall mean an entity which is approved by the State and provides

services to nonpublic school students in accordance with N.J.S.A. 18A:46A-1 et seq.

“Approved program” means a Department-approved planned program of professional

preparation for educators at an institution of higher education.

“Authorization” means any requirement, other than a teaching certificate, established

by the State or Federal government or by a profession that allows an individual to

engage in the practice of that profession.

“Board of Examiners” means the New Jersey State Board of Examiners.

“CCCS” means the Core Curriculum Content Standards pursuant to N.J.A.C. 6A:8.

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“Career and technical education” means organized educational activities that offer a

sequence of courses (which may include structured learning experiences) providing

students with the rigorous academic and technical knowledge and skills required to

prepare for postsecondary education or training and for careers in emerging and

established professions; that may lead to technical skill proficiency, a credential, a

certificate, or a degree; and that include competency-based applied learning that

contributes to the academic knowledge, higher-order reasoning and problem-solving

skills, work attitudes, general employability skills, technical skills, and occupation-

specific skills, and knowledge of all aspects of an industry, including entrepreneurships.

“Career and technical education professional education program” means a training

program that includes the essential knowledge and skills regarding the delivery of

career and technical education programs that is provided to all novice career and

technical education teachers as part of their State-approved district training programs

during the first year of teaching in New Jersey.

“Certificate” means one of three types of credentials, instructional, educational services

and administrative, that the Board of Examiners issues which permits an individual to

serve as a teaching staff member. The Board of Examiners will issue a separate

endorsement for each subject area that falls under a specific type of certificate. The

endorsement shall be considered part of that certificate.

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“Certificate of Eligibility” (CE) means a credential with lifetime validity issued to

persons who have completed degree, academic study and applicable test requirements

for certification. The CE permits the applicant to seek and accept employment in

positions requiring certification.

“Certificate of advanced study in educational administration and supervision” means a

post-masters college or university program, minimum of 24 graduate semester-hour

credits, that prepares school leaders with the knoweldge, skills and dispositions to be an

effective school leader. The program results in out-of-State certification as a principal

or superintendent and in a Certificate of Advanced Study in School Leadership from the

college or university.

“Certificate of Eligibility with Advanced Standing” (CEAS) means a credential with

lifetime validity issued to persons who have completed degree, academic study,

applicable test requirements and traditional professional preparation programs for

certification. The CEAS permits the applicant to seek and accept employment in

positions requiring certification.

“Coherent sequence of courses” means a sequence of at least 30 semester-hour credits

of college level coursework in a subject field that includes study at the introductory,

intermediate and advanced levels.

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“Commissioner” means the Commissioner of Education or the Commissioner’s

designee.

“Consortium” means a joint sponsorship between one or more public school districts

and a college or university providing formal instruction to provisional teachers.

“Department” means the New Jersey State Department of Education.

“District boards of education” means all providers of publicly-funded preschool,

elementary, secondary, and adult high school education programs, including county

vocational school districts, educational services commissions, jointure commissions,

charter schools, regional day schools, adult high schools, county special services school

districts, the Marie H. Katzenbach School for the Deaf, the Department of Human

Services, the Department of Corrections, the Juvenile Justice Commission, and

approved private schools for the disabled whose staff hold appropriate certificates.

“Dual content major” means any college major that combines two of the Core

Curriculum Content Standards.

“Early Childhood Program Expectations” means the standards set forth in N.J.A.C.

6A:8-2.1(a)3.

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“Education preparation program” means a program approved by the Commissioner to

prepare individuals for educator certification.

“Educational technology” means the implementation of technology as an integral part

of the instructional process across all curriculum areas that supports a learner centered

environment.

“Endorsement” means the specific subject area in which a certificate holder is

authorized to serve.

“Executive county superintendent” means an executive county superintendent of

schools pursuant to N.J.S.A. 18A:7-1.

“Field experience” means a course designed to permit preservice students to engage in

observation of teachers in a classroom setting and to assume some level of teaching

responsibility that shall take place prior to the culminating student teaching experience.

“Formal instruction” means a Department-approved planned program of professional

preparation for holders of certificates of eligibility which is located at a regional

training center site operated by a school district, school district consortium or institution

of higher education.

“Full-time teaching” means the equivalent of 900 clock-hours of teaching per year.

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“GPA” means grade point average.

“IEP” means an individualized education program. It is a written plan developed at a

meeting pursuant to N.J.A.C. 6A:14-2.3 which sets forth present levels of performance,

measurable annual goals and short-term objectives or benchmarks and describes an

integrated, sequential program of individually designed instructional activities and

related services necessary for a student with disabilities to achieve the stated goals and

objectives. This plan shall establish the rationale for the student’s educational

placement, serve as the basis for program implementation and comply with the

mandates set forth in N.J.A.C. 6A:14.

“Interdisciplinary major” means any college major that combines two or more

academic, scientific or artistic disciplines, permitting students to explore an area of

interest from several perspectives.

“Liberal arts major” means any college major such as philosophy, history, literature,

sociology or world language that is intended primarily to provide general knowledge

and to develop an individual’s general intellectual capacities to reason and evaluate, as

opposed to professional or vocational skills.

“North American Industry Classification System (NAICS) code is an economic

classification system based on groups of goods and services that use similar or identical

production processes.

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“Novice teacher” means any full-time or part-time teacher who has not completed one

year of full-time teaching under a valid State teaching certificate.

“Mentor teacher” means a New Jersey certified experienced teacher who is assigned to

provide support and guidance to a novice teacher.

“NASDTEC” means the National Association of State Directors of Teacher Education

and Certification.

“NCATE” means the National Council for the Accreditation of Teacher Education.

NCATE is a national professional accrediting body for educator preparation.

“Non-public school” means an elementary or secondary school within the State, other

than a public school, offering education for grades kindergarten through 12, or any

combination thereof, wherein any child may legally fulfill compulsory school

attendance requirements and which complies with the requirements of Title VI of the

Civil Rights Act of 1964 (P.L. 88-352). For purposes of this chapter, preschools

licensed by the Division of Youth and Family Services that are not under contract to

provide services to Abbott districts shall be considered non-public schools.

“Novice teacher” means any full-time or part-time teacher who has not completed one

year of full-time teaching under a valid State teaching certificate.

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“OAL” means the Office of Administrative Law established pursuant to N.J.S.A.

52:14F-1 et seq.

“Official transcript” means either a paper or electronic transcript certified as official by

the originating, regionally-accredited institution of higher education or a Department-

recognized foreign credentialing agency.

“Office” means the office within the Department that is assigned to provide staff

support to the State Board of Examiners in the exercise of its statutory and regulatory

responsibilities.

“Paraprofessional” means a school aide or classroom aide who assists appropriately

certified personnel with the supervision of pupil activities.

“Practicum” means a course of study designed especially for the preparation of

educational services candidates that involves the practical application of previously

studied theory under the supervision of college/university faculty. As part of the

practicum, candidates write diagnostic and instructional reports.

“Professional Development Committee” means the local committee established by the

district board of education pursuant to N.J.A.C. 6A:9-15.3(d) to plan and implement

local district professional development programs.

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“Professional development standards” means the standards that govern the creation and

review of district professional development plans and guide teachers in the selection of

professional development activities.

“Professional Standards for School Leaders” means the knowledge, skills and

dispositions that all new school administrators must acquire and describes what all

school administrators should know and be able to do. See N.J.A.C. 6A:9-3.4.

“Professional Standards for Teachers” means the knowledge, skills and dispositions

that all new teachers must acquire and describes what all teachers should know and be

able to do. See N.J.A.C. 6A:9-3.3.

“Program approval” means State authorization of an educator preparation program or

its sponsoring organization to endorse and recommend program completers for

certification.

“Progress toward completion” means that the emergency certified teaching staff

member must demonstrate before renewal of the emergency certificate that he/she has

completed the share of study needed per year to earn full certification within the years

allowed for certificate renewal. The required “share of study” shall be equal to the

number of credits remaining for full certification divided by the maximum number of

years the specific certificate can be renewed. A minimum of six credits must be

completed each year.

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“Provisional certificate” means a two-year certificate issued to candidates who have

met the requirements for initial employment but who have not yet met the requirements

for standard certification. Provisional certificates are issued to newly-employed

instructional, administrator, and educational services staff who are employed as part of

a State-approved district training program or residency leading to standard certification.

Provisional certificates are also issued to initially-employed educational services staff

who have at least one year, but less than three years, of successful full time experience

or the equivalent in another state under that state’s standard certificates.

“Provisional Teacher Program” means the school-based training and evaluation

program provided to all novice teachers during the first year of teaching in New Jersey.

“Provisional teaching year” means a year of full-time teaching under provisional

certification required of all novice teachers before they can be approved for standard

teacher certification.

“Regionally accredited college or university” means an institution of higher education

accredited by one of the following regional accreditation associations:

1. Middle States Association of Colleges and Schools:

2. New England Association of Schools and Colleges;

3. North Central Association of Colleges and Schools;

4. Northwest Association of School and Colleges;

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 5. Southern Association of Colleges and Schools; and

6. Western Association of School and Colleges.

“Science major” means a college major in any of the physical or natural sciences.

“School leader” means an administrator whose position requires possession of a school

administrator, principal, or supervisor endorsement.

“Secretary” means the Secretary of the New Jersey State Board of Examiners.

“Standard certificate” means a permanent certificate issued to a person who has met all

certification requirements.

“State Board” means the New Jersey State Board of Education.

“Structured learning experience (SLE)” means experiential, supervised, in-depth

learning experiences that are designed to offer students the opportunity to more fully

explore career interests within one or more of the Career Clusters, as described in

N.J.A.C. 6A:8-3.2, Career education and counseling. SLEs are designed as rigorous

activities that are integrated into the curriculum and that provide students with

opportunities to: demonstrate and apply a high level of academic attainment; develop

career goals; and develop personal/social goals.

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“Support resource program” means an educational program in which the primary

instructional responsibility for the student shall be the regular classroom teacher with

input from the special education teacher. The special education teacher shall provide

modifications to the instructional strategies or testing procedures necessary in

accordance with the student's IEP. A support resource program provided in the

student’s regular class shall be at the same time and in the same activities as the rest of

the class.

“TEAC” means the Teacher Education Accreditation Council. TEAC is a national

professional accrediting body for educator preparation.

“Teaching staff member” means a member of the professional staff of any district or

regional board of education, or any board of education of a county vocational school

district, holding office, position or employment of such character that the qualifications,

for such office, position or employment require him or her to hold a valid and effective

standard, provisional or emergency certificate, appropriate to his or her office, position

or employment issued by the State Board of Examiners and includes a school nurse and

a school athletic trainer.

“Technology discipline major” means any college major that concentrates on the

application of scientific principles to solve problems. Majors including, but not limited

to, engineering, computer science, information technology, design technology, aviation

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technology, military technology or industrial technology are acceptable technology

discipline majors.

“Technology education” means instruction by a teacher holding the Technology

Education endorsement and covering New Jersey Core Curriculum Content Standard

8.2 and the International Technology Education Association (ITEA) standards.

Examples of the topics that can be taught under NJCCCS 8.2 include, but are not

limited to, the nature of technology; technology and society, engineering and

technological design; abilities for a technological world; energy and power; information

and communication; and transportation, manufacturing and construction technologies.

A technology education endorsement does not provide an endorsement to teach

educational technology and/or computer and information skills.

SUBCHAPTER 3. PROFESSIONAL STANDARDS FOR TEACHERS AND

SCHOOL LEADERS

6A:9-3.1 Purpose

(a) The Professional Standards for Teachers identify the knowledge, skills and

dispositions that teachers need to practice responsibly.

(b) The Professional Standards for School Leaders identify the knowledge, skills

and dispositions that school leaders need to practice responsibly.

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(c) The Professional Standards for Teachers and the Professional Standards for

School Leaders set forth in N.J.A.C. 6A:9-3.3 and 3.4 below shall be used in the

accreditation of preparation programs, recommendation of candidates for

certification and the approval of professional development.

(d) The level of mastery of the professional standards for teachers and school

leaders shall be on a continuum from pre-service and novice through veteran

educator.

6A:9-3.2 Scope

(a) The Professional Standards for Teachers shall apply to all educators who hold

an instructional certificate.

(b) The Professional Standards for School Leaders shall apply to all administrators

who hold a supervisor, principal or school administrator endorsement.

6A:9-3.3 Professional standards for teachers

(a) Teacher preparation, district induction, and professional development programs

shall align their learning opportunities with the following standards:

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1. Standard One: Subject Matter Knowledge. Teachers shall understand the

central concepts, tools of inquiry, structures of the discipline, especially

as they relate to the New Jersey Core Curriculum Content Standards

(CCCS), and design developmentally appropriate learning experiences

making the subject matter accessible and meaningful to all students.

i. Teachers know and understand:

(1) In-depth the subject matter they plan to teach and the

relationship of that discipline to other content areas;

(2) The evolving nature of the discipline or subject matter

knowledge and the need for keeping abreast of new ideas

and understanding of the discipline;

(3) That literacy skills and processes are applicable in all

content areas and help students to develop the knowledge,

skills and dispositions that enable them to construct

meaning and make sense of the world through reading,

writing, listening, speaking and viewing; and

(4) Concepts inherent in numeracy to enable students to

represent physical events, work with data, reason,

communicate mathematically, and make connections

within their respective content areas in order to solve

problems.

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ii. Teachers value and are committed to:

(1) Appreciating multiple perspectives and conveying to

learners how knowledge is developed from the vantage

point of the knower; and

(2) Enthusiasm for the discipline(s) they teach and in making

connections to every day life.

iii. Teachers engage in activities to:

(1) Promote the development of critical and creative

thinking, problem solving and decision making skills by

engaging students in formulating and testing hypotheses

according to the methods of inquiry and standards of

evidence within the discipline;

(2) Make effective use of multiple representations and

explanations of disciplinary concepts that capture key

ideas and link them to students’ prior understanding; and

(3) Evaluate teaching resources and curriculum materials for

their completeness, accuracy and usefulness for

representing particular ideas and concepts.

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2. Standard Two: Human Growth and Development. Teachers shall

understand how children and adolescents develop and learn in a variety

of school, family and community contexts and provide opportunities that

support their intellectual, social, emotional and physical development.

i. Teachers know and understand:

(1) How students construct knowledge, acquire skills and

develop habits of mind and how to use instructional

strategies that promote student learning;

(2) How student learning is influenced by individual

experiences, talents and prior learning, as well as

language, culture, family, and community values; and

(3) How to identify and teach to the developmental abilities

of students, which may include learning differences,

visual and perceptual differences, cultural and socio-

emotional differences, special physical or emotional

challenges and gifted and talented exceptionalities.

ii. Teachers value and are committed to:

(1) The educability of all children and adolescents;

(2) The belief that all children and adolescents bring talents

and strengths to learning;

(3) Appreciation for multiple ways of knowing;

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 (4) The diverse talents of all students and to helping them

develop self-confidence and subject matter competence;

and

(5) The belief that all children and adolescents can learn at

high levels and achieve success.

iii. Teachers apply learning theory to accommodate differences in

student intelligence, perception, cognitive style and achievement

levels.

3. Standard Three: Diverse Learners: Teachers shall understand the

practice of culturally responsive teaching.

i. Teachers know and understand:

(1) How a person’s world view is profoundly shaped by his

or her life experiences, as mediated by factors such as

social class, gender, race, ethnicity, language, sexual

orientation, age and special needs;

(2) The supports for and barriers to culturally responsive

teaching in school environments;

(3) The process of second language acquisition and strategies

to support the learning of students whose first language is

not English; and

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 (4) The negative impact of bias, prejudice and discrimination

on students and society.

ii. Teachers value and are committed to:

(1) Respect for individual and cultural differences, and

appreciation of the basic worth of each individual and

cultural group; and

(2) The diversity of learning that takes place in the

classroom, respect for the talents and perspectives of each

student and sensitivity to community and cultural norms.

iii. Teachers engage in activities to:

(1) Create a learning community in which individual

differences are respected;

(2) Learn about the diverse students they teach, and the

students’ families and communities;

(3) Use strategies to support the learning of students whose

first language is not English; and

(4) Use knowledge of students and their lives to design and

carry out instruction that builds on students’ strengths

while meeting their needs and taking into account issues

of social class, gender, race, ethnicity, language, sexual

orientation, age and special needs.

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4. Standard Four: Instructional Planning and Strategies. Teachers shall

understand instructional planning, design long and short term plans

based upon knowledge of subject matter, students, community, and

curriculum goals, and shall employ a variety of developmentally

appropriate strategies in order to promote critical thinking, problem

solving and the performance skills of all learners.

i. Teachers know and understand:

(1) How to plan instruction based on students’ needs,

developmental progress and prior knowledge;

(2) Available and appropriate resources and materials for

instructional planning;

(3) Techniques for modifying instructional methods,

materials and the environment to help all students learn;

and

(4) A variety of instructional approaches and the use of

various technologies, to promote thinking and

understanding.

ii. Teachers value and are committed to the development of

students’ critical thinking, independent problem solving and

performance capabilities.

iii. Teachers engage in activities to:

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(1) Identify and design instruction appropriate to students’

stage of development, learning styles, strengths and

needs;

(2) Plan instruction based on knowledge of classroom, school

and community culture;

(3) Evaluate teaching resources and curriculum materials for

their comprehensiveness, accuracy and usefulness for

representing particular ideas and concepts;

(4) Identify strategies to create learning experiences that

make subject matter meaningful for students, address a

variety of learning styles, encourage students to pursue

their own interests and inquiries and help students

connect their learning to personal goals;

(5) Plan and develop effective lessons by organizing

instructional activities and materials, incorporating a wide

range of community and technology resources, to

promote achievement of lesson objectives;

(6) Use formal and informal methods of assessment,

information about students, pedagogical knowledge, and

research as sources for active reflection, evaluation and

revision of practice; and

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 (7) Create interdisciplinary learning experiences that allow

students to integrate knowledge, skills and methods of

inquiry from several subject areas.

5. Standard Five: Assessment. Teachers shall understand and use multiple

assessment strategies and interpret results to evaluate and promote

student learning and to modify instruction in order to foster the

continuous development of students.

i. Teachers know and understand:

(1) The characteristics, uses, advantages, and limitations of

different types of assessments (for example, criterion-

referenced and norm-referenced instruments, traditional

standardized and performance-based tests, observation

systems and assessments of student work) for evaluating

how students learn, what they know and are able to do,

and what kinds of experiences will support their further

growth and development; and

(2) Measurement theory and assessment-related issues, such

as validity, reliability, bias and scoring concerns.

ii. Teachers value and are committed to the belief that students’

strengths are the basis for growth and their errors are

opportunities for learning.

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 iii. Teachers engage in activities to:

(1) Analyze student performance using multiple sources of

data, and to modify future plans and instructional

techniques that promote desired student learning

outcomes;

(2) Provide students with constructive feedback on their

learning and encourage their use of data and self-

assessment strategies to monitor their progress toward

personal goals;

(3) Accurately document and report assessment data and

ongoing student data to parents and professional staff;

and

(4) Enhance their knowledge of learners and evaluate

students’ progress and performance using a variety of

formal and informal assessment techniques to modify

teaching and learning strategies.

6. Standard Six: Learning Environment. Teachers shall understand

individual and group motivation and behavior and shall create a

supportive, safe and respectful learning environment that encourages

positive social interaction, active engagement in learning and self-

motivation.

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i. Teachers know and understand:

(1) The principles and strategies of effective classroom

management that promote positive relationships,

cooperation and purposeful learning activities in the

classroom;

(2) How the classroom environment influences learning and

promotes positive behavior for all students; and

(3) How classroom participation supports student

commitment.

ii. Teachers value and are committed to:

(1) The role of students in promoting each other’s learning

and recognize the importance of peer relationships in

creating a climate of learning;

(2) Taking responsibility for establishing a positive climate

in the classroom and participation in maintaining such a

climate in the school as a whole; and

(3) The expression and use of democratic values in the

classroom.

iii. Teachers engage in activities to:

(1) Maintain a learning community in which students assume

responsibility for themselves and one another, participate

in decision making and work collaboratively and

independently;

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 (2) Create a safe and secure classroom climate for all

students, by practicing effective listening and group

facilitation skills;

(3) Create a positive classroom climate which is socially,

emotionally and physically safe;

(4) Establish and maintain appropriate standards of behavior;

(5) Use instructional time effectively; and

(6) Prepare students for and monitor independent and group

work that allows for full and varied participation of all

individuals.

7. Standard Seven: Special Needs. Teachers shall adapt and modify

instruction to accommodate the special learning needs of all students.

i. Teachers know and understand:

(1) How to access information regarding applicable laws,

rules, regulations and procedural safeguards regarding

planning and implementing the individual education

program;

(2) Available resources related to educational strategies for

instruction and methods of teaching to accommodate

individual differences and to employ positive behavioral

intervention techniques for students with special needs

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 including students with autism and other developmental

disabilities; and

(3) The characteristics of students with special needs.

ii. Teachers value and are committed to the belief that children and

adolescents with special needs can learn at high levels and

achieve success.

iii. Teachers engage in activities to:

(1) Apply knowledge of students' abilities/disabilities,

experiences, talents and prior learning as well as

language, culture, economics, family and community

values to positively impact student learning;

(2) Employ appropriate diagnostic measures and interpret the

results to implement strategies that influence learning;

(3) Participate in the design and implementation of the

Individualized Education Program (IEP), where

appropriate, through curriculum planning and curricular

and instructional modifications, adaptations, and

specialized strategies and techniques, including the use of

assistive technology;

(4) Meet the needs of all learners by using a wide range of

teaching techniques to accommodate and modify

strategies, services and resources, including technology

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 and inclusive educational practices and collaborative

partnerships; and

(5) Make appropriate provisions, in terms of time and

circumstances for work, task assigned, communication

and response modes, for individual students who have

particular learning differences or needs.

8. Standard Eight: Communication. Teachers shall use knowledge of

effective verbal, nonverbal and written communication techniques and

the tools of information literacy to foster the use of inquiry,

collaboration and supportive interactions.

i. Teachers know and understand the power of communication in

the teaching and learning process.

ii. Teachers value and are committed to:

(1) Appreciating the cultural dimension of communication,

responding appropriately and seeking to foster culturally

sensitive communication by and among all students in the

class; and

(2) Being a thoughtful and responsive listener.

iii. Teachers engage in activities to:

(1) Communicate clearly in English, using precise language

and appropriate oral and written expressions;

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 (2) Assist students individually or as a member of a group to

access, evaluate, synthesize and use information

effectively to accomplish a specific purpose;

(3) Use effective verbal and nonverbal techniques which

foster individual and collective inquiry;

(4) Model effective communication strategies and

questioning techniques in conveying ideas and

stimulating critical thinking; and

(5) Communicate in a variety of ways that demonstrate a

sensitivity to cultural, linguistic, gender and social

differences.

9. Standard Nine: Collaboration and Partnerships. Teachers shall build

relationships with parents, guardians, families and agencies in the larger

community to support students’ learning and well-being.

i. Teachers know and understand:

(1) The importance of meaningful parent/family involvement

in education in addressing the unique student needs and

the perspectives to be gained from effective school/home

interactions that contribute to high quality teaching and

learning;

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 (2) The role of the school within the community and how to

utilize diverse partnerships to contribute to student

learning and development; and

(3) How to collaborate with all stakeholders regarding

decision-making and the well-being of students while

respecting student/family privacy and confidentiality.

ii. Teachers value and are committed to:

(1) Recognizing the role of parents, guardians and other

family members as a child’s primary teacher;

(2) Being concerned about all aspects of the student’s well-

being and working with parents/families to provide

diverse opportunities for student success; and

(3) Being willing to work with parents/families and other

professionals to improve the overall learning environment

for students.

iii. Teachers engage in activities to:

(1) Identify and utilize family and community resources to

foster student learning and provide opportunities for

parents to share skills and talents that enrich learning

experiences;

(2) Establish respectful and productive relationships and to

develop cooperative partnerships with diverse families,

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 educators and others in the community in support of

student learning and well-being; and

(3) Institute parent/family involvement practices that support

meaningful communication, parenting skills, enriched

student learning, volunteer and decision-making

opportunities at school and collaboration to strengthen the

teaching and learning environment of the school.

10. Standard Ten: Professional Development. Teachers shall participate as

active, responsible members of the professional community, engaging in

a wide range of reflective practices, pursuing opportunities to grow

professionally and establishing collegial relationships to enhance the

teaching and learning process.

i. Teachers know and understand how education research and other

methods of inquiry can be used as a means for continuous

learning, self assessment and development.

ii. Teachers value and are committed to:

(1) Refining practices that address the needs of all students

and the school community;

(2) Professional reflection, assessment and learning as an

ongoing process; and

(3) Collaboration with colleagues to give and receive help.

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 iii. Teachers engage in activities to:

(1) Use reflective practice and the Professional Development

Standards to set goals for their professional development

plans;

(2) Learn through professional education organizations; and

(3) Make the entire school a productive learning climate

through participation in collegial activities.

11. Standard Eleven: Professional Responsibility. Teachers shall act in

accordance with legal and ethical responsibilities and shall use integrity

and fairness to promote the success of all students.

i. Teachers know and understand:

(1) Their professional responsibilities as reflected in

constitutional provisions, statutes, regulations, policies,

and collective negotiations agreements; and

(2) Strategies to foster professional and productive

relationships with students and colleagues.

ii. Teachers value and are committed to:

(1) Recognizing that an educator’s actions reflect on the

status and substance of the profession;

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 (2) Upholding the highest standards of professional

competence both as a practitioner in the classroom as

well as an employee vested with the public trust;

(3) Recognizing, respecting and upholding the dignity and

worth of students as individual human beings, and

therefore dealing with them justly and considerately; and

(4) Recognizing their obligation to the profession of teaching

and not engaging in any conduct contrary to sound

professional practice and/or applicable statutes,

regulations and policy.

iii. Teachers engage in activities to:

(1) Promote aspects of students’ well-being by exercising the

highest level of professional judgment, and working

cooperatively and productively with colleagues and

parents to provide a safe, healthy, and emotionally

protective learning environment;

(2) Maintain the confidentiality of information concerning

students obtained in the proper course of the educational

process and dispense such information only when

prescribed or directed by federal and/or state statutes or

accepted professional practice;

(3) Maintain professional relationships with students and

colleagues;

- 34 -
 (4) Provide access to various points of view without

deliberate distortion of subject matter; and

(5) Foster and maintain a school environment which protects

students from sexually, physically, verbally, or

emotionally harassing behavior by recognizing,

understanding, and conducting themselves in a sound and

professionally responsible manner.

6A:9-3.4 Professional Standards for School Leaders

(a) School leader preparation, district induction and professional development

programs shall align their learning opportunities with the following standards:

1. Standard One: School administrators shall be educational leaders who

promote the success of all students by facilitating the development,

articulation, implementation and stewardship of a vision of learning that

is shared and supported by the school community.

i. Administrators have knowledge and understanding of:

(1) Learning goals in a pluralistic society;

(2) The principles of developing and implementing strategic

plans;

(3) Systems theory;

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 (4) Information sources, data collection and data analysis

strategies;

(5) Effective communication; and

(6) Effective consensus-building and negotiation skills.

ii. Administrators believe in, value and are committed to:

(1) The educability of all;

(2) A school vision of high standards of learning;

(3) Continuous school improvement;

(4) The inclusion of all members of the school community;

(5) Ensuring that students have the knowledge, skills and

values needed to become successful adults;

(6) A willingness to continuously examine one’s own

assumptions, beliefs and practices; and

(7) Doing the work required for high levels of personal and

organization performance.

iii. Administrators facilitate processes and engage in activities

ensuring that:

(1) The vision and mission of the school are effectively

communicated to staff, parents, students and community

members;

(2) The vision and mission are communicated through the

use of symbols, ceremonies, stories and similar activities;

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(3) The core beliefs of the school vision are modeled for all

stakeholders;

(4) The vision is developed with and among stakeholders;

(5) The contributions of school community members to the

realization of the vision are recognized and celebrated;

(6) Progress toward the vision and mission is communicated

to all stakeholders;

(7) The school community is involved in school

improvement efforts;

(8) The vision shapes the educational programs, plans and

actions;

(9) An implementation plan is developed in which objectives

and strategies to achieve the vision and goals are clearly

articulated;

(10) Assessment data related to student learning are used to

develop the school vision and goals;

(11) Relevant demographic data pertaining to students and

their families are used in developing the school mission

and goals;

(12) Barriers to achieving the vision are identified, clarified

and addressed;

(13) Needed resources are sought and obtained to support the

implementation of the school mission and goals;

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 (14) Existing resources are used in support of the school

vision and goals; and

(15) The vision, mission and implementation plans are

regularly monitored, evaluated, and revised.

2. Standard Two: School administrators shall be educational leaders who

promote the success of all students by advocating, nurturing, and

sustaining a school culture and instructional program conducive to

student learning and staff professional growth.

i. Administrators have knowledge and understanding of:

(1) Student growth and development;

(2) Applied learning theories;

(3) Applied motivational theories;

(4) Curriculum design, implementation, evaluation and

refinement;

(5) Principles of effective instruction;

(6) Measurement, evaluation and assessment strategies;

(7) Diversity and its meaning for educational programs;

(8) Adult learning and professional development models;

(9) The change process for systems, organizations and

individuals;

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 (10) The role of technology in promoting student learning and

professional growth; and

(11) School cultures.

ii. Administrators believe in, value and are committed to:

(1) Student learning as the fundamental purpose of

schooling;

(2) The proposition that all students can learn;

(3) The variety of ways in which students can learn;

(4) Life-long learning for self and others;

(5) Professional development as an integral part of school

improvement;

(6) The benefits that diversity brings to the school

community;

(7) A safe and supportive learning environment; and

(8) Preparing students to be contributing members of society.

iii. Administrators facilitate processes and engage in activities ensuring that:

(1) All individuals are treated with fairness, dignity and

respect;

(2) Professional development promotes a focus on student

learning consistent with the school vision and goals;

(3) Students and staff feel valued and important;

(4) The responsibilities and contributions of each individual

are acknowledged;

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(5) Barriers to student learning are identified, clarified and

addressed;

(6) Diversity is considered in developing learning

experiences;

(7) Life-long learning is encouraged and modeled;

(8) There is a culture of high expectations for self, student

and staff performance;

(9) Technologies are used in teaching and learning;

(10) Student and staff accomplishments are recognized and

celebrated;

(11) Multiple opportunities to learn are available to all

students;

(12) The school is organized and aligned for success;

(13) Curricular, co-curricular and extra-curricular programs

are designed, implemented, evaluated and refined;

(14) Curriculum decisions are based on research, expertise of

teachers and the recommendations of learned societies;

(15) The school culture and climate are assessed on a regular

basis;

(16) A variety of sources of information is used to make

decisions;

(17) Student learning is assessed using a variety of techniques;

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 (18) Multiple sources of information regarding performance

are used by staff and students;

(19) A variety of supervisory and evaluation models is

employed; and

(20) Pupil personnel programs are developed to meet the

needs of students and their families.

3. Standard Three: School administrators shall be educational leaders who

promote the success of all students by ensuring management of the

organization, operations and resources for a safe, efficient and effective

learning environment.

i. Administrators have knowledge and understanding of:

(1) Theories and models of organizations and the principles

of organizational development;

(2) Operational procedures at the school and district level;

(3) Principles and issues relating to school safety and

security;

(4) Human resources management and development;

(5) Principles and issues relating to fiscal operations of

school management;

(6) Principles and issues relating to school facilities and use

of space;

- 41 -
 (7) Legal issues impacting school operations; and

(8) Current technologies that support management functions.

ii. Administrators believe in, value and are committed to:

(1) Making management decisions to enhance learning and

teaching;

(2) Taking risks to improve schools;

(3) Trusting people and their judgments;

(4) Accepting responsibility;

(5) High-quality standards, expectations and performances;

(6) Involving stakeholders in management processes; and

(7) A safe environment.

iii. Administrators facilitate processes and engage in activities

ensuring that:

(1) Knowledge of learning, teaching and student

development is used to inform management decisions;

(2) Operational procedures are designed and managed to

maximize opportunities for successful learning;

(3) Emerging trends are recognized, studied and applied as

appropriate;

(4) Operational plans and procedures to achieve the vision

and goals of the school are in place;

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(5) Collective bargaining and other contractual agreements

related to the school are effectively managed;

(6) The school plant, equipment and support systems operate

safely, efficiently and effectively;

(7) Time is managed to maximize attainment of

organizational goals;

(8) Potential problems and opportunities are identified;

(9) Problems are confronted and resolved in a timely manner;

(10) Financial, human and material resources are aligned to

the goals of schools;

(11) The school acts entrepreneurially to support continuous

improvement;

(12) Organizational systems are regularly monitored and

modified as needed;

(13) Stakeholders are involved in decisions affecting schools;

(14) Responsibility is shared to maximize ownership and

accountability;

(15) Effective problem-framing and problem-solving skills are

used;

(16) Effective conflict resolution skills are used;

(17) Effective group-process and consensus-building skills are

used;

(18) Effective communication skills are used;

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 (19) A safe, clean and aesthetically pleasing school

environment is created and maintained;

(20) Human resource functions support the attainment of

school goals; and

(21) Confidentiality and privacy of school records are

maintained.

4. Standard Four: School administrators shall be educational leaders who

promote the success of all students by collaborating with families and

community members, responding to diverse community interests and

needs, and mobilizing community resources.

i. Administrators have knowledge and understanding of:

(1) Emerging issues and trends that potentially impact the

school community;

(2) The conditions and dynamics of the diverse school

community;

(3) Community resources;

(4) Community relations and marketing strategies and

processes; and

(5) Successful models of school, family, business,

community, government and higher education

partnerships.

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ii. Administrators believe in, value and are committed to:

(1) Schools operating as an integral part of the larger

community;

(2) Collaboration and communication with families;

(3) Involvement of families and other stakeholders in school

decision-making processes;

(4) The proposition that diversity enriches the school;

(5) Families as partners in the education of their children;

(6) The proposition that families have the best interests of

their children in mind;

(7) Resources of the family and community needing to be

brought to bear on the education of students; and

(8) An informed public.

iii. Administrators facilitate processes and engage in activities

ensuring that:

(1) High visibility, active involvement and communication

with the larger community is a priority;

(2) Relationships with community leaders are identified and

nurtured;

(3) Information about family and community concerns,

expectations and needs is used regularly;

(4) There is outreach to different business, religious, political

and service agencies and organizations;

- 45 -
(5) Credence is given to individuals and groups whose values

and opinions may conflict;

(6) The school and community serve one another as

resources;

(7) Available community resources are secured to help the

school solve problems and achieve goals;

(8) Partnerships are established with area businesses,

institutions of higher education and community groups to

strengthen programs and support school goals;

(9) Community youth family services are integrated with

school programs;

(10) Community stakeholders are treated equitably;

(11) Diversity is recognized and valued;

(12) Effective media relations are developed and maintained;

(13) A comprehensive program of community relations is

established;

(14) Public resources and funds are used appropriately and

wisely;

(15) Community collaboration is modeled for staff; and

(16) Opportunities for staff to develop collaborative skills are

provided.

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5. Standard Five: School administrators shall be educational leaders who

promote the success of all students by acting with integrity, fairness and

in an ethical manner.

i. Administrators have knowledge and understanding of:

(1) The purpose of education and the role of leadership in

modern society;

(2) Various ethical frameworks and perspectives on ethics;

(3) The values of the diverse school community;

(4) Professional codes of ethics; and

(5) The philosophy and history of education.

ii. Administrators believe in, value and are committed to:

(1) The ideal of the common good;

(2) The principles in the Bill of Rights;

(3) The right of every student to a free, quality education;

(4) Bringing ethical principles to the decision-making

process;

(5) Subordinating one’s own interest to the good of the

school community;

(6) Accepting the consequences for upholding one’s

principles and actions;

- 47 -
 (7) Using the influence of one’s office constructively and

productively in the service of all students and their

families; and

(8) Development of a caring school community.

iii. Administrators facilitate processes and engage in activities

ensuring that they:

(1) Examine personal and professional values;

(2) Demonstrate a personal and professional code of ethics;

(3) Demonstrate values, beliefs and attitudes that inspire

others to higher levels of performance;

(4) Serve as role models;

(5) Accept responsibility for school operations;

(6) Consider the impact of their administrative practices on

others;

(7) Use the influence of the office to enhance the educational

program rather than for personal gain;

(8) Treat people fairly, equitably and with dignity and

respect;

(9) Protect the rights and confidentiality of students and staff;

(10) Demonstrate appreciation for and sensitivity to the

diversity in the school community;

(11) Recognize and respect the legitimate authority of others;

- 48 -
 (12) Examine and consider the prevailing values of the diverse

school community;

(13) Expect that others in the school community will

demonstrate integrity and exercise ethical behavior;

(14) Open the school to public scrutiny;

(15) Fulfill legal and contractual obligations; and

(16) Apply laws and procedures fairly, wisely and

considerately.

6. Standard Six: School administrators shall be educational leaders who

promote the success of all students by understanding, responding to and

influencing the larger political, social, economic, legal and cultural

context.

i. Administrators have knowledge and understanding of:

(1) Principles of representative governance that undergird the

system of American schools;

(2) The role of public education in developing and renewing

a democratic society and an economically productive

nation;

(3) The law as related to education and schooling;

(4) The political, social, cultural and economic systems and

processes that impact schools;

- 49 -
 (5) Models and strategies of change and conflict resolution as

political, social, cultural and economic contexts of

schooling;

(6) Global issues and forces affecting teaching and learning

(7) The dynamics of policy development and advocacy

under our democratic political system; and

(8) The importance of diversity and equity in a democratic

society.

ii. Administrators believe in, value and are committed to:

(1) Education as a key to opportunity and social mobility;

(2) Recognizing a variety of ideas, values and cultures;

(3) Importance of a continuing dialogue with other decision

makers affecting education;

(4) Actively participating in the political and policy-making

context in the service of education; and

(5) Using legal systems to protect student rights and improve

student opportunities.

iii. Administrators facilitate processes and engage in activities

ensuring that:

(1) The environment in which schools operate is influenced

on behalf of students and their families;

- 50 -
 (2) Communication occurs among the school community

concerning trends, issues and potential changes in the

environment in which schools operate;

(3) There is ongoing dialogue with representatives of diverse

community groups;

(4) The school community works within the framework of

policies, laws and regulations enacted by local, state and

federal authorities;

(5) Public policy is shaped to provide quality education for

students; and

(6) Lines of communication are developed with decision

makers outside the school community.

SUBCHAPTER 4. STATE BOARD OF EXAMINERS

6A:9-4.1 General

(a) There shall be a Board of Examiners, consisting of the Commissioner, ex

officio, and one assistant commissioner of education, two presidents of State

colleges, one executive county superintendent, one superintendent of schools of

a Type I district, one superintendent of a Type II district, one high school

principal, one elementary school principal, one librarian employed by the State

or by one of its political subdivisions, one school business administrator and

- 51 -
 four teaching staff members other than a superintendent, principal, school

business administrator or librarian, all of whom shall be appointed by the

Commissioner with the approval of the State Board.

(b) The Assistant Commissioner shall be the chair of the Board of Examiners. The

Director of the Office shall be the Secretary of the Board of Examiners.

(c) The chair of the Board of Examiners shall have the authority to appoint

committees made up of less than a majority of the full Board of Examiners to

assist the Board of Examiners in the conduct of its duties.

(d) The Board of Examiners shall hold its annual organization meeting prior to

October 1 of each year.

(e) The appointed members of the Board of Examiners shall hold office for two

years, from September 15 of the year in which they are appointed. Vacancies

on the Board of Examiners shall be filled for the unexpired term only.

6A:9-4.2 Powers and duties

(a) The Board of Examiners shall issue appropriate certificates to teach or to

administer, direct, or supervise, the teaching, instruction or educational

guidance of pupils in public schools operated by district boards of education,

- 52 -
 and such other certificates as it shall be authorized to issue by law, based upon

certified scholastic records, documented experience or upon examinations, and

may revoke or suspend such certificates. The authority to issue certificates also

includes the authority to refuse to issue a certificate under appropriate

circumstances as set forth in N.J.A.C. 6A:9-17.2. All actions taken by the

Board of Examiners shall be taken pursuant to rules adopted by the State Board.

(b) The Board of Examiners may suspend or revoke certificates pursuant to

N.J.A.C. 6A:9-17.5.

(c) In exercising its statutory and regulatory authority, the Board of Examiners and

staff assigned to it may:

1. Examine credentials and issue certificates that qualify individuals to

seek employment as teaching staff members in the public schools of the

State of New Jersey;

2. Recommend and develop procedures that govern the certification of

teaching staff members;

3. Coordinate, monitor and evaluate those aspects of college academic

programs and those training programs of district boards of education that

- 53 -
 lead to educational certificates and recommend their periodic approval

by the Commissioner;

4. Coordinate, monitor and evaluate the administration of tests and other

assessments that are required for educational certification;

5. Maintain reciprocal agreements with other states and territories

concerning the certification of educational practitioners;

6. Maintain and report data on the supply and quality of newly certified

teaching staff members; and

7. Assist district boards of education in the employment of teaching staff

members.

(b) In addition to the requirements set forth in this subchapter for certification, the

certificate holder shall obtain any license, certificate or authorization that may

be mandated by State or Federal law or by a licensing board in order for the

individual to serve in a position. The district board of education that is

considering employing the individual shall assure that the candidate holds all

necessary licenses, certificates or authorizations.

- 54 -
(c) The employing district shall remove from the position any teaching staff

member who fails to maintain the mandated license, certificate or authorization

as set forth in (b) above. Pursuant to N.J.A.C. 6A:9-17.4(a), the district also

shall report the names of these individuals to the Board of Examiners.

(d) The Board of Examiners may consider revocation or suspension of the

certificate of any individual who fails to maintain the license, certificate or

authorization as required in (b) above.

SUBCHAPTER 5. GENERAL CERTIFICATION POLICIES

6A:9-5.1 Certificate required

(a) Pursuant to N.J.S.A. 18A:26-2, any person employed as a teaching staff

member by a district board of education shall hold a valid and appropriate

certificate.

(b) In addition to the requirements set forth in this subchapter for certification, the

certificate holder shall obtain any license, certificate or authorization that may

be mandated by State or Federal law or by a licensing board in order for the

individual to serve in a position. The district board of education that is

considering employing the individual shall assure that the candidate holds all

necessary licenses, certificates or authorizations.

- 55 -
(c) The employing district shall remove from the position any teaching staff

member who fails to maintain the mandated license, certificate or authorization

as set forth in (b) above. Pursuant to N.J.A.C. 6A:9-17.4(a), the district also

shall report the names of these individuals to the Board of Examiners.

(d) The Board of Examiners may consider revocation or suspension of the

certificate of any individual who fails to maintain the license, certificate or

authorization as required in (b) above.

6A:9-5.2 Certificates - general

(a) The Board of Examiners shall issue three categories of educational certificates:

Instructional, Administrative and Educational Services.

(b) The chief school administrator of the employing district board of education shall

require each newly employed or reassigned teaching staff member to exhibit an

appropriate certificate before the teaching staff member assumes any

responsibility for the performance of regulated duties. It shall be the chief

school administrator’s responsibility to ensure that the certificate is valid.

(c) The chief school administrator of each district board of education shall annually

report the names and teaching assignments of all teaching staff members to the

executive county superintendent. The executive county superintendent shall

- 56 -
 provide to the employing district board of education and the Commissioner

written notice of any instance in which a teaching staff position is occupied by a

person who does not hold appropriate certification.

(d) Any contract or engagement of any teaching staff member shall cease and

terminate whenever the employing district board of education receives written

notice from the executive county superintendent, or otherwise ascertains, that

such person is not, or has ceased to be, the holder of an appropriate certificate

required for such employment. A teaching staff member’s employment shall

cease notwithstanding that the term of employment pursuant to contract or

engagement has not expired.

(e) If a properly notified district board of education fails to terminate the

employment of an uncertified or improperly certified teaching staff member, the

Commissioner may issue an order to show cause why that teaching staff

member’s per diem salary should not be withheld from the district board of

education’s State financial aid for each day the teaching staff member remains

employed. If such district board of education fails to respond or show adequate

cause within 20 days from the date of mailing of the order to show cause, the

Commissioner may reduce State financial aid to such district board of education

by the amount of the uncertified or improperly certified teaching staff member’s

per diem contract salary. The district board may show adequate cause either by

- 57 -
 exhibiting an appropriate certificate or by terminating the contract of the

uncertified or improperly certified teaching staff member.

6A:9-5.3 Interstate contracts

In accordance with the NASDTEC Interstate Contract, the Commissioner and the

Secretary may enter into contracts with other states to allow reciprocity of teachers’

credentials between New Jersey and other states.

6A:9-5.4 Fees

(a) The fee schedule in (b) below shall be in addition to any tuition and fees that

institutions of higher education may charge for courses and credits offered in

connection with State-approved training programs.

(b) The following nonrefundable fee schedule applies:

1. For each CE and CEAS, which includes the issuance of the provisional

certificate and standard certificate – $170.00;

2. For each emergency certificate – $95.00;

3. For each substitute credential – $125.00;

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4. For each renewal of an emergency or provisional certificate –$70.00;

5. For each duplicate copy of or name change on a certificate – $60.00;

6. For each evaluation of credentials to determine eligibility to take a

particular State certification examination or to obtain information

concerning qualifications for certification – $70.00;

7. For each standard certificate – $95.00;

8. For each certificate that requires a test, a one-time test score service fee -

$20.00;

9. For each letter the Office sends in response to a candidate’s written

request verifying test scores that are no longer available from the testing

company - $25.00;

10. An application fee for a qualifying academic certificate pursuant to

N.J.S.A. 18A:6-41 shall be $30.00. If the candidate is not eligible,

$20.00 will be refunded;

11. Upon completion of a State-approved administrator residency program,

a one-time administrative fee - $200.00;

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 12. Upon completion of a State-approved alternate route formal instruction

program for holders of an instructional CE, a one-time administrative fee

- $100.00; and

13. For each provisional educational services certificate - $75.00.

(c) The State Board may establish in this section from time to time a fee schedule

for services related to the issuance of certificates that includes, but is not limited

to, fees charged by district boards of education to provisional teachers to pay for

their training. This fee schedule shall be in addition to any tuition and fees

charged by institutions of higher education for courses and credits offered in

connection with State-approved training programs.

6A:9-5.5 Assignment of titles

(a) Each district board of education shall assign position titles to teaching staff

members that are recognized in these rules. To this end, the office shall maintain

and make available to districts a list of approved job titles with corresponding

certificates authorized for those job titles.

(b) If a district board of education determines that the use of an unrecognized

position title is desirable, or if a previously established unrecognized title exists,

the following procedures shall apply:

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 1. Prior to appointing a candidate, the district board of education shall

submit to the executive county superintendent a written request for

permission to use the proposed title. Such request shall include a

detailed job description.

2. The executive county superintendent shall exercise his or her discretion

regarding approval of the request and determine the appropriate

certification and title for the position.

(c) The executive county superintendent shall review annually all previously

approved unrecognized position titles and determine whether such titles shall be

continued for the next school year.

(d) Decisions rendered by executive county superintendents regarding titles and

certificates for unrecognized positions shall be binding upon future seniority

determinations on a case-by-case basis.

6A:9-5.6 Oath of allegiance required

(a) Every person who applies for a certificate for employment in any of the public

schools of this State shall subscribe to the oath of allegiance and office

prescribed in N.J.S.A. 41:1-3.

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(b) Any person who is a citizen or subject of any country other than the United

States is required to file an oath to support the Constitution of the United States

while so employed.

6A:9-5.7 Citizenship requirement

(a) Except as set forth below, to be eligible for a certificate, the applicant must be a

citizen of the United States.

1. Any citizen of another country who has declared his or her intention of

becoming a United States citizen and who is otherwise qualified may,

with the Commissioner’s approval, be granted a teaching certificate for

employment as a teacher by a district board of education as set forth in

N.J.S.A. 18A:26-1. The certificate shall expire in five years. If the

holder of the noncitizen certificate has not become a United States

citizen within the intitial five-year certification period, the certificate

may be renewed for an additional five-year period upon demonstration

that an application for citizenship is in process but has not yet been

granted. When the certificate expires after the second five-year period,

the certificate may be renewed for a third and final time upon

demonstration that an application for citizenship continues to be in

process and has been actively pursued by the applicant but has not yet

been granted. The Board of Examiners may revoke any such certificate

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 pursuant to N.J.S.A. 18A:26-8.1 if the Board is satisfied that the holder

thereof has abandoned his or her efforts to become a United States

citizen or has become disqualified for citizenship.

2. In accord with N.J.S.A. 18A:6-7, any citizen of another country who is

employed as an exchange teacher by a district board of education

pursuant to N.J.A.C. 6A:9-5.15 shall be exempt from the citizenship

requirement. The teacher shall file a noncitizen oath to support the

Constitution of the United States while so employed.

3. In accord with N.J.S.A. 18A:6-7, any citizen of another country who is

eligible for a limited certificate for foreign teachers for employment by a

public school district pursuant to N.J.A.C. 6A:9-6.6 shall be exempt

from the citizenship requirement. The teacher shall file a noncitizen

oath to support the Constitution of the United States while so employed.

4. In accord with N.J.S.A. 18A:26-1, a teacher of world languages who has

been a resident of the United States for less than 10 years and who is not

a citizen of the United States may be granted a teaching certificate and

employed as a teacher by a district board of education. The teacher shall

file a noncitizen oath to support the Constitution of the United States

while so employed, as required by N.J.S.A. 18A:6-7. The teacher shall

not be required to complete the affidavit of intent to become a United

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 States citizen. The noncitizen certificate shall be issued for a period of

time equivalent to the 10 years less the the number of years that the

teacher has been a resident of the United States. This period shall not

exceed 10 years and shall not be renewed.

5. In accord with N.J.S.A. 18A:28-3, no teaching staff member shall

acquire tenure unless he or she is, or until he or she shall become, a

citizen of the United States.

6A:9-5.8 Minimum degree and age requirement

Applicants for teaching certificates must be at least 18 years old, have graduated from

an approved high school or have an equivalent education as determined by the Board of

Examiners and have received a baccalaureate degree from a regionally accredited

institution of higher education. The requirement of a baccalaureate degree shall not

apply to applicants for career and technical education endorsements as set forth in

N.J.A.C. 6A:9-11.2, for educational interpreter endorsements as set forth in N.J.A.C.

6A:9-13.18, or for military science endorsements as set forth in N.J.A.C. 6A:9-11.7.

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6A:9-5.9 Examination in physiology, hygiene and substance abuse issues

requirement

Candidates for instructional certificates shall pass an examination in physiology,

hygiene and substance abuse issues. Each New Jersey college offering an

approved teacher preparation program shall design, administer, and evaluate this

exam for students in its approved programs prior to submitting its applicants for

certification. This exam may be course-related or may stand alone. The

Department shall administer and evaluate a physiology and hygiene exam for

alternate route and out-of-state applicants and may also arrange with New

Jersey colleges to test alternate route and out-of-state applicants.

6A:9-5.10 Certification of veterans

(a) Veterans who received an evaluation for certification before entering the

military may continue under that evaluation, subject to the following provisions:

1. A request for reinstatement of the preservice status is made within a

period of time equivalent to the length of the military service; and

2. A copy of an honorable discharge from the service is submitted.

(b) At the expiration of the time period equivalent to the length of military service,

the veteran shall be subject to the rules in N.J.A.C. 6A:9-9 and 11 through 13.

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6A:9-5.11 Validation of college degrees and college professional preparation

(a) A candidate for certification shall hold a bachelor’s degree from a regionally

accredited institution or foreign institution of higher education recognized by

international accreditation agencies.

(b) Professional education preparation programs required for New Jersey

certificates shall be accepted from:

1. A New Jersey college approved by the State Board for the preparation of

teachers;

2. Out-of-State colleges approved by the state board or department of

education or department of higher education in the state in which the

college is established and approved by the Department on the basis of

reciprocal agreements; and

3. Regionally accredited two-year colleges provided that:

i. The courses are accepted toward meeting the requirements for

certification by a college approved by the Department and such

courses appear on the official transcript of a regionally accredited

four-year college; and

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 ii. No more than six semester-hour credits in professional education

are completed on the two-year college level, except as provided

for in N.J.A.C. 6A:9-13.18.

(c) Except as provided for in N.J.A.C. 6A:9-13.18, academic preparation for all

endorsements must appear on the transcript of a regionally accredited four-year

college or university.

6A:9-5.12 Recognition of advanced standing in a college

(a) Advanced work completed in a secondary school, which is assigned college

credit by the institution of higher education that the candidate attends, shall be

counted toward meeting the requirements for certification.

(b) When a regionally accredited four-year college or university grants advanced

standing but does not award college credit for courses that were waived, the

Department may accept the study that the college waived as college credit for

purposes of certification.

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6A:9-5.13 Course information

(a) Courses completed by correspondence or distance learning may be accepted for

certification purposes only if they are completed through a regionally accredited

college or university and appear on the official transcript of the college or

university.

(b) Teaching a course in a regionally accredited college or university shall be

deemed the equivalent of having presented the course on a college transcript.

Evidence of such teaching must be submitted in the form of an original letter

from the college president, dean or authorized designee.

6A:9-5.14 Equivalency of work taken in other countries

(a) An applicant for certification who has completed college-level study in a

country other than the United States shall present an equivalency report of that

study from a Department-approved credentials evaluation agency. The

equivalency report shall include the following:

1. Studies equivalent to a bachelor’s degree from a regionally accredited

four-year college or university in the United States;

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 2. Course-by-course listing and the semester-hour equivalent of each area of

college-level study; and

3. The GPA at the conclusion of the degree program.

6A:9-5.15 Exchange teachers

(a) A district board may employ a teacher from another state or country in

exchange for one of its own teaching staff members for a period of up to one

school year. The district board shall adopt a resolution stating that the exchange

teacher is employed as a substitute teacher for that teaching staff member during

that school year.

(b) If the exchange teacher is a foreign national, the teacher shall be required to file

a non-citizen oath of allegiance with the district board of education as required

by N.J.S.A. 18A:6-7 to the effect that he or she will support the Constitution of

the United States during the period of his or her employment within the State.

(c) The district board of education shall request that the executive county

superintendent issue a substitute credential to the exchange teacher. The 20-day

limitation pursuant to N.J.A.C. 6A:9-6.5(b) shall not apply to the exchange

teacher and the exchange teacher is authorized to serve for the period of his or

her temporary service in the State as an exchange teacher.

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6A:9-5.16 Issuance of a certificate

(a) The Board of Examiners shall issue the appropriate certificate upon the

candidate’s completion of all certification requirements. The candidate shall be

subject to all requirements in effect at the time the application is received in the

Office. Requirements include, but are not limited to, coursework, degree, tests,

fees, GPA and all certificate rules pursuant to N.J.A.C. 6A:9-8, 11, 12, and 13.

Applications shall be deemed filed with the Office when the application and all

required supporting documentation has been received. The teacher shall

maintain possession of the original certificate.

(b) If the candidate is not eligible for the certificate sought, the Office shall issue a

written evaluation that identifies the deficiencies for certification.

(c) The Board of Examiners may refuse to issue a certificate to a candidate enrolled

in a New Jersey or out-of-State approved program when the candidate fails to

secure the recommendation of the preparing institution.

6A:9-5.17 Replacement of lost certificates

To replace a lost certificate, the holder shall complete the appropriate application,

provide a notarized statement of loss and submit the required fee.

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6A:9-5.18 Persons assigned to work with interscholastic swimming and/or diving

programs

(a) Persons assigned to work with interscholastic swimming and/or diving

programs shall:

1. Hold a New Jersey certification pursuant to the rules for hiring athletics

personnel set forth in 6A:9-5.19(b) and (c) and

2. Shall meet the requirements for water safety training as set forth in

N.J.A.C. 6A:9-11.12(a)2 through 4.

(b) The chief school administrator of the employing district board of education shall:

1. Annually notify the executive county superintendent of all persons

assigned to work with interscholastic swimming and/or diving programs;

and

2. Forward to the county superintendent copies of each valid American

Red Cross or YMCA certificate required in (a)2 above for every person

assigned to work with interscholastic swimming and/or diving programs.

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6A:9-5.19 Athletics personnel

(a) Any teaching staff member in the employ of a district board of education shall

be permitted to organize public school pupils for purposes of coaching or for

conducting games, events or contests in physical education or athletics.

(b) School districts shall be permitted to employ any holder of a New Jersey

teaching certificate to work in the interscholastic athletic program provided that

the position has been advertised.

(c) In the event there is no qualified and certified applicant, the holder of a

substitute credential pursuant to N.J.A.C. 6A:9-6.5 is authorized to serve as an

athletic coach in the district in which he or she is employed for a designated

sports season, provided that:

1. The district chief school administrator demonstrates to the executive

county superintendent that:

i. The vacant coaching position had been advertised; and

ii. There was no qualified applicant based on the written standards

of the district board of education;

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 2. The district chief school administrator provides a letter to the executive

county superintendent attesting to the prospective employee’s

knowledge and experience in the sport in which he or she will coach;

and

3. The district board of education obtains the executive county

superintendent’s approval prior to such employment. The 20-day

limitation noted in N.J.A.C. 6A:9-6.5(b) shall not apply to such coaching

situations.

6A:9-5.20 Instruction in educational technology, computers, and other digital tools

(a) Every teacher shall demonstrate knowledge and understanding of computers and

other educational technology resources and tools as defined by the New Jersey

Professional Standards for Teachers.

(b) Every teacher shall integrate into the classroom appropriate educational

technology resources and digital tools related to the content area being taught.

(c) The school administrator may assign an individual to provide instruction in the

use of educational technologies, computers, and other digital tools if the

individual:

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 1. Demonstrates proficiency in the uses of educational technologies,

computers, and other digital tools and understands their common

applications in an educational setting;

2. Demonstrates knowledge and understanding of the integration of such

technologies and digital tools into the curriculum;

3. Demonstrates understanding of the legal and ethical issues surrounding

the use of educational technologies and digital tools in PK-12 schools;

and

4. Holds a CE, CEAS or standard certificate in an instructional field.

6A:9-5.21 Conditional certificate to teach a world language

(a) A holder of a conditional certificate to teach a world language issued prior to

January 20, 2004 may renew the certificate for a maximum of four years. For

renewal of the certificate, the candidate shall:

1. Within 12 months of obtaining the initial conditional certificate, complete a

minimum of three semester-hours credits in world language

methodology offered by a regionally accredited four-year college or

university; and

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 2. Demonstrate progress toward meeting State requirements for standard

certification within five years of the issuance of the initial conditional

certificate.

(b) No new conditional certificates to teach a world language shall be issued as of

January 20, 2004.

6A:9-5.22 Structured learning experiences/career orientation coordination

(a) Structured learning experiences/career orientation coordination include

experiences designed for career awareness, career exploration and/or career

orientation. These experiences must be in non-hazardous occupations in any

career cluster.

(b) The chief school administrator may assign an individual to coordinate structured

learning experiences/career orientation if the individual:

1. Holds a standard instructional certificate;

2. Presents evidence of one year of full-time, successful classroom

teaching experience;

3. Completes training in Child Labor, Wage and Hour, and Wage Payment

laws and regulations, as required by the Department of Labor and

Workforce Development and the U.S. Department of Labor in accord

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 with N.J.S.A. 34:2-21 and 57, N.J.S.A. 34:11-4 and 56, N.J.A.C. 12:56

and 12:58 and 29 CFR 570 and 1900; and

4. Completes a minimum of 20 hours of training or a Department-approved

equivalent program in safety and health and required Department

procedures and planning for SLEs pursuant to N.J.A.C. 6A:19, Career

and Technical Education Programs and Standards.

(c) The chief school administrator of the employing district board of education

shall:

1. Annually notify the executive county superintendent of all persons

assigned to coordinate structured learning experiences/career orientation.

SUBCHAPTER 6. TYPES OF CERTIFICATES

6A:9-6.1 Standard certificate

The standard certificate is a permanent certificate issued to candidates who have met all

requirements for State certification.

6A:9-6.2 Provisional certificate

The provisional certificate is a two-year certificate issued to candidates who have met

requirements for initial employment as part of a State-approved school district training

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program or residency leading to standard certification. If the duration of the school

district training program extends beyond the two-year period, the provisional certificate

shall be renewed. The certificate is renewable for a maximum of one renewal. The

provisional certificate is also issued to educational services applicants under N.J.A.C.

6A:9-13.1(b). Educational services provisional certificates do not carry an obligation to

complete a district training program or residency.

6A9-6.3 Emergency certificate

(a) An emergency certificate is a substandard certificate issued only to educational

services certificate candidates who meet the requirements specified for each

endorsement. An emergency certificate shall be issued at any time during the

academic year. All emergency certificates shall expire on July 31 of each year

regardless of issuance date.

(b) A district board of education may apply to the executive county superintendent

for an emergency certificate for a candidate in authorized educational services

areas if it can demonstrate its inability to locate a suitable certified candidate

due to unforeseen shortages or other extenuating circumstances. The executive

county superintendent may approve the application if he/she determines that

there are no suitable certified candidates to fill the position..

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 (c) With the exception of the speech-language specialist endorsement pursuant to

N.J.A.C. 6A:9-13.6(e) and the educational interpreter endorsement pursuant to

N.J.A.C. 6A:9-13.18(d) through (f), the certificate is renewable annually up to

a maximum of two times at the request of the school district and approval of

the executive county superintendent. Renewal is predicated upon

demonstration of progress toward successful completion of coursework and

tests required for issuance of a CE, CEAS or standard certificate. A candidate

serving under an emergency certificate shall be employed under emergency

certification for no more than a total of three years in any one educational

services endorsement area regardless of the number of districts in which the

candidate serves.

(d) An emergency certificate is valid for employment only in the district

requesting the emergency certificate.

6A:9-6.4 Certificate of eligibility

(a) A certificate of eligibility (CE) is a certificate with lifetime validity that the

Board of Examiners may issue to candidates who meet degree, academic and

applicable test requirements.

(b) A certificate of eligibility with advanced standing (CEAS) is a certificate with

lifetime validity that the Board of Examiners may issue to candidates who meet

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 degree, academic and test requirements and complete a State-approved college

professional education preparation program.

(c) The CE or CEAS authorizes the holder to seek employment. A holder of a CE

or CEAS shall not assume responsibility for a job assignment until the holder

has been issued a provisional certificate.

6A:9-6.5 Substitute credential

(a) The substitute credential is intended only for persons acting temporarily in

replacement of a fully certified and regularly employed classroom teacher when

the supply of properly certified teachers is inadequate to staff the school.

(b) Pursuant to N.J.S.A. 18A:6-38, the State Board of Examiners shall issue

substitute credentials and may revoke them in accord with N.J.A.C. 6A:9-17.5

through 17.7. Under the authority of the State Board of Examiners, the

executive county superintendent in the county in which the candidate applies

shall review the documentation that the candidate provides in accord with (c)

below and determine the candidate’s eligibility for the substitute credential. If

the executive county superintendent determines that the candidate meets the

criteria, the executive county superintendent shall issue the candidate a

substitute credential which may be used in any county of the State.

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(c) A candidate shall apply for a substitute credential to the executive county

superintendent through the district board of education. The district board of

education shall submit the candidate’s application, official transcripts, signed

and notarized oath of allegiance, academic credentials and appropriate fee

pursuant to N.J.A.C. 6A:9-5.4(b)3 to the executive county superintendent for

review and approval. The executive county superintendent may issue a

substitute credential to candidates who do not hold standard New Jersey

certificates but who can present a minimum of 60 semester-hour credits

completed at a regionally accredited college or university. The holder of the

substitute credential pursuant to this subsection may serve for no more than a

total of 20 instructional days in the same position in one school district during

the school year. Upon written application to the executive county

superintendent and for good cause shown, the executive county superintendent

may extend the service in a single position to a total of 40 instructional days.

The application for the extension in time to serve in a single position shall be

filed prior to the 15th day of the substitute’s service in the position.

(d) The executive county superintendent shall not issue a substitute credential until

the candidate submits a criminal history qualification letter from the

Department, unless the district board of education can demonstrate to the

Commissioner of Education that special circumstances exist which justify the

emergent employment of a substitute in accordance with N.J.S.A. 18A:6-7.1c.

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(e) The substitute credential is valid for a five-year period from the date of issuance

and may be renewed within six months prior to its expiration.

(f) Holders of a CE or CEAS issued by the Board of Examiners may serve as a

substitute teacher in areas authorized by their credentials for a total of 60

instructional days in the same position in one school district during the school

year. Holders of a CE or CEAS issued by the Board of Examiners may also

serve as a substitute teacher in areas outside the scope of their credentials for no

more than a total of 20 instructional days in the same position in one school

district during the school year. Upon written application to the executive county

superintendent and for good cause shown, the executive county superintendent

may extend the service in a single position to a total of 40 instructional days.

The application for the extension in time to serve in a single position shall be

filed prior to the 15th day of the substitute’s service in the position. Holders of a

CE or CEAS are not required to have a substitute credential for this service.

(g) Holders of a standard New Jersey instructional certificate may serve as a

substitute teacher in areas outside the scope of their endorsements for a period

of 40 instructional days in the same position in one school district during the

school year. Holders of standard certificates are not required to have a

substitute credential for this service. This subsection does not apply to the

holder of a standard certificate with a career and technical education

endorsement.

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(h) The executive county superintendent may issue a career and technical education

substitute credential to a candidate who presents two years of full-time work

experience within the past five years in the appropriate career cluster in lieu of

60 semester hour college credits. The work experience shall be documented by

an experience statement from an employer or presentation of a valid

occupational license. The career and technical substitute credential is required

to serve as a substitute teacher for specific career and technical skills. The

holder of a career and technical substitute credential may serve no more than a

total of 20 instructional days in the same position in one school district during

the school year. Upon written application to the executive county

superintendent and for good cause shown, the executive county superintendent

may extend the service in a single position to a total of 40 instructional days.

The application for the extension of time to serve in a single position shall be

filed prior to the 15th day of the substitute’s service in the position. The holder

of a career and technical CE or CEAS is also authorized to serve as a vocational

substitute teacher for a total of 60 instructional days within the scope of their

endorsements in the same position in one school district during the school year

and do not require a substitute credential for this service. Holders of standard

career and technical endorsements do not require a substitute credential to teach

within the scope of their endorsements.

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(i) The executive county superintendent may issue a substitute credential to serve

as a substitute school nurse/non-instructional to the holder of a valid New Jersey

registered professional nurse license.

(j) The executive county superintendent may issue a substitute credential to serve

as a substitute educational interpreter to candidates with a high school diploma

or GED and who have completed the Educational Interpreter Performance

Assessment (EIPA) with a minimum score of three. The 20-day limitation

pursuant to (c) above shall not apply to such educational interpreters as

substitute educational interprepters may serve for up to one academic year.

(k) The holder of a substitute credential is authorized to serve as an athletic coach

in the district pursuant to N.J.A.C. 6A:9-5.19(c). The 20-day limitation

pursuant to (c) above shall not apply to such coaching situations as coaches may

serve for up to one academic year.

(l) A district board of education employing a teacher from another state or another

country as an exchange teacher in accord with N.J.A.C.. 6A:9-5.15(c) shall

request that the executive county superintendent issue a substitute credential to

the exchange teacher pursuant to N.J.A.C. 6A:9-5.15(c). The 20-day limitation

shall not apply to the exchange teacher’s temporary service.

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6A:9-6.6 Limited certificate for foreign teachers

(a) Pursuant to N.J.S.A. 18A:26-1 and 18A:26-8.1, a limited certificate for foreign

teachers is a non-renewable certificate issued to citizens of other countries and

is valid for three years. Certificate issuance is contingent upon the candidate’s

enrollment in a Department-approved international agency and completion of

the requirements in (d) below.

(b) Department-approved agencies are authorized to recruit teachers for New Jersey

school districts in subject areas that the State Board has determined as having a

critical shortage.

(c) Prior to hiring a foreign teacher, the district board of education shall:

1. Demonstrate to the executive county superintendent its inability to locate

a suitable certified teacher;

2. Submit to the executive county superintendent the candidate’s

application and supporting documentation; and

3. Maintain all documentation of its effort to employ a suitable certified

teacher.

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(d) To be eligible for the limited certificate for foreign teachers, a candidate shall

submit evidence of the following:

1. Completion of a degree that is equivalent to a United States bachelor’s

degree as determined by a Department-approved foreign credentials

evaluation service;

2. Completion of an academic major in the subject to be taught.

Candidates hired to teach world languages are exempt from this

requirement. The teacher may teach his or her native language upon

demonstration of oral language proficiency as certified by the agency;

3. Achievement of the GPA pursuant to N.J.A.C. 6A:9-8.1(a)2;

4. Completion of the Department-identified state test requirement

appropriate to the subject to be taught within the first six months of

employment. Except for those teachers who teach advanced level world

language courses, world language teachers are exempt from this

requirement;

5. Completion of a college teacher preparation program in the teacher’s

home country as certified by a Department-approved foreign credentials

evaluation service;

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 6. Certification by the agency verifying the foreign teacher’s valid

authorization to teach in his or her home country;

7. Certification by the agency verifying that the teacher has completed a

minimum of three years of successful full-time teaching experience in

the subject area to be taught. World language teachers must present

evidence of three years of successful full-time teaching experience in

any subject; and

8. Completion of a Department-approved nationally recognized test

assessing the ability to speak, read and write the English language

fluently.

(e) A foreign teacher hired prior to January 2003 and employed as of January 20,

2004 in a school district through an approved agency may be issued a limited

certificate for foreign teachers without meeting the requirements in (d) above.

The certificate shall expire when the certificate holder’s visa expires.

(f) The candidate shall sign a notarized non-citizen oath to support the Constitution

of the United States.

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(g) Agencies seeking to operate foreign teacher placement programs in New Jersey

shall obtain Department approval. The agency shall provide the following:

1. Evidence of U.S. State Department authorization to sponsor J-1 visas;

2. A description of the program including orientation materials and

procedures, references from other state agencies and demonstration of

prior experience in foreign teacher recruitment and placement; and

3. A description of the process by which the agency determines the foreign

teacher’s U.S. bachelor degree equivalency, college teacher preparation

equivalency, authorization to teach, oral language proficiency and

successful teaching experience.

(h) Agencies shall provide assistance to districts and foreign teachers with all

aspects of the teacher placement process including, but not limited to:

1. Recruitment and screening of qualified foreign teachers;

2. Orientation to prepare foreign teachers for their teaching assignments

and daily life in the school community;

3. Orientation for districts to prepare them to host foreign teachers;

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 4. Enrollment of foreign teachers in a health and accident insurance

coverage plan that meets the requirements of the U.S. State Department

for obtaining the J-1 visa;

5. Assignment of foreign teachers to instruct within their respective

disciplines and provision of an ongoing monitoring and support system;

6. Replacement of any teacher whose performance is not satisfactory as

determined by the employing district pursuant to the terms of the

contract; and

7. Determination of responsibility for payment of the program costs. The

school district, the foreign teacher and the agency shall determine who

shall incur the costs of sponsoring the foreign teacher pursuant to a

contract signed by all parties. In order to maintain Department approval,

the agency shall provide the Department with a current fee schedule

outlining anticipated costs for participation in the program.

(i) An agency shall be subject to a review for renewal of its Department approval

every three years. If, at any time during the agency’s operation in New Jersey,

the Department determines that it has failed to meet the outlined criteria, upon

Department notification, the agency shall cease operations in the State.

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(j) A limited certificate for foreign teachers may be revoked or suspended in accord

with N.J.A.C. 6A:9-17.5.

SUBCHAPTER 7. QUALIFYING ACADEMIC CREDENTIALS

6A:9-7.1 Definition; procedure

(a) “Qualifying Academic Certificate” (QAC) means a certificate issued by the

Commissioner of Education to applicants for mortuary science and chiropractic

licenses. The QAC is issued to those individuals regulated by licensing

authorities under the supervision of the New Jersey Division of Consumer

Affairs, and certifies that the applicants have completed their preliminary

academic education.

(b) Applicants for the QAC shall submit official transcripts to the Commissioner of

Education as evidence they have completed the preliminary academic education

required for the issuance of the certificate.

(c) In accord with N.J.A.C. 6A:9-5.4(b), applicants for the QAC shall submit a

certified check or money order payable to the Commissioner of Education with

their application.

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6A:9-7.2 Requirements

Each applicant for a mortuary science or chiropractic license shall satisfy preliminary

academic education criteria as required by the respective licensing authorities under the

supervision of the New Jersey Division of Consumer Affairs.

SUBCHAPTER 8. REQUIREMENTS FOR INSTRUCTIONAL CERTIFICATE

6A:9-8.1 Requirements for certificates of eligibility

(a) Except as indicated in N.J.A.C. 6A:9-11 and (b) below, to be eligible for a CE

in instructional areas, the candidate shall:

1. Hold a bachelor’s or an advanced degree from a regionally accredited

college or university;

2. Achieve a cumulative GPA of at least 2.50 when a GPA of 4.00 equals

an A grade for students graduating before September 1, 2004 in a

baccalaureate degree program, higher degree program or a state-

approved post-baccalaureate certification program with a minimum of

13 semester-hour credits; for students graduating on or after September

1, 2004, achieve a cumulative GPA of at least 2.75 when a GPA of

4.00 equals an A grade in a baccalaureate degree program, higher

degree program or in a state-approved post-baccalaureate certification

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 program with a minimum of 13 semester-hour credits. Candidates

whose college transcripts demonstrate that they have completed all

requirements for graduation prior to September 1 in any year, but

whose baccalaureate or higher degree was conferred between

September 1 and December 31 of that same year, shall be deemed to

have graduated prior to September 1 of that same year;

3. Until October 30, 2009, subject area endorsements, complete a major

in the subject area or at least 30 credits in a coherent sequence of

courses appropriate to the instructional area. At least 12 semester-hour

credits must be at the advanced level of study, including the junior,

senior or graduate level study. For the elementary school

endorsement, complete a liberal arts, science, dual content or

interdisciplinary academic major or a minimum of 60 semester hour

credits in liberal arts and/or science.

i. All coursework must appear on the transcript of a regionally

accredited four-year college or university;

4. Effective October 31, 2009, subject area endorsements, satisfy one of the

following requirements, as documented by the transcript of a regionally

accredited four-year college or university:

i. Complete an undergraduate major in the subject area;

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 ii. Hold a graduate degree in the subject area; or

iii. Complete at least 30 credits in a coherent sequence of

courses appropriate to the subject area, at least 12

semester-hour credits of which must be at the advanced

level of study, including junior, senior, or graduate level

study.

5. Effective October 31, 2009, demonstrate knowledge of basic

pedagogical skills appropriate to the area of endorsement, including but

not limited to, classroom management, lesson planning, introduction to

New Jersey’s Core Curriculum Content Standards, and assessment of

pupil progress as documented through successful completion of a

minimum of 24 hours of study offered through a Department-authorized

provider or through equivalent coursework documented on the transcript

of a regionally accredited, four-year college or university.

6. Pass the appropriate state test of subject matter knowledge.

7. Pass an examination in physiology, hygiene and substance abuse issues

pursuant to N.J.A.C. 6A:9-5.9.

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(b) Effective October 31, 2009, to be eligible for the elementary school (K-5)

endorsement, the candidate shall satisfy the following requirements:

1. Hold a bachelor’s or an advanced degree from a regionally accredited

college or university;

2. Achieve a cumulative GPA of at least 2.50 when a GPA of 4.00 equals

an A grade for students graduating before September 1, 2004 in a

baccalaureate degree program, higher degree program or a state-

approved post-baccalaureate certification program with a minimum of

13 semester-hour credits; for students graduating on or after September

1, 2004, achieve a cumulative GPA of at least 2.75 when a GPA of

4.00 equals an A grade in a baccalaureate degree program, higher

degree program or in a state-approved post-baccalaureate certification

program with a minimum of 13 semester-hour credits. Candidates

whose college transcripts demonstrate that they have completed all

requirements for graduation prior to September 1 in any year, but

whose baccalaureate or higher degree was conferred between

September 1 and December 31 of that same year, shall be deemed to

have graduated prior to September 1 of that same year;

3. Complete a liberal arts, science, dual content or interdisciplinary

academic major or a minimum of 60 semester-hour credits in liberal arts

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 and/or science, as documented on the transcript of a regionally

accredited four-year college or university; and

4. Demonstrate knowledge of basic pedagogical skills appropriate to the

K-5 endorsement, including but not limited to, classroom management,

lesson planning, introduction to New Jersey’s core curriculum content

standards, and assessment of pupil progress, as documented through

successful completion of a minimum of 24 hours of study offered

through a Department-authorized provider or through equivalent

coursework documented on the transcript of a regionally accredited,

four-year college or university;

5. Pass the appropriate state test of subject matter knowledge; and

6. Pass an examination in physiology, hygiene and substance abuse issues

pursuant to N.J.A.C. 6A:9-5.9.

(c) Except as indicated in N.J.A.C. 6A:9-11, to be eligible for a CEAS in

instructional fields, the candidate shall meet the requirements in (a) above and

complete one of the following programs of teacher preparation:

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 1. A New Jersey college program, graduate or undergraduate, approved

by the Department for the preparation of teachers pursuant to N.J.A.C.

6A:9-10;

2. A college preparation program included in the interstate certification

reciprocity system of NASDTEC;

3. An out-of-State teacher education program approved by NCATE,

TEAC or any other national professional education accreditation body

recognized by the Council on Higher Education Accreditation

approved by the Commissioner;

4. A teacher education program approved for certification by the

Department in one of the states party to the NASDTEC Interstate

Contract, provided the program was completed on or after January 1,

1964 and the state in which the program is located would issue the

candidate a comparable endorsement; or

5. An out-of-State college teacher education program approved by the

state department of education in which the program is located.

(d) The teacher preparation programs listed in (c)1 through 5 above must

culminate in college supervised student teaching.

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(e) A candidate who graduates on or after September 1, 2004 with a GPA that is

below 2.75, but at least 2.50 when a GPA of 4.00 equals an A grade, and

whose score in the appropriate State test of subject matter knowledge exceeds

the passing score by 10 percent or more will meet the requirements of (a)2 and

4 above. This alternative requirement to (a)2 and 4 above should not be

construed as a waiver to N.J.A.C. 6A:9-17.16.

(f) A candidate with a GPA that is 3.50 or higher, when a GPA of 4.00 equals an A

grade, but whose score in the appropriate State test of subject matter knowledge

falls below the passing score by no more than five percent will meet the

requirements of (a)2 and 4 above. This alternative requirement to (a)2 and 4

above should not be construed as a waiver to N.J.A.C. 6A:9-17.16.

(g) A candidate who has graduated from a regionally accredited college or

university that does not award grades and does not calculate GPAs shall be

exempt from the requirements in (a)2 above.

1. Upon application, the candidate shall provide the Office with an original

registrar’s letter from the college or university bearing the college or

university seal and clarifying the institution’s policy regarding GPAs.

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 2. The candidate shall satisfy all other requirements for certification,

without exception.

(h) Any student matriculated in an approved in-State or out-of-State teacher

education program prior to October 31, 2009 shall not be subject to (a)4 and 5

and (b) above if he or she graduates on or before January 31, 2013.

6A:9-8.2 Requirements for the provisional certificate

(a) Except as indicated in N.J.A.C. 6A:9-11, to be eligible for a provisional

certificate, a candidate shall:

1 Hold a CE or CEAS in the endorsement area required for the teaching

assignment;

2. Obtain and accept an offer of employment in a position that requires

instructional certification; and

3. Be registered in a State-approved district training program upon

employment and in accordance with N.J.A.C. 6A:9-8.3.

(b) The effective date of provisional certificate issuance is the date on which the

holder of a CE or CEAS begins employment with the district board of

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 education in a certificated position in accordance with N.J.S.A. 18A:26-2 and

18A:27-4a.

6A:9-8.3 Requirements for State-approved district training programs

(a) Each district board of education shall be authorized to employ a holder of a

CE or CEAS after its mentoring plan has been approved pursuant to N.J.A.C.

6A:9-8.4(d)3.

(b) Each State-approved district training program shall provide essential

knowledge and skills through the following training:

1. On-going mentoring of the provisional teacher shall take place over a

period of 30 weeks or proportionally longer if the provisional teacher

holds a part-time teaching position in accordance with the local mentor

plan pursuant to N.J.A.C. 6A:9-8.4 and in accordance with the

Professional Standards for Teachers.

2. The building principal or an appropriately certified school

administrative designee shall observe and formally evaluate the

provisional teacher in accordance with N.J.A.C. 6A:9-8.6 and 8.7.

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3. Except for 9-8.3(b)4 and 9-8.3(b)5, below, a minimum of 200 hours of

formal instruction in professional education aligned with the

Professional Standards for Teachers shall be completed by the

provisional teacher concurrently with the requirements of (b)1 and (b)2

above. This requirement shall not apply to provisional teachers who

hold a CEAS pursuant to N.J.A.C. 6A:9-8.1(c).

4. For provisional teachers who are holders of a career and technical

education CE, a minimum of 200 hours of formal instruction in a state-

approved career and technical education professional education

program that is aligned with the Professional Standards for Teachers

and that includes the essential knowledge and skills regarding the

delivery of career and technical education programs shall be completed

concurrently with the requirements of (b)1 and (b)2 above. This

requirement shall not apply to provisional teachers who hold a CEAS

pursuant to N.J.A.C. 6A:9-8.1(b). The effective date of this

requirement shall be February 1, 2010.

5. For provisional teachers who are holders of an elementary school (K-5)

endorsement, a minimum of 290 hours of formal instruction over two

years in a State-approved program of formal instruction that is aligned

with the Professional Standards for Teachers shall be completed. This

instruction must include in the first calendar year of a teacher’s

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employment a minimum of 45 hours of study in the teaching of language

arts / literacy at the K-5 level and a minimum of 45 hours of study in

teaching mathematics at the K-5 level. The effective date of this

requirement shall be October 31, 2009. Provisional teachers holding an

elementary school (K-5) certificate of eligibility may be exempted from

completing 45 hours of study in the teaching of language arts/literacy at

the K-5 level as well as from completing 45 hours of study in the

teaching of language arts/literacy at the K-5 level if:

i. For each area of study, they have completed 45 hours of study in

that area within the three years prior to receiving their certificate

of eligibility as documented by a Department-approved alternate

route regional training center or through equivalent coursework

on the transcript of a regionally accredited four-year college or

university ; or

ii. For each area of study, they document the equivalent of at least

one-year of successful experience as a full-time teacher during

which the subject area is regularly taught, among the other

subjects for which a K-5 teacher would be responsible. This

experience must take place within the three years prior to

receiving their certificate of eligibility and documented by

submitting a completed, original form provided by the Office.

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(c) Districts or consortia of districts, in conjunction with a college or university,

shall provide formal instruction to the provisional teachers they employ

pursuant to (b)4 above. The district or consortium shall submit a written plan

for the Department’s approval. In the event that joint sponsorship with a

college or university cannot be achieved, the Department may authorize the

district or consortium to provide the formal instruction independently or in

joint sponsorship with a non-collegiate entity. The district or consortium’s

written plan shall include documentation of its efforts to secure college or

university participation.

(d) Districts unable to provide formal instruction to provisional teachers in their

employ shall provide access to formal instruction through a network of

Department-authorized providers.

6A:9-8.4 Requirements for local mentor plan

(a) All novice teachers are required to participate in a mentoring program that

takes place over a period of 30 weeks for provisional teachers holding a CEAS

and 34 weeks for provisional teachers holding a CE. Provisional teachers

shall participate for a proportionally longer period of time if in a part-time

teaching position. The mentoring program shall be implemented by the

mentor teacher, supervised by the school principal and conducted within the

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 parameters of a school district’s local mentor plan and the requirements of

N.J.A.C. 6A:9-8.3.

1. In the event that no State funds are available to pay the costs of

mentoring fees, candidates who are required to complete a provisional

year of teaching in order to obtain standard certification shall be

responsible for payment of mentoring fees during the provisional year.

The employing district may at its discretion pay the cost of mentoring

fees.

2. All novice teachers whose positions require possession of instructional

certificates in accordance with N.J.S.A. 18A:26-2 and N.J.A.C. 6A:9-

5.1(a) shall comply with the requirements of the local mentoring plan.

(b) All district boards of education that employ novice teachers in positions

requiring the possession of instructional certificates shall comply with the

provisions of this subchapter and shall ensure the following:

1. That rigorous mentoring shall be provided to novice teachers by

developing a local mentor plan in which experienced teachers give

confidential support and guidance to novice teachers in accordance

with the Professional Standards for Teachers;

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 2. That each novice teacher is assigned a mentor at the beginning of the

contracted teaching assignment;

3. That the local mentor plan includes in-person contact between the

mentor teacher and the novice teacher over the course of 30 weeks or

proportionally longer if the novice teacher holds a part-time teaching

assignment;

4. That the local Professional Development Committee established

pursuant to N.J.A.C. 6A:9-15.3(d) develops a local mentor plan; and

5. That the district board of education shall report annually the

implementation of the local mentor plan in its Quality Assurance

Annual Report pursuant to N.J.A.C. 6:8-2.1.

(c) The local Professional Development Committee shall ensure the development

of a local mentor plan as follows:

1. The local Professional Development Committee in each district board

of education shall develop a local mentor plan that includes:

i. Goals that at a minimum enhance teacher knowledge of and

strategies related to the CCCS in order to facilitate student

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 achievement; identify exemplary teaching skills and

educational practices necessary to acquire and maintain

excellence in teaching; and assist novice teachers in the

performance of their duties and adjustment to the challenges of

teaching;

ii. An application process for selecting mentor teachers;

iii. Criteria for mentor teacher selection;

iv. Provisions for comprehensive mentor training;

v. Identification of mentor teacher responsibilities;

vi. Logistics for mentor plan implementation;

vii. Consideration of collaborative arrangements with colleges and

universities;

viii. Provisions for the use of State funds; and

ix. An addendum with criteria and guidelines for the 20-day

clinical experience pursuant to N.J.A.C. 6A:9-8.3(b)1.

2. The local Professional Development Committee shall submit the local

mentor plan to the district board of education for initial approval.

3. The local professional development committee shall submit the

addendum for the 20-day clinical experience pursuant to N.J.A.C.

6A:9-8.3(b)1 to the district board of education for initial approval and

to the executive county superintendent for final approval.

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 4. After plan review, the district board of education shall submit the plan

to the executive county superintendent for final review and approval.

The executive county superintendent shall notify the Department of

plan approval.

5. Every three years, the local mentor plan shall be revised and

resubmitted to the executive county superintendent based on program

evaluation.

(d) The district board of education shall be responsible for the implementation of

the local mentor plan through the following:

1. The plan shall provide criteria for selection of mentor teachers. At a

minimum, the criteria shall include the following:

i. The district board of education may select a certified teacher

with at least three years of experience who is actively teaching

in the district to serve as a mentor teacher;

ii. The mentor teacher applicant is committed to the goals of the

local mentor plan;

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 iii. The mentor teacher applicant has agreed to maintain the

confidential nature of the mentor teacher/novice teacher

relationship;

iv. The mentor teacher applicant has demonstrated exemplary

command of content area knowledge and of pedagogy;

v. The mentor teacher applicant is experienced and certified in the

subject area in which the novice teacher is teaching, where

possible;

vi. The mentor teacher applicant is knowledgeable about the social

and workplace norms of the district board of education and the

community the district board of education serves;

vii. The mentor teacher applicant is knowledgeable about the

resources and opportunities in the district and able to act as a

referral source to the novice teacher;

viii. The mentor teacher applicant provides letters of

recommendation as determined by the district mentor plan from

those who are familiar with the mentor teacher applicant’s

work; and

ix. The mentor teacher applicant agrees to complete a

comprehensive mentor training program.

2. Annually, the district board of education shall submit a report on the

effectiveness of the local mentor plan to the Department. The report,

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 using data collected on a Department-developed form, shall include

program impact on job satisfaction, adequacy of time and training and

recommended program changes and additions.

3. District boards of education shall align the mentor plan with the

Professional Standards for Teachers no later than September 1, 2004.

(e) District boards of education shall be responsible for budgeting any State funds

appropriated for the novice teacher mentoring program.

1. Subject to the availability of funds, the Department shall appropriate

State funds based on the number of novice teachers employed each

year in a given public district board of education.

2. District boards of education shall ensure that State funds appropriated

for this program shall supplement, and not supplant, any Federal, State

or local funds already devoted to planning and implementing a novice

teacher mentor program.

3. District boards of education shall ensure that State funds shall be used

for one or more of the following:

i. Stipends for mentor teachers:

ii. The costs associated with release time;

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 iii. Substitutes for mentor teachers and novice teachers; and

iv. Professional development and training activities related to the

program.

6A:9-8.5 Requirements for nonpublic school training programs

(a) Nonpublic schools may choose to participate in the training provided for first-

year novice teachers pursuant to N.J.A.C. 6A:9-8.3 if they meet the following

requirements:

1. Prior to enrolling any candidate in a teacher training program, the

individual with the authority to execute binding documents on behalf

of the nonpublic school shall enter into a written agreement with the

Department agreeing to comply with all requirements pursuant to

N.J.A.C. 6A: 9-8.4(b) and (d);

2. A teacher on staff in a non-administrative, non-supervisory capacity

who holds a standard New Jersey instructional certificate shall be

assigned as mentor;

3. The school is accredited by an accrediting agency accepted by the

Department; and

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 4. The candidate is employed as a classroom teacher in a position that

would require an appropriate instructional certificate in a public

school.

6A:9-8.6 Evaluation of provisional teachers

(a) An appropriately certified building principal or administrative designee

authorized to supervise instructional staff shall observe and evaluate the

provisional teacher three times during the first year of mentoring for purposes

of certification. All performance evaluations shall be aligned with the

Professional Standards for Teachers as defined in N.J.A.C. 6A:9-3.3 and

reported on State-developed forms. Performance evaluations for career and

technical education teachers shall also include career and technical education

knowledge and skills.

1. The first formative evaluation shall be completed at the end of 10

weeks, or proportionally longer if the teacher is part-time, after the

provisional teacher assumes full responsibility of a classroom.

2. The second formative evaluation shall be completed at the end of 20

weeks, or proportionally longer for part-time teachers, after the

provisional teacher assumes full responsibility of a classroom.

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 3. The final summative evaluation shall be completed at the end of 30

weeks, or proportionally longer for part-time teachers, after the

provisional teacher assumes full responsibility of a classroom. This

final, summative evaluation shall be completed by the building

principal who shall make one of three recommendations for

certification pursuant to N.J.A.C. 6A:9-8.7(b).

(b) Within 15 days following each evaluation, the evaluator pursuant to (a) above

shall provide a copy of the evaluation to the provisional teacher.

(c) Mentor teachers shall not assess or evaluate the performance of provisional

teachers. Interactions between provisional teachers and experienced mentor

teachers are formative in nature and considered a matter of professional

privilege. Mentor teachers shall not be compelled to offer testimony on the

performance of provisional teachers.

6A:9-8.7 Recommendation for certification of provisional teachers

(a) Within 30 days after the conclusion of the State-approved district training

program, the building principal shall submit the final evaluation directly to the

Secretary that shall contain a recommendation regarding standard certification

for each provisional teacher.

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(b) The final evaluation for each provisional teacher shall include one of the

following recommendations:

1. Approved: Recommends issuance of a standard certificate;

2. Insufficient: Recommends that a standard certificate not be issued but

that the candidate be permitted to seek entry on one more occasion into

a State-approved district training program. A second rating of

“insufficient” shall be deemed a “disapproved” in accord with (b)3

below; or

3. Disapproved: Recommends that a standard certificate not be issued

and that the candidate not be allowed to enter into another State-

approved district training program.

(c) Candidates who receive a recommendation of “disapproved” or two

recommendations of “insufficient” may petition the Board of Examiners for

approval of additional opportunities to seek provisional employment in

districts other than those in which they received unfavorable recommendations

pursuant to N.J.A.C. 6A:9-17.18.

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6A:9-8.8 Requirements for the standard certificate

(a) Except as indicated in N.J.A.C. 6A:9-11, to be eligible for the standard

certificate in any instructional area, the candidate shall:

1. Possess a provisional certificate pursuant to N.J.A.C. 6A:9-8.2; and

2. Successfully complete a State-approved district training program

pursuant to N.J.A.C. 6A:9-8.3 and 8.4 while employed provisionally in

a position requiring the appropriate instructional certificate.

(b) A candidate who holds a standard New Jersey instructional certificate shall be

eligible for additional standard certificates if the candidate meets the

requirements of N.J.A.C. 6A:9-8.1(a)1, 3 and 4 and 8.3(b)4. This provision

does not apply to holders of the Teacher of Military Science endorsement.

(c) A candidate who has completed the requirements pursuant to N.J.A.C. 6A:9-

8.1(b) and at least one year of appropriate teaching experience under a valid

out-of-State license or certificate shall be eligible for a standard certificate

upon completion of the test requirement. The out-of-State license or

certificate shall be the equivalent of a New Jersey provisional or standard

certificate.

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(d) For a candidate who has completed the requirements pursuant to N.J.A.C.

6A:9-8.1(b) but has not met the GPA requirements pursuant to N.J.A.C. 6A:9-

8.1(a)2, three years of successful teaching experience under a valid out-of-

State certificate is necessary. Successful teaching experience will be

demonstrated by the offer of contract renewal from the employing district or

submission of satisfactory performance evaluations. The out-of-State license

or certificate shall be the equivalent of a New Jersey provisional or standard

certificate.

(e) A candidate who holds National Board for Professional Teacher Standards

(NBPTS) certification and the corresponding out-of-State license or out-of-

State certificate shall be eligible for the standard certificate in the NBPTS

certificate field without additional requirements.

(f) A candidate who holds the Meritorious New Teacher Candidate (MNTC)

designation and the corresponding out-of-State license or certificate shall be

eligible for the standard certificate in the MNTC designated field without

additional requirements. The MNTC designation, offered through the

American Association of Colleges for Teacher Education (AACTE), is

designed to recognize and reward exceptionally well-prepared new teachers.

Similar to National Board Certification, this designation is one of professional

accomplishment for prospective teachers who excelled at every phase of

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 preparation and demonstrated a deep commitment to high expectations for all

children.

(g) A candidate who presents official evidence of the following requirements shall

be eligible for a standard certificate:

1. Completion of requirements pursuant to N.J.A.C. 6A: 9-8.1(a);

2. Completion of at least one year of appropriate, successful teaching

experience under a valid out-of-State license or certificate;

3. Completion of an out-of-State non-traditional or alternate route teacher

preparation program that is determined by the Department to be

comparable to the State’s school-based training and evaluation program

provided to all New Jersey novice teachers; and

4. A valid standard certificate from the state in which (g)3 above was

completed.

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SUBCHAPTER 9. INSTRUCTIONAL CERTIFICATES

6A:9-9.1 Authorizations – general

(a) Each teaching endorsement is required for the corresponding teaching

assignment.

1. Each endorsement is valid for grades preschool through 12, with the

following exceptions:

i. The elementary school teacher endorsement is valid in grades

kindergarten through five;

ii. The elementary school teacher with subject matter specialization

endorsement is valid in grades five through eight;

iii. The Preschool through Grade three endorsement is valid in

preschool through grade three; and

iv. The teacher of supplementary instruction in reading and

mathematics, grades K-8 is valid in grades kindergarten through

eight.

2. Teachers with English endorsements, who taught reading prior to

February 1976, may continue to teach in the same assignment. Certified

teachers employed by school districts using a whole school reform

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 model pursuant to N.J.A.C. 6A:24-4 are authorized to teach reading in

accord with the specifications of the model.

3. Teachers with elementary school endorsements that are valid in grades

nursery through eight issued no later than March 1, 2008 may teach in

grades nursery through eight in any employing school district. These

teachers must demonstrate to the school district that they have content

knowledge appropriate to the subject(s) taught. All elementary school

teachers certified to teach in grades kindergarten through five after

January 20, 2004 and hired to teach in grades six through eight must

hold either the elementary school with subject matter specialization or

the subject matter endorsement.

4. Teachers holding the teacher of the blind or partially sighted, teacher of

the deaf or hard of hearing and/or the teacher of handicapped

endorsements issued prior to September 1, 2008 may teach students with

disabilities in grades preschool through grade 12 if they can demonstrate

to the district content knowledge appropriate to the content and the

content level to be taught.

5. Teachers holding endorsements that are no longer issued as of January

20, 2004 may continue to teach in the subject areas in which the teacher

was authorized to teach under the former rules.

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 6. Holders of career and technical instructional endorsements issued prior

to January 20, 2004 remain valid. These teachers are authorized to teach

in the occupations for which they hold endorsements. A crosswalk of

these former certificates that identifies under which of the new career

clusters the teacher’s certificate falls is available in the Office.

6A:9-9.2 Endorsements and authorizations

(a) The teaching endorsements and authorizations in (a)1 through 9 below are

grouped within the relevant CCCS.

1. Visual and performing arts:

i. Art: This endorsement authorizes the holder to teach art in all

public schools;

ii. Dance: This endorsement authorizes the holder to teach dance in

all public schools;

iii. Music: This endorsement authorizes the holder to teach vocal

and instrumental music and related theory in all public schools;

iv. Speech arts and dramatics: This endorsement authorizes the

holder to teach speech arts and dramatics in all public schools;

and

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 v. Theater: This endorsement authorizes the holder to teach theater

in all public schools.

2. Comprehensive health and physical education:

i. Health education: This endorsement authorizes the holder to

teach health education in all public schools;

ii. Health and physical education: This endorsement authorizes the

holder to teach health and physical education in all public

schools;

iii. Physical education: This endorsement authorizes the holder to

teach physical education in all public schools; and

iv. Swimming and water safety instructor: This endorsement

authorizes the holder to teach swimming, diving and water safety

in all public schools.

3. Language arts literacy:

i. English: This endorsement authorizes the holder to teach

English in all public schools;

ii. English as a Second Language: This endorsement authorizes the

holder to teach English as a second language in all public

schools; and

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 iii. Reading: This endorsement authorizes the holder to teach

reading in all public schools.

4. Mathematics:

i. Mathematics: This endorsement authorizes the holder to teach

mathematics in all public schools.

5. Science:

i. Biological science: This endorsement authorizes the holder to

teach biological, environmental and general science in all public

schools. Biological science includes botany, anatomy and

physiology, zoology and biology;

ii. Chemistry: This endorsement authorizes the holder to teach

chemistry, environmental and general science in all public

schools;

iii. Earth science: This endorsement authorizes the holder to teach

earth, environmental and general science in all public schools.

Earth science includes astronomy, geology, meteorology,

oceanography, physical geography and space science;

iv. Physical science: This endorsement authorizes the holder to

teach physical, environmental and general science in all public

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 schools. Physical science includes physics, chemistry, and earth

and space sciences other than geography; and

v. Physics: This endorsement authorizes the holder to teach

physics, environmental and general science in all public schools.

6. Social studies:

i. Psychology: This endorsement authorizes the holder to teach

psychology in all public schools; and

ii. Social studies: This endorsement authorizes the holder to teach

social studies in all public schools. Social studies include s

American history, European history, world history, government,

political science, sociology, geography, anthropology and

economics.

7. World languages: This endorsement authorizes the holder to teach one

of the following designated world languages in all public schools:

i. American Sign Languge;

ii. Chinese;
iii. French;
iv. German;
v. Greek;
vi. Hebrew;
vii. Italian;
viii. Japanese;
ix. Latin;
x. Portuguese;
xi. Russian;
xii. Spanish; or
xiii. Other world languages.

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8. Technological Literacy

i. Computer and information literacy: There is no separate

endorsement for educational technology and tools or for

computer and information literacy except where career and

technical endorsements occur for the related career clusters and

career education and for consumer, family and life skills. (see

N.J.A.C. 6A:9-5.20) The New Jersey Core Curriculum Content

Standards require that teachers integrate the use of computer and

information technology into their instruction.

ii. Technology education. This endorsement authorizes the holder

to teach technology education in all public schools with the

exception of approved vocational programs. Technology

education includes content aligned with the CCCS and the

Standards for Technology Literacy published by the International

Technology Education Association, copyright 2000, incorporated

herein by reference at

http://www.iteaconnect.org/TAA/Publications/STL/STLMainPag

e.htm Examples of the topics that can be taught under this

endorsement include: the nature of technology; technology and

society; engineering and technological design; abilities for a

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 technological world; energy and power; information and

communication; and transportation, manufacturing and

construction technologies.

9. Career education and consumer, family and life skills:

i. Business education/business-related technologies: Endorsements

in these content fields authorize the holder to teach business

education and business-related technologies in all public schools.

(1) Comprehensive business: This endorsement authorizes

the holder to teach accounting, banking and insurance,

business computer applications, business law, business

communications, business mathematics, economics and

finance, entrepreneurship; international business;

keyboarding; business management; business

organization, marketing; office administration/office

systems technology; and exploration in business related

careers.

(2) Business: accounting: This endorsement authorizes the

holder to teach accounting, bookkeeping, finance and

investment, business mathematics and exploration of

related careers.

(3) Business: finance/economics/law: This endorsement

authorizes the holder to teach finance and investment,

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 economics, law, banking and insurance, business

mathematics, business communications; business

management, business organization and exploration of

related careers.

(4) Business: keyboarding and data entry: This endorsement

authorizes the holder to teach keyboarding, computer data

entry, word processing and exploration of related careers.

(5) Business: computer applications and business-related

information technology: This endorsement authorizes the

holder to teach business-related software applications,

safety and security policies pertaining to computer use,

emerging hardware and operating systems, file

management, legal issues related to computer use, and

exploration of related business occupations.

(6) Business: office administration/office systems

technology: This endorsement authorizes the holder to

teach office organization, word processing, speed writing,

business communication, office and administrative

support practices and procedures, keyboarding, data entry

and exploration of related business occupations.

(7) Marketing education: This endorsement authorizes the

holder to teach marketing occupations including sales,

advertising and retailing, global marketing,

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 entrepreneurship and exploration of related business

occupations.

ii. Family and consumer sciences. This endorsement authorizes the

holder to teach family and consumer sciences in all public

schools.

(1) Comprehensive family and consumer sciences: This

endorsement authorizes the holder to teach family and

consumer sciences. Family and consumer sciences

includes: family economics and resource management;

family relations and human development including child

care and development and parenting education; housing

and environment including interior design; nutrition,

health and food management and preparation; textiles and

apparel design, construction and merchandising; and

exploration in family and consumer sciences related

occupations.

(2) Family and consumer sciences: Child and family

development: This endorsement authorizes the holder to

teach family relations and human development including

parenting education and child care and development and

operating a nursery school in a high school classroom

environment, developing skills needed to deal with crisis

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 in families, handling children with special needs,

managing family economics and resources, and provide

career related instruction.

(3) Family and consumer sciences: Foods, nutrition and food

science: This endorsement authorizes the holder to teach

nutrition, individual and family food preparation, food

science, managing time and resources related to food

preparation, and exploration of careers in foods and

nutrition related occupations.

(4) Family and consumer sciences: Apparel, textiles and

interiors: This endorsement authorizes the holder to

teach textiles and apparel design, construction and

merchandising, interior design; managing time and

resources related to apparel construction and interior

design; and exploration of careers in apparel, textiles, and

interior design.

iii. Agriculture, food, and natural resources: This endorsement

authorizes the holder to teach agribusiness systems, animal

systems, environmental service systems, natural resource

systems, plant systems, and power, structural and technical

systems and related technologies in all public schools.

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 iv. Career cluster endorsements: These endorsements authorize the

holder to teach approved career and technical education

programs in all public schools in accord with N.J.A.C. 6A:9-

11.2. The holder of a standard career and technical education

endorsement who has completed the study requirements in

N.J.A.C. 6A:9-13.19(b)2i and ii, or 13.20(b)2i or ii, is also

authorized to place and supervise career and technical education

students in school-sponsored cooperative education experiences

in the occupation in which the holder is certified as part of a

career and technical education program.

v. Driver education: This endorsement authorizes the holder to

teach driver education in all public schools.

vi. Industrial arts. This endorsement authorizes the holder to teach

industrial arts in all public schools. Industrial arts includes

graphic arts, drafting, woodworking, metal working and power

mechanics.

(b) The teaching endorsements below authorize the holder to teach specific

populations, subjects, ages and/or grade levels:

1. Bilingual/bicultural education: This endorsement authorizes the holder

to teach bilingual/bicultural education in all public schools.

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2. Elementary school: This endorsement authorizes the holder to:

i. Serve as an elementary school teacher in grades kindergarten

through five in all public schools;

ii. Teach language arts literacy, mathematics, science, computer and

information literacy, and social studies full-time, integrating

educational technology where appropriate in grades kindergarten

through five;

iii. Teach world languages full-time in grades kindergarten through

five pursuant to N.J.A.C. 6A:9-11.10;

iv. Teach all remaining subjects no more than one-half of the daily

instructional assignment; and

v. Teach reading, writing, arithmetic, and spelling, for basic skills

purposes only, in grades six through 12.

3. Elementary school with subject matter specialization: This endorsement

authorizes the holder to:

i. Teach the specialty subjects on the face of the certificate full-

time in grades five through eight in all public schools. This

endorsement does not permit the holder to teach the subject

matter specialization in grades nine through 12;

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 ii. Teach all CCCS subjects in grades K through five pursuant to

(b)2 above; and

iii. Teach reading, writing, arithmetic and spelling, for basic skills

purposes only, in grades six through 12.

3. Preschool through grade three: This endorsement authorizes the holder to:

i. Teach preschool through grade three in public schools and to

teach public school students in approved settings providing early

childhood education;

ii. Teach language arts literacy, mathematics, science, computer and

information literacy, and social studies full-time, integrating

educational technology where appropriate in grades preschool

through three.

iii Teach world languages full-time in grades preschool through

three pursuant to N.J.A.C. 6A:9-11.10; and

iv. Teach all remaining subjects in grades preschool through three

no more than one-half of the daily instructional assignment.

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5. Teacher of supplemental instruction in reading and mathematics, grades

K-8: This endorsement authorizes the holder to provide supplemental,

pull-out instruction in reading and mathematics for students in

kindergarten through grade eight. During their provisional teaching

period, teachers holding this endorsement:

i. May not be assigned to more than two schools; and

ii. Must conduct all teaching in a formal classroom environment with

a minimum of eight students that approximates the experiences

that novice teachers are expected to have, including but not limited

to lesson planning, effective classroom management, instructional

strategies, and incorporation of the New Jersey Core Curriculum

Content Standards and the Content-Based Professional Standards

for K-5 Instruction.

6. Special education: These endorsements authorize the holder to teach

special education to one of the designated populations listed in (b)5i

through iv below. In addition to the content area(s) or grade level(s) that

the teachers’ content and/or grade level endorsements authorize, the

holder of a special education endorsement also may provide consultative

services and supportive resource programs including modification and

adaptation of curriculum and instruction to students with disabilities in

general education programs in grades preschool through 12.

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 i. Blind or visually impaired: This endorsement authorizes the

holder to teach blind or visually impaired students;

ii. Deaf or hard of hearing for oral/aural communication: This

endorsement authorizes the holder to teach deaf or hard of

hearing students using oral/aural communication strategies;

iii. Deaf or hard of hearing for sign language communication: This

endorsement authorizes the holder to teach deaf or hard of

hearing students using sign language communication strategies;

and

iv. Students with disabilities: This endorsement authorizes the

holder to teach students classified with disabilities with the

exception of those identified in (b)5i through iii above.

SUBCHAPTER 10. STANDARDS FOR NEW JERSEY EDUCATOR

PREPARATION PROGRAMS IN HIGHER EDUCATION

6A:9-10.1 Requirements and standards for the approval of professional education

programs preparing educational personnel

(a) The Department shall establish a three-tiered system of program approval to

include program approval committees, a State Program Approval Council, and

final approval through the Department of Education as follows:

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1. The Department of Education shall appoint program approval committees

for each certificate area to recommend appropriate action regarding the

addition of a new or substantially revised certification program to the State

Program Approval Council based on documents and evidence of meeting

program standards as specified in this subchapter.

i. The program approval committees shall be comprised of three

members representing higher education and K-12 school districts who

have expertise in the certification program under review.

2. The Commissioner shall appoint a State Program Approval Council

comprised of 11 members including six higher education representatives and

five P-12 practitioners.

i. The council shall advise the Commissioner on matters pertaining to

higher education teacher, administrator, and educational service

personnel preparation quality issues;

ii. The council shall coordinate the peer review program approval process

for initial and substantially revised programs and the periodic review

of programs;

iii. The council will review program information required for the periodic

review of programs and recommend appropriate action regarding the

program’s status; and

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 iv. The council shall make final recommendations regarding approval of

programs to the Department of Education.

3. Based on the recommendation of the State Program Approval Council, the

department shall take appropriate action regarding program approval.

(b) The Department shall approve all professional educator preparation programs

leading to state certification in New Jersey institutions of higher education. The

scope of program approval shall include programs from institutions chartered in

the State as well as programs that have a physical presence in New Jersey and

are run by out-of-state institutions that are approved by the New Jersey

Commission on Higher Education. Program approval shall be based on the

following criteria approved by the State Board:

1. Compliance with State professional standards for teachers and school

leaders as established in N.J.A.C. 6A:9-3.3 and 3.4;

2. Compliance with state content specific professional standards by

licensure area to be implemented by the department for its review of

new or substantially revised programs. These standards shall be

developed by the Department and promulgated in this chapter no later

than March 31, 2010.

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3. Program documentation for the initial review and approval of all new or

substantially revised programs shall include but is not limited to:

i. A summary of the proposed program;

ii. The program framework and guiding principles;

iii. Program alignment to the professional content standards;

iv. Description of the field experiences;

v. Description of student performance assessments and evidence of

program outcomes;

vi. Program faculty resumes; and

vii. Course Syllabi and. Program Curriculum.

4. The following documentation shall be reviewed by the State Program

Approval Council and be used for the periodic review and approval for

continuation of all preparation programs in conjunction with the

institution’s national accreditation:

i. Data on candidates’ performance on program based assessments

at program completion;

ii. Numbers of educator candidates prepared in critical shortage

areas and from diverse backgrounds;

iii. Placement and retention rates;

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 iv. Data on candidates’ performance at the end of the provisional

period,

v. Praxis scores and pass rates;

vi. Follow-up survey of graduates and employers, and

vii. Where relevant, P-12 student achievement data.

5. Accreditation by a national accrediting body recognized by the Council

on Higher Education Accreditation and approved by the Commissioner.

6. Compliance with the requirements below.

(c) Higher education institutions who prepare educators shall be required to have

programs approved as follows:

1. All new or revised educator programs must secure initial approval from

the Department of Education prior to implementation;

2. All educator programs must undergo a periodic program review every

seven years at least six months prior to the national accreditation

process;

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3. Use the standards of national specialty organizations in developing

programs in each content/specialty area. If national standards are not

available, state standards shall be used in developing programs;

4. Provide opportunities to learn the knowledge, skills and dispositions

included in the State Professional Standards for Teachers and School

Leaders, including clear links between the standards and a coherent set

of high-quality experiences; structured opportunities to work with

diverse learners; diagnoses of candidate needs and progress tied to

individualized developmental experiences; and approaches that are

standards-driven;

5. Ensure program quality, including:

i. Coherence and consistency of delivery over time;

ii. Means for continuous program evaluation and quality

improvement;

iii. Means for continuous assessment of progress of candidates;

iv. Close collaboration with clinical settings; and

v. Faculty who demonstrate high standards of teaching, reflect on

practice and maintain ongoing links to practice settings.

6. Provide needed resources, including:

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 i. Evidence of institutional commitment to high quality teaching;

ii. Field experiences and internships;

iii. High quality personnel;

iv. Adequate funding for personnel training, planning and

evaluation; and

v. Collaboration with schools, follow-up support of graduates and

technology; and investments to support candidate access and

diversity; and

7. All programs must obtain accreditation through the National Council for

the Accreditation of Teacher Education, the Teacher Education

Accreditation Council or any other national professional education

accreditation body recognized by the Council on Higher Education

Accreditation and approved by the Commissioner.

i. No later than January 2, 2009, institutions of higher education

preparing professional educators shall have acquired national

accreditation;

ii. Following the accreditation visitation, but no later than July 1,

2009, institutions of higher education preparing professional

educators shall provide proof of their national accreditation

recognition status to the Department;

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 iii. Institutions of higher education preparing professional educators

that fail to obtain national accreditation shall forfeit State

approval to offer professional educator preparation programs

leading to certification; and

iv. The State shall withdraw approval for any institution of higher

education preparing professional educators that fails to meet the

conditions in (b)7ii and iii above.

(d) Formal admission to teacher preparation programs shall be reviewed by colleges

and universities at the beginning of the junior year and shall be granted only to

those students who have:

1. Maintained a cumulative GPA of at least 2.50 when a grade point of 4.00

equals an A grade for the first two years of college. Institutions may require

higher minimum GPAs for entry into teacher preparation programs;

2. Achieved acceptable levels of proficiency in the use of the English

language, both oral and written, and mathematics. Students with deficiencies

in these areas upon admission to college shall be required to demonstrate

proficiency through an oral or written assessment by the beginning of the

junior year; and

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 3. Demonstrated aptitude for the profession of teaching through successful

completion of an appropriate practical experience in an elementary or

secondary school.

(e) The college or university faculty shall evaluate each student at the end of the

semester prior to student teaching. The faculty evaluation shall be based on a

comprehensive assessment of relevant indicators that include:

1. A cumulative GPA of at least 2.50 when a grade point of 4.00 equals an A

grade; and

2. Acceptable levels of teaching proficiency in junior field experience as

indicated by the evaluation reports of college and school faculty. Such

evaluations shall be communicated to the student and shall be included in

the student’s permanent file.

(f) Colleges and universities shall assure that only students who have met the

requirements in (d) above be assigned to student teaching.

(g) Colleges and universities shall recommend for certification to the Department

only those students who have completed the state approved certification

program and have:

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 1. For students who graduate prior to September 1, 2004, achieved an overall

cumulative GPA of at least 2.50 when a grade point of 4.00 equals an A

grade; for students graduating on or after September 1, 2004, achieved an

overall cumulative GPA of at least 2.75 when a grade point of 4.00 equals

an A grade; and

2. Demonstrated continued competence, aptitude, motivation and potential for

outstanding success in teaching as indicated by assessments of student

teaching performance by college/university and school supervisors. Such

assessments shall be communicated to the student and shall be a part of the

student’s file.

(h) All requirements are to be applied equitably and in an non-discriminatory

manner to all students, including transfer students. All admissions and retention

processes are to be consistent with state and institutional affirmative action

policies and goals.

(i) Colleges and universities shall develop appropriate procedures for placing on

probation and dismissing from the program students who fall below minimum

requirements before graduation, and shall incorporate into these procedures

methods for appeals by students.

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(j) Colleges and universities shall make recommendations for issuance of a CEAS

for students completing an approved teacher preparation program.

(k) Colleges and universities must inform the Department when a student has

successfully completed the approved program and is being recommended to the

Department for issuance of the CEAS by the Board of Examiners provided that

the student has passed a state test pursuant to N.J.A.C. 6A:9-8.1(a)4. Colleges

and universities have up to one year from the date of completion of the

approved program to recommend a student to the Department for issuance of a

certificate.

(l) Colleges and universities shall align their programs with the Professional

Standards for Teachers no later than September 1, 2005.

(m) With the exception of special education approved programs, colleges and

universities shall inform the Department of those students that have

matriculated in programs approved prior to January 20, 2004. This includes

those students that matriculated as juniors in fall 2004 and spring 2005. Those

candidates must complete all requirements at N.J.A.C. 6:11-7 by

September 1, 2007. Candidates that do not complete all of the requirements at

N.J.A.C. 6:11-7 by September 1, 2007 shall fulfill the requirements at N.J.A.C.

6A:9-10.

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(n) Colleges and universities shall inform the Department of those students that

have matriculated in special education programs approved prior to January 20,

2004. This includes those students that matriculated as freshman in fall 2003.

Those candidates that do not complete all of the requirements at N.J.A.C. 6:11-7

by September 1, 2008 shall fulfill the requirements at N.J.A.C. 6A:9-10. These

teachers shall be considered novice teachers and shall be required to complete a

year of formal training.

(o) Requirements in (d) through (g) above shall be considered minimum

requirements. Colleges and universities have the authority to require higher

GPAs and higher levels of proficiency for program admission, student teaching

and recommendation for certification.

6A:9-10.2 Curriculum for teacher preparation programs

(a) The preparation program for all instructional certificates shall include the

provisions in (a)1 through 5 below. In addition, those candidates seeking the

preschool through grade three endorsement shall comply with the requirements

in (b) below, and candidates seeking special education endorsements shall

comply with requirements in (c), (d), (e) or (f) below.

1. A minimum of 60 semester credit hours of general education including

electives. General education courses shall be distributed among the arts,

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 humanities, mathematics, science, technology and the social sciences.

There must be some study in each area. Study in technology may include

topics such as educational technology and tools, the history of

technology and the sociological impact of technological advancement

which would contribute to the general technological literacy of students.

The purpose of general education is to develop the prospective teacher

as an educated person rather than to provide professional preparation.

This component of the program shall exclude courses that are clearly

professional or career and technical in nature;

2. A major in the arts, humanities, social sciences, mathematics, science or

technology disciplines;

3. A minimum of 90 credits of the total program distributed among general

education and the academic major;

4. A sequence of courses devoted to professional preparation. Study must

be devoted to the behavioral/social sciences, the teaching of literacy and

numeracy, educating linguistically diverse and special education

students and, effective May 31, 2010, integrating educational technology

and tools into the curriculum and classroom. Some of these areas may

be included in the professional or liberal arts components of the program

consistent with (a)1 above. The professional component of the

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 undergraduate program shall be aligned with the Professional Standards

for Teachers as specified in N.J.A.C. 6A:9-3.3 and shall provide

students, normally beginning in the sophomore year, with practical

experiences in an elementary, middle or secondary school setting. These

opportunities shall increase in intensity and duration as the student

advances through the program and culminate with a student teaching

experience; and

5. A student teaching experience. School districts have a responsibility, as

part of the continuum of professional education and development, for

accepting and placing student teachers. This shall be the equivalent of a

full-time experience of one semester’s duration and shall be included

within the professional component. The student teacher shall be under

the direct and continuous personal supervision of an appropriately

certified cooperating teacher. A State-approved Master of Arts in

Teaching (MAT) program must ensure that its graduates have completed

one of the following:

i. A student teaching experience through the MAT program;

ii. A student teaching experience through a State-approved teacher

preparation program;

iii. A standard State instructional certificate; or

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 iv. One-year of successful teaching experience under a valid out-of-

State license or certificate.

(b) The preparation program for the Preschool through Grade 3 endorsement also

shall include the following:

1. A minimum of 13 semester hour credits of instruction in areas listed in

N.J.A.C. 6A:9-11.1(e). The professional component of the

undergraduate program shall, beginning in the sophomore year, provide

students with practical experience in a preschool or kindergarten setting

and in a first, second or third grade setting. These opportunities shall

increase in intensity and duration as the student advances through the

program and culminate with an early childhood education student

teaching experience; and

2. The student teaching experience shall be in an early childhood education

setting.

(c) The preparation program for the Students with Disabilities endorsement also

shall include the following:

1. A range of 21 to 27 semester hour credits of instruction in areas listed in

N.J.A.C. 6A:9-11.3(e)2. The professional component of the

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 undergraduate program shall, beginning in the sophomore year, provide

students with practical experiences in a special education setting. These

opportunities shall increase in intensity and duration as the student

advances through the program and culminate with a special education

student teaching experience; and

2. The student teaching experience shall include a special education

component.

(d) The preparation program for the Deaf or Hard of Hearing with Oral/Aural

Communication endorsement also shall include the following:

1. A range of 21 to 27 semester hour credits of instruction in areas listed in

N.J.A.C. 6A:9-11.3(g)2. The professional component of the

undergraduate program shall, beginning in the sophomore year, provide

students with practical experiences in a special education setting. These

opportunities shall increase in intensity and duration as the student

advances through the program and culminate with a special education

student teaching experience; and

2. The student teaching experience shall include a special education

component.

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(e) The preparation program for the Blind or Visually Impaired endorsement also

shall include the following:

1. A range of 21 to 27 semester hour credits of instruction in areas listed in

N.J.A.C. 6A:9-11.3(f)2. The professional component of the

undergraduate program shall, beginning in the sophomore year, provide

students with practical experiences in a special education setting. These

opportunities shall increase in intensity and duration as the student

advances through the program and culminate with a special education

student teaching experience; and

2. The student teaching experience shall include a special education

component.

(f) The preparation program for the Deaf or Hard of Hearing endorsement with

sign language also shall include the following:

1. A range of 21 to 27 semester hour credits of instruction in areas listed in

N.J.A.C. 6A:9-11.3(h)2. The professional component of the

undergraduate program shall, beginning in the sophomore year, provide

students with practical experiences in a special education setting. These

opportunities shall increase in intensity and duration as the student

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 advances through the program and culminate with a special education

student teaching experience; and

2. The student teaching experience shall include a special education

component.

(g) Colleges/universities may develop dual certification programs that incorporate

the requirements listed in (a) and either (b), (c), (d), (e), or (f) above.

Requirements may be completed through integrated study across the

curriculum. When appropriate, coursework may serve to fulfill one or more of

the curriculum requirements listed in (a) through (f) above. Candidates shall be

certified in the both endorsement areas.

6A:9-10.3 Supervision of practicum students

(a) Collegiate faculty assigned to supervise students shall:

1. Have had experience supervising, consulting or otherwise working in an

elementary and/or secondary school in contact with classroom teachers

within the previous two years for all instructional certificate programs

with the exception of the preschool endorsement; for preschool

programs, the supervisor shall have had experience supervising,

consulting or otherwise working in an early childhood setting; and

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 2. Be full-time faculty members or part-time faculty with demonstrated

expertise in the field they are supervising.

(b) Collegiate supervisors of student teachers shall be assigned supervisory loads

that permit observation of each student once every other week.

(c) District faculty assigned to supervise teacher candidates shall:

1. Be approved by the principal and district office with input from the

teacher candidate’s preparing institution of higher education;

2. Have a minimum of three years of teaching experience, including one

within the district;

3. Possess a standard instructional certificate;

4. Have appropriate certification that coincides with the area of instruction

for which the candidate is being prepared; and

5. Be a full-time district faculty member with demonstrated expertise in the

field of mentoring/supervision.

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(d) District cooperating teachers shall provide continuous supervision and weekly

conferences to assist teacher candidates in professional development. For

purposes of this subsection, “cooperating teacher” means a practicing certified

experienced teacher who is assigned responsibility for the instruction,

supervision and assessment of teacher candidates during clinical field

experiences.

(e) Institutions of higher education preparing teachers shall make available to the

cooperating teachers professional development opportunities and experiences

that increase cooperating teachers’ expertise in the field.

6A:9-10.4 Post-baccalaureate and graduate-level teacher preparation programs

(a) A teacher preparation program at a post-baccalaureate or graduate-level that

leads to a recommendation for a CEAS in instructional fields pursuant to

N.J.A.C 6A:9-8.1 and 11 shall require its students to meet the following

requirements:

1. Hold a bachelor’s degree from a regionally accredited college or

university;

2. For students graduating before September 1, 2004, achieve a 2.50

cumulative GPA where a 4.00 equals an A grade; for students

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 graduating on or after September 1, 2004 achieve a 2.75 cumulative

GPA where a 4.00 equals an A grade;

3. Present an undergraduate major or 30 semester hour credits in a coherent

sequence of courses in the subject teaching field from a regionally

accredited college or university. Candidates completing preschool and

elementary school teacher preparation programs must present a major in

liberal arts, science, dual content or interdisciplinary academic majors or

60 semester hour credits in liberal arts or science;

4. Demonstrate continued competence, aptitude, motivation and potential

for outstanding success in teaching as indicated by assessments of

student teaching performance by college and school supervisors. Such

assessments shall be communicated to the student and shall be a part of

the student’s file; and

5. Complete a student teaching experience in an early childhood,

elementary or secondary setting.

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SUBCHAPTER 11. EXCEPTIONS TO REQUIREMENTS FOR THE

INSTRUCTIONAL CERTIFICATE

6A:9-11.1 Preschool through grade 3 certification requirements

(a) To be eligible for the preschool through grade three CE, the candidate shall:

1. Hold a bachelor’s or higher degree from a regionally accredited college

or university;

2. For students graduating before September 1, 2004, achieve a cumulative

GPA of at least 2.50 when a GPA of 4.00 equals an A grade in a

baccalaureate degree program, higher degree program or in a State-

approved post-baccalaureate certification program with a minimum of

13 semester-hour credits; for students graduating on or after September

1, 2004, achieve a cumulative GPA of at least 2.75 when a GPA of 4.00

equals an A grade in a baccalaureate degree program, higher degree

program or in a State-approved post-baccalaureate certification program

with a minimum of 13 semester-hour credits;

3. Complete a liberal arts, science, dual content or interdisciplinary

academic major or a minimum of 60 semester hour credits in liberal arts

and/or science;

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 4. Effective September 1, 2009, demonstrate knowledge of basic

pedagogy skills appropriate to preschool education, including but not

limited to classroom management, teacher-child interaction, preschool

curricula, New Jersey’s preschool early learning standards and core

curriculum content standards, and developmentally appropriate

assessment through successful completion of a minimum of 24 hours

of study offered through a state-approved provider or through

equivalent coursework as documented on the transcript of a regionally

accredited four-year college or university;

5. Pass an appropriate state test; and

6. Pass an examination in physiology, hygiene and substance abuse issues

pursuant to N.J.A.C. 6A:9-5.9.

(b) To be eligible for the preschool through grade three CEAS, a candidate must

meet the requirements in (a) above. In addition, an eligible candidate must

complete one of the following teacher preparation programs. However, any

student matriculated in an approved teacher education program prior to

September 1, 2009 and who graduates on or before August 31, 2012 shall not

be subject to the new requirement for professional education in basic

pedagogy skills at (a)4 above.

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 1. A New Jersey college program, graduate or undergraduate, approved by

the Department for the preparation of early childhood education

teachers;

2. A college early childhood education program included in the NASDTEC

interstate contract;

3. An out-of-State early childhood education program approved by NCATE;

4. An early childhood education program approved for certification by the

state department of education in one of the states party to the NASDTEC

Interstate Contract, provided the program was completed on or after

January 1, 1964 and the state in which the program is located would issue

the candidate a comparable endorsement; or

5. An out-of-State early childhood education program not approved by

NASDTEC or NCATE but approved by the state department of education

in which the program is located.

(c) For issuance of a provisional certificate, a candidate must:

1. Hold a preschool through grade 3 CE or CEAS;

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 2. Obtain and accept an offer of employment in a position that requires

preschool through grade 3 certification; and

3. Be registered in a State-approved district training program upon

employment and in accordance with N.J.A.C. 6A:9-8.3.

(d) No person shall be employed under provisional certification for more than a total

of four years in a position requiring certification as a teacher of preschool through

grade three.

(e) While teaching under a provisional preschool through grade three endorsement,

the candidate shall participate in a State-approved district training program. The

State-approved district training program shall comply with the requirements in

N.J.A.C. 6A:9-8.3 except for N.J.A.C. 6A:9-8.3(b)4 and (c).

(f) All candidates seeking a preschool through grade 3 endorsement shall earn a

minimum of 200 hours or 13 semester-hour credits of preschool through grade

three pedagogy in the following topics:

1. Child development and learning, including studies designed to foster

understanding of the dynamic continuum of development and learning in

children from birth through age eight. Required topics are cognitive and

linguistic factors that affect learning and development; the creation of a

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 climate that fosters and nurtures diversity and equity for all children,

including those who are limited English proficient and those with special

needs and which addresses multiple intelligences and diverse learning

styles; the integration of play; and language and literacy across the

curriculum;

2. Understanding family and community, including studies designed to

foster an understanding of the significant roles of families and

communities. Required topics are the recognition of children at risk; the

establishment of linkages with community resources to support families;

the recognition and acceptance of diverse family units, including family

participation on the educational team; the impact of children’s homes,

communities, health and cultural experiences on development and

learning; and comprehension of social, historical, political, legal and

philosophical constructs that impact upon children, families and

communities; and

3. Curriculum and assessment, including studies designed to foster an

understanding of the importance of implementing developmentally

appropriate principles and practices. Required topics include the CCCS

and early childhood expectations; responsiveness to cultural and

linguistic differences with an equitable and individualized focus;

activities designed to foster intellectual stimulation through play;

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 implementation of developmentally appropriate techniques of guidance

and group management to create a safe classroom environment; and

assessment that is multidimensional, ongoing and performance based.

(g) The following are requirements for the standard certificate:

1. Candidates shall possess a provisional certificate pursuant to (c) above

and complete a State-approved training program pursuant to (d) above;

or

2. Candidates shall complete a State-approved college early childhood

teacher preparation program in another state, fulfill the test requirement,

and present evidence of a minimum of one year of successful early

childhood teaching experience under a valid out-of-State early childhood

education certificate/license.

(h) A teacher holding a standard elementary school endorsement with the

equivalent of two academic years of full-time experience teaching three and

four-year-olds under the certificate may teach children in preschool in a public

school or Department of Human Services facility. The teaching experience

must be in a position that would require the Preschool through Grade 3

endorsement. It shall be the responsibility of the public school district and

Department of Human Services facility to maintain a copy of documentation

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 that supports the preschool teaching experience for each teacher affected by this

subsection.

(i) A teacher holding a standard New Jersey nursery school endorsment authorizes

the holder to teach in preschool and kindergarten in all public school districts

pursuant to N.J.A.C. 6A:9-9.2(b)4.

(j) Except as indicated in N.J.A.C. 6A:9-11.2 and 11.7, holders of other standard

instructional teaching certificates may obtain a standard teacher of preschool

through grade 3 endorsement upon completion of the academic and test

requirements listed in (a) above and a minimum of 13 semester-hour credits in

areas listed in f above. Except as indicated in N.J.A.C. 6A:9-11.2 and 11.7,

holders of other instructional CEAS’s may obtain a teacher of preschool through

grade 3 CEAS upon completion of the academic and test requirements listed in

(a) above and a minimum of 13 semester-hour credits in areas listed in (f)

above.

(k) Holders of a standard instructional certifcate with a preschool through grade 3

endorsement shall be issued additional instructional endorsements where they

meet the requirements at N.J.A.C. 6A:9-8.1(a)1, 3 and 4 and N.J.A.C. 6A:9-

8.3(b)4.

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(l) A candidate who graduates on or after September 1, 2004 with a GPA that is

below 2.75, but at least 2.50 when a GPA of 4.00 equals an A grade, and whose

score in the appropriate State test of subject matter knowledge exceeds the

passing score by 10 percent or more will meet the requirements of (a)2 and 4

above. This alternative requirement to (a)2 and 4 above should not be construed

as a waiver to N.J.A.C. 6A:9-17.16.

(m) A candidate who graduates with a GPA that is 3.50 or higher, when a GPA of

4.00 equals an A grade, but whose score in the appropriate State test of subject

matter knowledge falls below the passing score by no more than five percent

will meet the requirements of (a)2 and 4 above. This alternative requirement to

(a)2 and 4 above should not be construed as a waiver to N.J.A.C. 6A:9-17.16.

(n) A candidate who has graduated from a regionally accredited college or

university that does not award grades and does not calculate GPAs shall be

exempt from the requirements in (a)2 above. Upon application, the candidate

shall provide the Office with an original registrar’s letter from the college or

university bearing the college or university seal and clarifying the institution’s

policy regarding GPAs. The candidate shall satisfy all other requirements for

certification, without exception.

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6A:9-11.2 Career and technical education certification requirements

(a) Career and technical education endorsements authorize the holder to

teach career and technical education programs in all public schools.

Specific career and technical education certificate endorsements are

based on the candidate’s Department-approved employment experience,

bachelor’s degree or associate’s degree. Endorsements are organized

under the following career clusters and are listed on the Department’s

website:

1. Agriculture, food and natural resources: Endorsements are

authorized under this career cluster for career and technical

education programs that prepare students for careers related to

the production, processing, marketing distribution, financing and

development of agricultural commodities and resources

including food, fiber, wood products, natural resources,

horticulture and other plant and animal products and resources.

2. Architecture and construction: Endorsements are authorized

under this career cluster for career and technical education

programs that prepare students for careers related to the

designing, planning, managing, building and maintaining the

built environment.

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3. Arts, audio/video technology and communications:

Endorsements are authorized under this career cluster for career

and technical education programs that prepare students for

careers related to the designing, producing, exhibiting,

performing, writing and publishing multimedia content including

visual and performing arts and design, journalism and

entertainment services.

4. Business, management and administrative services:

Endorsements are authorized under this career cluster for career

and technical education programs that prepare students for

careers related to the planning, organizing, directing and

evaluating business functions essential to efficient and

productive business operations.

5. Education and training: Endorsements are authorized under this

career cluster for career and technical education programs that

prepare students for careers related to the planning, management

and provision of education and training services, and related

learning support services.

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6. Finance: Endorsements are authorized under this career cluster

for career and technical education programs that prepare students

for careers related to services for financial and investment

planning, banking, insurance and business financial management.

7. Government and public administration: Endorsements are

authorized under this career cluster for career and technical

education programs that prepare students for careers related to

governance, national security, foreign service, revenue and

taxation, regulation and management and administration at the

local, state and federal levels.

8. Health science: Endorsements are authorized under this career

cluster for career and technical education programs that prepare

students for careers related to the planning, management and

provision of therapeutic services, diagnostic services, support

services and biotechnology research and development.

9. Hospitality and tourism: Endorsements are authorized under this

career cluster for career and technical education programs that

prepare students for careers related to the management,

marketing and operations of restaurants and other food services,

lodging, attractions, recreation events and travel related services.

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10. Human services: Endorsements are authorized under this career

cluster for career and technical education programs that prepare

students for careers related to families and human needs.

11. Information technology: Endorsements are authorized under this

career cluster for career and technical education programs that

prepare students for careers related to the designing, developing,

supporting and managing hardware, software, multimedia and

systems integration services.

12. Law, public safety, corrections and security: Endorsements are

authorized under this career cluster for career and technical

education programs that prepare students for careers related to

the planning, management and provision of legal, public safety,

protective services and homeland security, including professional

and technical support services.

13. Manufacturing: Endorsements are authorized under this career

cluster for career and technical education programs that prepare

students for careers related to the planning, management and

performance of materials processing into intermediate or final

products and related professional and technical support activities

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 such as production planning and control, maintenance and

manufacturing/process engineering.

14. Marketing, sales and service: Endorsements are authorized under

this career cluster for career and technical education programs

that prepare students for careers related to the planning,

management and performance of marketing activities to reach

organizational objectives.

15. Science, technology, engineering and mathematics:

Endorsements are authorized under this career cluster for career

and technical education programs that prepare students for

careers related to the planning, management and provision of

scientific research and professional and technical services

including laboratory and testing services, and research and

development services.

16. Transportation, distribution and logistics: Endorsements are

authorized under this career cluster for career and technical

education programs that prepare students for careers related to

the planning, management and movement of people, materials

and goods by road, pipeline, air, rail and water and related

professional and technical support services such as transportation

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 infrastructure planning and management, logistics services,

mobile equipment and facility maintenance.

b. Districts seeking to establish a new career and technical education

program for which a career and technical education certificate does not

currently exist may submit a request to the Department to establish a

new career and technical education certificate.

c. Candidates for career and technical education instructional endorsements

must complete the requirements in this subsection.

1. To be eligible for the CE, the candidate shall:

i. For experienced-based endorsements: All candidates for

an experienced-based endorsement shall pass a State-

adopted test of basic reading, writing, and mathematics

skills and shall pass an examination in physiology,

hygiene, and substance abuse issues pursuant to N.J.A.C.

6A:9-5.9. If the candidate seeks an endorsement in a

regulated occupation for which a State-issued

occupational license, certificate, or registration is

required for employment in or practice of the occupation,

the candidate shall also hold the State-issued occupational

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license, certificate, or registration. The employing

district shall recommend for approval the candidate’s

experience pursuant to criteria and procedures established

by the Department in this subsection. Candidates shall

meet one of the following requirements:

(1) Employment experience: The candidate shall

present a minimum of four years of Department-

approved and documented employment

experience, which will be equivalent to 8,000

hours of employment. The employment

experience must be acquired within 10 years of

the endorsement application and must be verified

by the applicant’s employer(s).

(a) Teaching experience in the occupation

cannot be used as a substitute for the

required four years of occupational

experience; however, the Department may

consider teaching experience in an

apprenticeship training program registered

with the United States Department of

Labor or equivalent state agency as

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 evidence of eligible employment

experience.

(b) Industry credentials will be identified by

the Department, in consultation with

experts from education and business,

which may be considered equivalent to the

employment experience requirement in

this subsection.

(2) Self-employment: The candidate shall present a

notarized letter from a tax preparer and/or an

attorney verifying the following:

(a) The candidate has filed state and/or federal

taxes for the self-employment using a

federal U.S. Census North American

Industry Classification System (NAICS)

that is appropriate for the endorsement;

and,

(b) The candidate’s self-employment

experience meets the minimum of four

years of employment experience, which

will be equivalent to 8,000 hours of

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 employment, within 10 years of the

certificate application.

(3) Military experience: Candidates shall present a

Military Discharge certificate (DD-214)

indicating military qualifications and occupational

training received in order to determine the extent

of credit to be applied towards satisfying the

employment experience requirements pursuant to

(c)1i(1).

ii. For degree-based endorsements using a baccalaureate degree or

higher: The candidate shall possess a four-year degree or higher

in a Department-approved subject area for the endorsement and

shall complete at least 30 credits in a coherent sequence of

courses in the subject area from a regionally accredited college

or university. The candidate shall pass an examination in

physiology, hygiene, and substance abuse issues pursuant to

N.J.A.C. 6A:9-5.9. If the candidate seeks an endorsement in a

regulated occupation for which a State-issued occupational

license, certificate, or registration is required for employment in

or practice of the occupation, the candidate shall also hold the

State-issued occupational license, certificate, or registration.

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 1. Candidates with a four-year degree or higher who

graduate on or after September 1, 2004, with a GPA that

is below 2.75 in a four-year degree program, but at least

2.50 when a GPA of 4.00 equals an A grade, and for

whom no state-endorsed test is available, may meet the

requirements of (c)1ii by submitting evidence of a

minimum of two years (4,000 hours) of full-time

employment or equivalent part-time employment

pursuant to N.J.A.C. 6A:9-11.2 (c)1i(1).

iii. For degree-based endorsements using an associate’s level degree:

The candidate shall possess a two-year degree in a Department-

approved subject area for the endorsement and shall complete at

least 30 credits in a coherent sequence of courses in the subject

area from a regionally accredited college or university. The

candidate shall also submit evidence of a minimum of two years

of eligible employment, which will be equivalent to 4,000 hours

of employment, pursuant to N.J.A.C. 6A:9-11.2(c)1i(1). The

candidate shall pass an examination in physiology, hygiene, and

substance abuse issues pursuant to N.J.A.C. 6A:9-5.9. If the

candidate seeks an endorsement in a regulated occupation for

which a State-issued occupational license, certificate, or

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 registration is required for employment in or practice of the

occupation, the candidate shall also hold the State-issued

occupational license, certificate, or registration.

(1) Candidates using an associate’s level degree who do not

meet the GPA requirements identified under (c)1ii(1),

above, and for whom no state-endorsed test is available,

are required to apply for a certificate as per the

requirements of N.J.A.C. 6A:9-11.2 (c)1i.

2. To be eligible for the CEAS, the candidate shall:

i. Hold a bachelor’s or an advanced degree from a regionally

accredited college or university;

ii. Complete at least 30 credits in a coherent sequence of courses

appropriate to the endorsement. At least 12 semester-hour

credits must be at the advanced level of study, including the

junior, senior or graduate level study. All coursework must

appear on the transcript of a regionally accredited four-year

college or university;

iii. Pass the appropriate state test of subject matter knowledge. A

candidate who graduates with a GPA that is 3.50 or higher,

when a GPA of 4.00 equals an A grade, but whose score in the

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 appropriate State test of subject matter knowledge falls below

the passing score by no more than five percent will meet the

requirements of (c)1ii above. This alternative requirement to

(c)1ii above should not be construed as a waiver to N.J.A.C.

6A:9-17.16.

iv. A candidate who graduates on or after September 1, 2004 with

a GPA that is below 2.75, but at least 2.50 when a GPA of 4.00

equals an A grade, and whose score in the appropriate State test

of subject matter knowledge exceeds the passing score by 10

percent or more will meet the requirements of (c)1ii above.

This alternative requirement to (c)1ii above should not be

construed as a waiver to N.J.A.C. 6A:9-17.16.

v. Pass an examination in physiology, hygiene and substance

abuse issues pursuant to N.J.A.C. 6A:9-5.9.; and

vi. Complete one of the following programs of teacher preparation

that culminates in student teaching:

(1) A New Jersey college program, graduate or

undergraduate, approved by the Department for the

preparation of teachers pursuant to N.J.A.C. 6A:9-10;

(2) A college preparation program included in the interstate

certification reciprocity system of NASDTEC;

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 (3) An out-of-State teacher education program approved by

NCATE, TEAC or any other national professional

education accreditation body recognized by the Council

on Higher Education Accreditation approved by the

Commissioner;

(4) A teacher education program approved for certification

by the Department in one of the states party to the

NASDTEC Interstate Contract, provided the program

was completed on or after January 1, 1964 and the state

in which the program is located would issue the

candidate a comparable endorsement; or

(5) An out-of-State college teacher education program

approved by the state department of education in which

the program is located.

3. To be eligible for the provisional certificate, the candidate shall:

i. Hold a CE or CEAS in the endorsement area required for the

teaching assignment; and

ii. Obtain and accept an offer of employment in a position that

requires the endorsement that the candidate holds; and

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 iii. Be registered in a State-approved district training program upon

employment and in accordance with N.J.A.C. 6A:9-8.3.

4. While teaching under the provisional certificate, the candidate shall

participate in a State-approved district training program. The State-

approved district training program shall that comply with the

requirements of N.J.A.C. 6A:9-8.3.

5. To be eligible for the standard certificate, the candidate shall satisfy one

of the following:

i. Possess a provisional certificate pursuant to N.J.A.C. 6A:9-8.2

and complete a State-approved training program pursuant to

N.J.A.C. 6A:9-8.3 and 8.4.; or

ii. Complete a state-approved college teacher preparation program

in another state that meets the requirements of (c)2 above, and

have a minimum of one year of successful teaching experience

under a valid out-of-State certificate/license.

(d) Holders of standard instructional certificates with other endorsements, except as

indicated in N.J.A.C. 6A:9-11.1 and 11.7, may obtain a career and technical

education endorsement upon completion of the experience requirement or the

academic major and test requirement.

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(e) Holders of vocational-technical instructional endorsements issued prior to

January 20, 2004 remain valid. These teachers are authorized to teach in the

career and technical education programs for which they hold endorsements. A

crosswalk of these former certificates that identifies under which of the new

career clusters the teacher’s certificate falls is available from the Office.

(f) A candidate who has graduated from a regionally accredited college or

university that does not award grades and does not calculate GPAs shall

be exempt from the requirements in (c)1i2 above. Upon application, the

candidate shall provide the Office with an original registrar’s letter from

the college or university bearing the college or university seal and

clarifying the institution’s policy regarding GPAs. The candidate shall

satisfy all other requirements for certification, without exception.

6A:9-11.3 Special education

(a) The following are special education endorsements and authorizations:

1. Teacher of students with disabilities: This endorsement authorizes

teaching students with disabilities.

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 2. Teacher of the blind or visually impaired: This endorsement authorizes

teaching blind or visually impaired students.

3. Teacher of the deaf or hard of hearing for oral/aural communication:

This endorsement authorizes teaching deaf or hard of hearing students

using oral/aural communication strategies.

4. Teacher of the deaf or hard of hearing for sign language communication:

This endorsement authorizes teaching deaf or hard of hearing students

using sign language communication strategies.

5. Holders of special education endorsements as set forth in (a)1 through 4

above also may provide consultative services and supportive resource

programs, including supplemental instruction, modification and

adaptation of curriculum and instruction to students with disabilities in

general education programs in grades preschool through 12.

(b) To be eligible for a CE in special education, the candidate shall:

1. Possess or be eligible for a standard or provisional New Jersey

instructional certificate with an endorsement appropriate to the subject

or grade level to be taught; and

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 2. For the deaf or hard of hearing for sign language communication

endorsement, achieve an intermediate or higher score on the Sign

Communication Proficiency Interview (SCPI).

(c) To be eligible for the CEAS in special education, the candidate who has met the

requirements in (b)1 above shall complete one of the programs of teacher

preparation set forth in (c)1 through 5 below. In addition to the CEAS in

special education, candidates for the deaf or hard of hearing with sign lanauage

communication endorsement must achieve an intermediate or higher score on

the SCPI.

1. A New Jersey program, graduate or undergraduate, approved by the

Department for the preparation of special education teachers as

identified in N.J.A.C. 6A:9-10;

2. A special education college preparation program included in the

interstate certification reciprocity system of NASDTEC;

3. An out-of-State special education teacher education program approved

by NCATE;

4. A special education teacher education program approved for

certification by the state department of education in one of the states

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 party to the NASDTEC Interstate Contract, provided the program was

completed on or after January 1, 1964 and the state in which the

program is located would issue the candidate a comparable certificate; or

5. An out-of-State special education teacher preparation program approved

by the state department of education in which the program is located.

(d) For issuance of a provisional certificate a candidate must:

1. Hold a CE or CEAS in the special education endorsement area and the

instructional endorsement required for the teaching assignment;

2. Obtain and accept an offer of employment in a position that requires

special education certification;

3. Be registered in a State-approved district training program upon

employment and in accordance with N.J.A.C. 6A:9-8.3; and

4. Be enrolled in a Department-approved program at a college or university

that includes a range of 21 to 27 credit hours in the topics listed in (e),

(f), (g) or (h) below.

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(e) Except as provided in (f), (g) and (h) below, while teaching under a provisional

certificate with a Students with Disabilities endorsement, the candidate shall

complete:

1. An approved district training program pursuant to N.J.A.C. 6A:9-8.3 and

8.4 concurrently with or followed by the requirement in (e)2 below. The

requirements of N.J.A.C. 6A:9-8.3 and 8.4 shall not apply to holders of

standard instructional certificates if previously completed; and

2. A Department approved program at a college or university that includes

a range of 21 to 27 credit hours of formal instruction in the following

topics:

i. Philosophical, historical and legal foundations of special

education;

ii. Characteristics of students with disabilities;

iii. Standardized and functional assessment;

iv. Strategies for the development of literacy;

v. Curriculum planning, learning environments, modifications and

materials for students with disabilities;

vi. Inclusive education practices, positive behavioral supports,

communication and collaborative partnerships;

vii. Assistive technology; and

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 viii. Transition planning, program development and agencies

available for students with disabilities.

(f) While teaching under a provisional certificate with a Blind or Visually Impaired

endorsement, the candidate shall complete:

1. An approved district training program pursuant to N.J.A.C. 6A:9-8.3 and

8.4 concurrently with or followed by the requirement in (f)2 below. The

requirements of N.J.A.C. 6A:9-8.3 and 8.4 shall not apply to holders of

standard instructional certificates if previously completed; and

2. A Department approved program at a college or university that includes

a range of 21 to 27 credit hours of formal instruction in the following

topics:

i. Philosophical, historical and legal issues in the education of

students who are blind/visually impaired;

ii. Anatomy, physiology and characteristics of students who are

blind/visually impaired;

iii. Standardized and functional assessment of students who are

blind/visually impaired;

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 iv. Strategies and materials for developing literacy and numeracy

skills in students who are blind or visually impaired including

Braille and Nemeth codes;

v. Curriculum planning, learning environments, modifications and

materials for students who are blind/visually impaired;

vi. Inclusive education practices, positive behavioral supports,

communication and collaborative partnerships;

vii. Assistive technology and augmentative communication systems

for students who are blind or visually impaired;

viii. Orientation and mobility concepts and techniques; and

ix. Transition planning, program services and agencies available for

students who are blind/visually impaired.

(g) While teaching under a provisional certificate with a Deaf or Hard of Hearing

with oral/aural communication endorsement, the candidate shall complete:

1. An approved district training program pursuant to N.J.A.C. 6A:9-8.3 and

8.4 concurrently with or followed by the requirement in (g)2 below. The

requirements of N.J.A.C. 6A:9-8.3 and 8.4 shall not apply to holders of

standard instructional certificates if previously completed; and

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2. A Department approved program at a college or university that includes

a range of 21 to 27 credit hours of formal instruction in the following

topics:

i. Philosophical, historical and legal issues in the education of

students who are deaf/hard of hearing;

ii. Characteristics of students who are deaf/hard of hearing;

iii. Standardized and functional assessment of students who are

deaf/hard of hearing;

iv. Strategies for the development of language and literacy of

students who are deaf/hard of hearing;

v. Curriculum planning, learning environments, modifications and

materials for students who are deaf/hard of hearing;

vi. Inclusive education practices, positive behavioral supports,

communication and collaborative partnerships;

vii. Speech, applied audiology, assistive listening devices and

assistive technology;

viii. American Sign Language, deaf culture and communication

philosophies; and

ix. Transition planning, program services and agencies available for

students who are deaf/hard of hearing.

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(h) While teaching under a provisional certificate with a Deaf or Hard of Hearing

with sign language communication endorsement, the candidate shall complete:

1. An approved district training program pursuant to N.J.A.C. 6A:9-8.3 and

8.4 concurrently with or followed by the requirement in (h)2 below. The

requirements of N.J.A.C. 6A:9-8.3 and 8.4 shall not apply to holders of

standard instructional certificates if previously completed; and

2. A Department approved program at a college or university that includes

a range of 21 to 27 credit hours of formal instruction in the following

topics:

i. Philosophical, historical and legal issues in the education of

students who are deaf/hard of hearing;

ii. Characteristics of students who are deaf/hard of hearing;

iii. Standardized and functional assessment of students who are

deaf/hard of hearing;

iv. Strategies for the development of language and literacy of

students who are deaf/hard of hearing;

v. Curriculum planning, learning environments, modifications, and

materials for students who are deaf/hard of hearing;

vi. Inclusive education practices, positive behavioral supports,

communication and collaborative partnerships;

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 vii. Speech, applied audiology, assistive listening devices, and

assistive technology;

viii. American Sign Language, deaf culture and communication

philosophies; and

ix. Transition planning, program services and agencies available for

students who are deaf/hard of hearing.

(i) Holders of a CEAS in special education pursuant to (c) above are not required

to complete (e)2, (f)2, (g)2 or (h)2 above.

(j) Holders of a CEAS in Students with Disabilities are not required to complete

(e)2 above. Holders of a CEAS in Blind or Partially Sighted are not required to

complete (f)2 or above. Holders of a CEAS in Deaf or Hard of Hearing with

oral/aural communication are not required to complete (g) 2 above. Holders of

a CEAS in Deaf or Hard of Hearing with sign language communication are not

required to complete (h)2 above.

(k) No person shall be employed under provisional certification for more than six

years in a position requiring certification as a special education teacher.

(l) The special education pedagogy shall be completed at a regionally accredited

four year college or university.

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(m) To be eligible for the standard certificate with an endorsement in special

education, the candidate shall:

1. Possess a provisional certificate pursuant to (d) above, complete a state-

approved training program pursuant to (e), (f), (g) or (h) above while

employed provisionally in a position requiring the relevant special

education endorsement and hold a standard New Jersey instructional

certificate; or

2. Complete a state approved college special education preparation

program in another state, complete the New Jersey test requirement,

have a minimum of one year of successful teaching experience under a

valid out-of-State certificate/license, and hold a New Jersey instructional

endorsement.

(n) With the exception of military science and experience-based vocational

endorsements, candidates who hold a standard New Jersey instructional

certificate shall be issued the appropriate standard special education

endorsement upon completion of a Department-approved college special

education program. Holders of the military science and experience-based

vocational endorsements shall complete all the requirements in (b) above and a

Department-approved special education program to be eligible for a standard

special education endorsement. Holders of the standard preschool through

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 grade 3 endorsements shall be issued the appropriate standard special education

endorsement upon completion of a Department-approved college special

education program.

(o) Holders of standard certificates with special education endorsements shall be

issued additional instructional certificates when they meet the requirements for

a CE pursuant to N.J.A.C. 6A:9-8.1(a).

(p) Those individuals currently teaching in the field of special education under

emergency certification may continue to do so until August 31, 2006.

(q) Candidates in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have until august 31, 2006 to complete the

requirements set forth in the written evaluation.

(r) A candidate who matriculated and enrolled in classes in a special education

teacher preparation program that meets the requirements set forth in N.J.A.C.

6:11, as effective prior to January 20, 2004, no later than spring semester 2005

and completes the program by September 1, 2008 shall be issued the Teacher of

the Handicapped endorsement. The candidate shall apply to the Office no later

than March 1, 2009. A candidate who meets the requirements in this section but

applies to the Office after March 1, 2009 shall be required to meet the

requirements of (b) above. If this candidate has not completed a minimum of

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 one year of full-time teaching under a valid out-of-State certificate, the

candidate shall be considered a novice teacher and shall be required to complete

a year of mentored teaching.

(s) Except as indicated in N.J.A.C. 6A:9-11.2 and 11.7, holders of a standard

Teacher of the Handicapped certificate may obtain additional instructional

endorsements upon completion of the academic and test requirements listed in

N.J.A.C. 6A:9-8.1 and upon presentation of an original letter from a school

official documenting a minimum of one year of experience teaching special

education students under a Teacher of the Handicapped endorsement.

6A:9-11.4 Bilingual/bicultural education

(a) To be eligible for the bilingual/bicultural CE, the candidate shall:

1. Possess a CE, CEAs or standard New Jersey instructional certificate

with an appropriate endorsement to the subject or grade level to be

taught; and

2. Pass a Department-approved, nationally recognized test of oral and

written proficiency in both English and the target language.

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(b) To be eligible for the bilingual/bicultural CEAS, the candidate shall complete

the requirements in (a) above and a Department-approved college program for

the preparation of teachers of bilingual/bicultural education.

(c) To be eligible for a provisional certificate, a candidate shall:

1. Possess a CE or a CEAS in bilingual/bicultural education and an

instructional certificate with an endorsement appropriate to the subject

or grade level to be taught;

2. Obtain an offer of employment in a position that requires certification as

teacher of bilingual/bicultural education; and

3. Be registered in a State-approved district training program upon

employment in accordance with N.J.A.C. 6A:9-8.3.

(d) No person shall be employed under provisional certification for more than four

years in a position requiring certification as a teacher of bilingual/bicultural

education.

(e) While teaching under provisional certification, a candidate with a

bilingual/bicultural education CE shall complete:

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 1. A State-approved district training program pursuant to N.J.A.C. 6A:9-

8.3 and 8.4 concurrently with or followed by the requirements of (e)2

below. The requirements of N.J.A.C. 6A:9-8.3 and 8.4 shall not apply to

holders of standard instructional certificates if previously completed;

and

2. A Department approved college program that includes 12 credit hours of

formal instruction in the following topics:

i. Linguistics;

ii. Language acquisition;

iii. Developing literacy skills for the second language learner;

iv. Methods of teaching content in bilingual education; and

v. Theory and practice of teaching bilingual education.

(f) While teaching under provisional certification, a candidate with a

bilingual/bicultural education CEAS shall complete a State-approved district

training program.

(g) While teaching under provisional certification, a candidate with a CEAS in the

subject or grade level to be taught bilingually shall complete (e)1 and 2 above.

(h) To be eligible for a standard certificate, a candidate shall:

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 1. Hold a standard New Jersey instructional certificate with an

endorsement appropriate to the subject or grade level to be taught, hold a

provisional certificate pursuant to (c) above and complete the

requirements in (e) above while employed provisionally in a position

requiring the bilingual endorsement; or

2. Complete a state-approved college bilingual/bicultural education

preparation program in another state, hold a standard New Jersey

instructional certificate with an endorsement appropriate to the subject

or grade level to be taught bilingually, complete the oral and written

language proficiency test in both English and the target language, and

have a minimum of one year of successful teaching experience under a

valid out-of-State certificate/license.

(i) With the exception of the military science and experience-based vocational

endorsements, candidates who hold a standard New Jersey instructional

certificate with an endorsement appropriate to subject or grade level to be taught

bilingually shall be issued the standard bilingual/bicultural education

endorsement upon completion of the oral and written language proficiency test

in English and the target language and a state approved bilingual education

program. Holders of the military science and experience-based vocational

endorsements must complete all requirements in (b) above and a Department-

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 approved college bilingual/bicultural program to be eligible for standard

bilingual/bicultural education certification.

(j) Those individuals currently teaching under emergency bilingual/bicultural

education certification may continue to teach until August 31, 2006.

(k) Candidates in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have until August 31, 2006 to complete the

requirements set forth in the written evaluation.

6A:9-11.5 English as a second language

(a) To be eligible for the English as a second language (ESL) CE, the candidate

shall:

1. Hold a bachelor’s or higher degree from a regionally accredited college

or university;

2. For those applicants graduating before September 1, 2004, hold a

cumulative GPA of at least 2.50 when a GPA of 4.00 equals an A grade

in a baccalaureate degree program, higher degree program or in a State-

approved post-baccalaureate certification program with a minimum of

13 semester hour credits; for those applicants who graduate on or after

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 September 1, 2004, achieve a cumulative GPA of at least 2.75 when a

GPA of 4.00 equals an A grade in a baccalaureate degree program,

higher degree program or in a State-approved post-baccalaureate

certification program with a minimum of 13 semester-hour credits;

3. Pass a Department-approved, nationally recognized test of oral and

written English language proficiency ; and

4. Pass an examination in physiology, hygiene and substance abuse issues

pursuant to N.J.A.C. 6A:9-5.9.

(b) To be eligible for the ESL CEAS, the candidate shall complete the requirements

in (a) above and a Department-approved college program for the preparation of

ESL teachers.

(c) To be eligible for a provisional certificate, the candidate shall:

1 Possess an ESL CE or CEAS;

2. Obtain an offer of employment in a position that requires ESL

certification; and

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 3. Be registered in a State-approved district training program upon

employment in accordance with N.J.A.C. 6A:9-8.3.

(d) No person shall be employed under a provisional certificate for more than four

years in a position requiring ESL certification.

(e) While teaching under provisional certification, the candidate shall complete:

1. A State-approved training program pursuant to N.J.A.C. 6A:9-8.3 and 8.4

concurrently with or followed by the requirements of (e)2 below. The

requirements of N.J.A.C. 6A:9-8.3 and 8.4 shall not apply to holders of

standard instructional certificates if previously completed; and

2. A Department-approved college program that includes a range of 15 to 21

credit hours of formal instruction in the topics in (e)2i through vii below.

This requirement shall not apply to provisional teachers who hold a CEAS

pursuant to N.J.A.C. 6A:9-8.1(b).

i. The historical and cultural backgrounds of limited English

proficient students;

ii. Linguistics;

iii. Language acquisition;

iv. The structure of American English;

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 v. Developing literacy skills for the second language learner;

vi. Methods of teaching ESL including teaching English through

content; and

vii. Theory and practice of teaching ESL.

(f) To be eligible for a standard certificate with an ESL endorsement, the candidate

shall:

1. Hold a provisional certificate pursuant to (c) above and complete

requirements in (e) above while employed provisionally in a position

requiring the ESL endorsement; or

2. Complete a state-approved college ESL preparation program in another

state, complete the oral and written language proficiency test in

English,and have a minimum of one year of successful teaching

experience under a valid out-of-State certificate/license.

(g) With the exception of the military science, preschool through grade 3 and

experience-based vocational endorsements, candidates who hold a standard

New Jersey instructional certificate shall be issued the standard ESL

endorsement upon successful completion of the oral and written language

proficiency test in English and a Department-approved college ESL program.

A candidate who holds a standard New Jersey preschool through grade 3 or

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 experience-based vocational endorsement shall be eligible for the ESL

endorsement if the candidate meets the requirements of N.J.A.C. 6A:9-8.1(a)1

and 8.3(b)4 upon successful completion of the oral and written language

proficiency test in English and a Department-approved college ESL program.

This provision does not apply to holders of the Teacher of Military Science

endorsement.

(h) Those individuals currently teaching under emergency English as a Second

Language certification may continue to teach until August 31, 2006.

(i) Candidates in possession of a written evaluation completed by the Office prior to

January 20, 2004 will have until August 31, 2006 to complete the requirements

set forth in the written evaluation.

6A:9-11.6 Driver education

(a) To be eligible for the CEAS or standard certificate with a driver education

endorsement, the candidate shall:

1. Hold a CEAS or standard New Jersey instructional endorsement in health

or in health and physical education;

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 2. Hold a valid New Jersey or out-of-State driver’s license. Candidates shall

submit an official driving record/abstract from the state in which they are

currently licensed to demonstrate the possession of a valid driver’s license;

3. Document three consecutive years of automobile driving experience

immediately prior to application by submitting a notarized statement; and

4. Complete a course in driver education at a regionally accredited four-year

college or university.

(b) Pursuant to N.J.S.A. 18A:26-2, holders of a driving instructor license issued by

the New Jersey Motor Vehicle Commission who do not hold the driver

education endorsement issued by the Department may provide only behind-the-

wheel driver education in public schools, and shall not provide classroom

instruction in driver education.

6A:9-11.7 Military science

(a) To be eligible for the standard certificate with a military science endorsement,

the candidate shall:

1. Document 20 years of military service; and

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 2. Hold valid certification authorizing employment as a military science

instructor from the branch of service in which the candidate served.

(b) To retain this endorsement, the holder must maintain the military employment

authorization as set forth in (a)2 above. It is the district’s responsibility to

ensure that the military science teacher maintains valid military certification

pursuant to N.J.A.C. 6A:9-5.1(b).

(c) Holders of this endorsement shall not use it as the basis for obtaining additional

endorsements. Holders may obtain additional endorsements by meeting

applicable requirements outlined in this chapter.

6A:9-11.8 Health and physical education

(a) In addition to the requirements in N.J.A.C. 6A:9-8.1, to be eligible for the CE,

CEAS or standard certificate with a health and physical education endorsement,

the candidate shall complete one of the following:

1. A 30-credit coherent sequence of courses in health and a minimum of 15

credits in physical education. The study of individual, dual and team

sports must be included in the physical education credits; or

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 2. A 30-credit coherent sequence of courses in physical education and a

minimum of 15 credits in health. The study of individual, dual and team

sports must be included in the physical education credits.

6A:9-11.9 Physical science

(a) In addition to the requirements in N.J.A.C. 6A:9-8.1, to be eligible for the CE,

CEAS or standard certificate with a physical science endorsement, the candidate

shall complete one of the following:

1. A 30-credit coherent sequence of courses in physics and a minimum of

15 credits in chemistry; or

2. A 30-credit coherent sequence of courses in chemistry and a minimum

of 15 credits in physics.

6A:9-11.10 World languages

(a) In addition to the requirements in N.J.A.C. 6A:9-8.1, to be eligible for the CE,

CEAS or standard certificate with a world language endorsement, the candidate

shall:

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 1. Possess linguistic competency in the designated world language as

demonstrated on a Department-approved, nationally recognized test of

oral language proficiency for spoken language, reading/writing

proficiency for classical languages or receptive/expressive proficiency

for American Sign Language; and

2. Complete a minimum of three semester-hour credits in second language

acquisition theory and related methodologies offered by a regionally

accredited four-year college or university within 12 months of initial

assignment. No CEAS or standard world languages certificate shall be

issued until this requirement is completed.

(b) Elementary school teachers, preschool through grade 3 teachers and nursery

school teachers who teach world languages more than half-time and complete

the requirements in (a) above shall be authorized to teach world languages in the

grade levels authorized by their endorsement. Elementary school teachers,

preschool through grade 3 teachers and nursery school teachers who teach world

languages half-time or less shall be authorized to teach world languages in the

grade levels authorized by their endorsement upon demonstrating linguistic

competency in the designated world language as demonstrated on a

Department-approved, nationally recognized test of oral language proficiency

for spoken language or receptive/expressive proficiency for American Sign

Language.

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(c) A candidate who matriculated and enrolled in classes in a world language

teacher preparation program no later than spring semester 2005 that meets the

requirements outlined in N.J.A.C. 6A:9-8.1(b) and completes the program by

September 1, 2007 shall not be required to complete the linguistic competency

requirement outlined in (a)1 above.

1. The candidate shall apply to the Office no later than March 1, 2008.

2. A candidate who meets the requirements in this section but applies to the

Office after March 1, 2008 shall be required to complete the linguistic

competency requirement.

6A:9-11.11 Elementary school with subject matter specialization

(a) To be eligible for the elementary school with subject matter specialization

endorsement, the candidate shall:

1. Hold a CE or CEAS with an elementary school endorsement in accord

with the requirements of N.J.A.C. 6A:9-8.1 or hold a standard certificate

with an elementary school endorsement in accord with the requirements

of N.J.A.C. 6A:9- 8.8;

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 2. Complete a course in child and early adolescent development as aligned

with Standard Two of the Professional Standards for Teachers, N.J.A.C.

6A:9-3.3(a)2. Holders of the CE must complete this study before

issuance of the standard certificate;

3. Complete 15 semester-hours in any one of the following CCCS subject

fields:

i. Language arts literacy;

ii. Mathematics;

iii. Science;

iv. Social studies; or

v. A single world language; and

4. Pass the appropriate state test in the content area.

(b) To be eligible for the CE, CEAS or standard elementary school with subject

matter specialization with a world languages endorsement, the candidate shall,

in addition to (a) above:

1. Possess linguistic competency in the designated world language as

demonstrated on a Department-approved, nationally recognized test of

oral language proficiency for spoken language, reading/writing

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 proficiency for classical languages or receptive/expressive proficiency

for American Sign Language; and

2. Complete a minimum of three semester-hour credits in second language

acquisition theory and related methodologies offered by a regionally

accredited four-year college or university within 12 months of initial

assignment. No CEAS or standard elementary school with

specialization in a world language certificate shall be issued until this

requirement is completed.

(c) Holders of this endorsement may be eligible for additional elementary school

with subject matter specialization endorsements in the CCCS subject fields

identified in (a)3i through v upon completion of the requirements of (a)3 and 4

for each area of specialization requested.

6A:9-11.12 Swimming and water safety

(a) To be eligible for the swimming and water safety endorsement, candidates shall

hold:

1. A standard New Jersey instructional certificate;

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 2. A valid Cardiopulmonary Resuscitation for Professional Rescuer

Certificate issued by the American Red Cross or the YMCA;

3. A valid Lifeguard Certificate issued by the American Red Cross or

YMCA; and

4. A valid Water Safety Instructor Certificate issued by the American Red

Cross or the YMCA.

(b) The chief school administrator of the employing district board of education

shall:

1. Annually notify the executive county superintendent of all teachers

assigned to teach swimming and/or diving; and

2. Forward to the executive county superintendent copies of each valid

American Red Cross or YMCA certificate identified in (a)2 through 4

above for every person assigned to teach swimming and/or diving.

6A:9-11.13 Technology education

(a) The technology education endorsement established in N.J.A.C. 6A:9-9.2(a)8 is

required to teach technology education in all public schools. Technology

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 education includes content aligned with the CCCS and the standards for

technology literacy published by the International Technology Education

Association.

(b) In addition to the requirements established in N.J.A.C. 6A:9-8.1, to be eligible

for the CE, CEAS or standard certificate with a technology education

endorsement, the candidate shall complete study in:

1. The nature of technology or technology and society;

2. Technological design;

3. The use of tools and materials and safety related to using tools and

materials; and

4. Three of the following seven areas:

i. Medical technologies;

ii. Agricultural and related biotechnologies;

iii. Energy and power technologies;

iv. Information and communication technologies;

v. Transportation technologies;

vi. Manufacturing technologies; and/or

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 vii. Construction technologies.

(c) Holders of New Jersey industrial arts endorsements or their equivalent who are

employed in a school district prior to April 23, 2004 teaching technology

education as defined in (a) above shall be issued the technology education

endorsement upon application to the Office.

(d) Holders of New Jersey industrial arts endorsements or their equivalent who do

not meet the requirements in (c) above shall be eligible for the technology

education endorsement upon completion of the State test requirement and

submission of an application to the Office.

6A:9-11.14 Art

(a) In addition to the requirements in N.J.A.C. 6A:9-8.1, to be eligible for the CE,

CEAS or standard certificate with an art endorsement, the candidate shall

complete the following:

1. The candidate shall present studio experience in each of the following

required areas of study:

i. Drawing;
ii. Painting; and
iii. Sculpture and/or Ceramics.

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(b) Candidates who have completed a major in Fine Arts are exempt from the

requirements set forth in N.J.A.C. 6A:9-11.14(a) above.

6A:9-11.15 Speech Arts and Dramatics

(a) In addition to the requirements in N.J.A.C. 6A:9-8.1, to be eligible for the CE,

CEAS or standard certificate with a speech arts and dramatics endorsement, the

candidate shall complete one of the following:

1. A 30-credit coherent sequence of courses in speech arts and a minimum

of 15 credits in theater; or;

2. A 30-credit coherent sequence of courses in theater and a minimum of

15 credits in speech arts.

6A:9-11.16 Social Studies

(a) In addition to the requirements in N.J.A.C. 6A:9-8.1, to be eligible for the CE,

CEAS or standard certificate with a social studies endorsement, the candidate

shall complete a minimum of 15 semester hour credits in history to include a

minimum of one course in American History and one course in World History.

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6A:9-11.17 Family and consumer sciences

(a) In addition to the requirements in N.J.A.C. 6A:9-8.1, to be eligible for the CE,

CEAS or standard certificate with a comprehensive family and consumer

sciences endorsement, the candidate shall complete study in the following

required areas:

1. Child and family development and care/human development, and related

careers;

2. Food preparation, nutrition and food science, and related careers;

3. Apparel/construction, textiles, interiors/housing and environments, and

related careers; and

4. Personal and family financial/resource management, and related careers.

6A:9-11.18 Teacher of Supplemental Instruction in Reading and Mathematics,

Grades K-8.

(a) To be eligible for a certificate of eligibility in Teacher of Supplemental

Instruction in Reading and Mathematics, Grades K-8, an applicant must

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 complete all of the requirements for a certificate of eligibility as Teacher of

Elementary School K-5, at 6A:9-8.1(b);

(b) To be eligible for a certificate of eligibility with advanced standing as Teacher

of Supplemental Instruction in Reading and Mathematics, Grades K-8, the

candidate shall:

1. Meet the requirements in (a) above;

2. Complete one of the teacher preparation program alternatives

culminating in student teaching appropriate to Elementary Teacher K-5

as designated in N.J.A.C. 6A:9-8.1; and

3. Meet the GPA and test score requirements designated in N.J.A.C.

6A:9-8.1.

(b) For issuance of a provisional certificate, a candidate must:

1. Hold a certificate of eligibility or certificate of eligibility with advanced

standing in Teacher of Supplemental Instruction in Reading and

Mathematics, Grades K-8;

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 2. Obtain and accept an offer of employment in a position that requires this

certification; and

3. Be registered in a State-approved district training program upon

employment and in accordance with N.J.A.C. 6A:9-8.3.

(c) Any public or non-public school or agency using public funds to directly employ

and supervise a teacher with this endorsement must develop a mentoring plan and

assign a qualified mentor to any provisionally-certified teacher in accordance with

N.J.A.C. 6A:9-8.4.

(d) While being mentored under the provisional certificate, a teacher holding this

endorsement:

1. May not be assigned to more than two schools; and

2. Must conduct all teaching in a formal classroom environment with a

minimum of eight students that approximates the experiences that novice

teachers are expected to have, including but not limited to lesson planning,

effective classroom management, instructional strategies, and

incorporation of the New Jersey Core Curriculum Content Standards and

the Content-Based Professional Standards for K-5 Instruction.

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 (e) While teaching under a provisional endorsement, the teacher shall participate in a

State-approved district training program appropriate to holders of the K-5

endorsement. The State-approved district training program shall comply with the

requirements in either N.J.A.C. 6A:9-8.3 or 8.5, as appropriate.

(f) No person shall be employed under provisional certification for more than a total

of four years in a position requiring certification as a Teacher of Supplemental

Instruction in Reading and Mathematics, Grades K-8.

(g) The standard certificate for Teacher of Supplemental Instruction in Reading and

Mathematics, Grades K-8 shall be awarded upon successful completion of the

candidate’s Provisional Teacher Program, including Regional Training Center

study if required, as designated in N.J.A.C. 6A:9-8.8.

(h) Holders of the standard certificate for Teacher of Supplemental Instruction in

Reading and Mathematics, Grades K-8 shall not be eligible for other standard

instructional certificate endorsements under N.J.A.C. 6A:9-8.8.(b).until they first

complete all requirements for one other standard instructional certificate

endorsement, including Provisional Teacher Program, and if necessary any

Regional Training Center requirements. Upon receipt of this second standard

instructional endorsement, holders of the standard certificate for Teacher of

Supplemental Instruction in Reading and Mathematics, Grades K-8 shall then be

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 eligible for additional standard instructional endorsements under N.J.A.C. 6A: 9-

8.8.8(b).

6A:9-11.19 Individuals Enrolled in Degree Programs Prior to January 7, 2008

A candidate who matriculates and enrolls in a State-approved teacher preparation

program in accordance with the applicable subsection of N.J.A.C. 6A:9-11.13 through

11.17 above, on or after January 7, 2009, shall be required to complete all requirements

of the applicable subsection above effective as of January 7, 2008. A candidate who is

matriculated and enrolled in an out-of-State approved teacher preparation program in

accordance with the applicable subsection of N.J.A.C. 6A:9-11.13 through 11.17 above,

prior to January 7, 2009, and applies to the Office no later than January 7, 2010, shall

complete all requirements under former N.J.A.C. 6A:9-8.1, as effective January 6,

2008. A candidate who does not apply to the Office by January 20, 2010 shall fulfill the

applicable requirements under N.J.A.C. 6A:9-11.13 through 6A:9-11.17 in this section.

SUBCHAPTER 12. REQUIREMENTS FOR ADMINISTRATIVE

CERTIFICATION

6A:9-12.1 Use of requirements

(a) These requirements will be used by the Department in the following ways:

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 1. As a basis for approving college preparation programs for administrative

and supervisory personnel;

2. As the basis for approving non-traditional programs offered by service

providers for administrative and supervisory personnel;

3. As the basis for evaluating the eligibility of candidates for administrative

or supervisory certification; and

4. As the basis for defining the nature and extent of experience used in

development of residencies required of administrative candidates for

certification.

(b) Colleges and universities shall provide the Office with a list of those students

that have matriculated in New Jersey administrative preparation programs

approved by the Department prior to January 20, 2004. This includes those

students that matriculated in the approved programs in fall 2004 and spring

2005. The list of students shall be submitted to the Office no later than March

31, 2005. Those candidates must complete all requirements specified under

former N.J.A.C. 6:11-9 by September 1, 2007. Candidates that do not complete

all of the requirements specified under former N.J.A.C. 6:11-9 by September 1,

2007 shall fulfill the requirements in this subchapter.

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6A:9-12.2 College degrees

All candidates for administrative and supervisory certification, except as indicated in

N.J.A.C. 6A:9-12.7, must hold a master’s or higher degree from a regionally accredited

college or university.

6A:9-12.3 Authorization

(a) The school administrator endorsement is required for any position that involves

services as a district-level administrative officer. Such positions shall include

superintendent, assistant superintendent, and director. Holders of this

endorsement are authorized to provide educational leadership by directing the

formulation of district-wide goals, plans, policies and budgets, by

recommending their approval by the district board of education and by directing

their district-wide implementation. Holders of this endorsement are authorized

to recommend all staff appointments and other personnel actions, such as

terminations, suspensions and compensation, including the appointment of

school business administrators, for approval by the district board of education.

Holders of this endorsement are authorized to direct district operations and

programs, and to supervise and evaluate building administrators and central

office staff, including school business administrators. They are also authorized

to oversee the administration and supervision of school-level operations, staff

and programs.

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(b) The principal endorsement is required for any position that involves service as

an administrative officer of a school or other comparable unit within a school or

district. Such positions shall include assistant superintendent for curriculum and

instruction, principal, assistant principal, vice-principal and director. The holder

of a standard principal endorsement is also authorized to serve in the position of

supervisor. Holders of this endorsement are authorized to provide educational

leadership by directing the formulation of goals, plans, policies, budgets and

personnel actions of the school or other comparable unit, and recommending

them to the chief district administrator, and by directing their implementation in

the school or other comparable unit. Holders of this endorsement also are

authorized to direct and supervise all school operations and programs, to

evaluate school staff, including teaching staff members and to direct the

activities of school-level supervisors.

(c) The supervisor endorsement is required for both supervisors of instruction and

athletic directors who do not hold a standard principal’s endorsement. The

supervisor shall be defined as any school officer who is charged with authority

and responsibility for the continuing direction and guidance of the work of

instructional personnel. This endorsement also authorizes appointment as an

assistant superintendent in charge of curriculum and/or instruction.

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(d) The school business administrator endorsement is required for the chief

financial officer of a district. Such positions shall include assistant

superintendent for business, school business administrator, and assistant school

business administrator. Holders of this endorsement are authorized to perform

duties at the district level in the areas of financial budget planning and

administration, financial accounting and reporting, insurance/risk administration

and purchasing. Holders of this endorsement may also engage in facilities

planning, construction and maintenance, personnel administration,

administration of transportation and food services, and central data processing

management.

6A:9-12.4 School administrator

(a) To be eligible for the school administrator CE, the candidate shall:

1. Complete one of the following:

i. Hold a master’s or higher degree from a regionally accredited

college or university in educational leadership, or in curriculum

and instruction, or in one of the recognized fields of leadership or

management;

ii. Hold a master’s degree from a regionally accredited college or

university and complete a post-master’s program resulting in a

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 certificate of advanced study in educational administration and

supervision;

iii. Hold a master’s degree from a regionally accredited college or

university and complete a post-master’s program in a coherent

sequence of 30 semester hour credits as they appear on the

institution’s transcript. The study must be completed at one

institution in fields outlined in (a)1i above;

iv. Hold a master’s degree from a regionally accreditied college or

university and complete a New Jersey State-approved

certification program in educational leadership offered by

providers approved by the Department pursuant to N.J.A.C.

6A:9-12.5(j)2, (k)2 and (l)1; or

v. Hold a master’s degree from an NCATE or TEAC approved

program in educational leadership from an out-of-State college

or university;

2. Complete a minimum of 30 graduate credits either within the master’s

program or in addition to it, in the following quality components of

preparation to promote student learning as set forth in N.J.A.C. 6A:9-3.4

(a)1 through 6:

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 i. Leading a common vision of learning in the school community;

ii. Leading a climate and culture conducive to student learning and

staff professional growth;

iii. Leading a safe and effective environment for learning;

iv. Leading the mobilization of resources, response to diverse needs,

and collaboration with families and communities;

v. Leading with integrity and fairness; and

vi. Leading with a perspective of the larger political, social,

economic and legal context;

3. Complete a 150-hour internship in educational leadership independent of

other course requirements;

4. Pass a State-approved examination of knowledge that is acquired

through study of the topics listed in (a)2 above, aligned with the

Professional Standards for School Leaders and that is most directly

related to the functions of superintendents as defined in N.J.A.C. 6A:9-

12.3(a); and

5. Complete five years of successful educational experience in a public or

non-public school, a public or non-public school district, or a regionally

accredited higher educational setting in New Jersey or out-of-State.

(b) A candidate who matriculates and enrolls in a state-approved educational

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 leadership preparation program on or after September 1, 2008 shall be required

to complete all requirements of (a) above effective as of January 7, 2008. A

candidate who is matriculated and enrolled in a state-approved educational

leadership preparation program prior to September 1, 2008, and applies to the

Office no later than December 31, 2011, shall complete all requirements under

former N.J.A.C. 6A:9-12.4, as effective January 6, 2008. A candidate who does

not apply to the Office by December 31, 2011 shall fulfill the requirements in

this section.

(c) Applicants in possession of a written evaluation completed by the Office prior

to January 8, 2008 will have until December 31, 2011 to complete the

requirements set forth in the written evaluation. A candidate who does not apply

to the Office by December 31, 2011 shall fulfill the requirements in this section.

(d) To be eligible for a provisional school administrator’s endorsement, the

candidate shall:

1. Hold a school administrator CE; and

2. Obtain and accept an offer of employment in a position requiring the

school administrator certificate in a public school district that has agreed

formally to sponsor the residency.

- 216 -
(e) To be eligible for the standard administrative certificate with a school

administrator endorsement, the candidate shall:

1. Possess a provisional certificate pursuant to (a) and (b) above; and

2. Complete a one to two-year State-approved residency program while

employed under provisional certification in a public school district. The

residency program shall:

i. Take place in a functioning public school district environment or

may take place in an approved alternate site that serves public

school students;

ii. Require the candidate to develop a thorough understanding of

New Jersey Standards: the Core Curriculum Content Standards;

the Professional Standards for Teachers as defined in N.J.A.C.

6A:9-3.3; and the Professional Standards for School Leaders as

defined in N.J.A.C. 6A:9-3.4. Candidates shall demonstrate that

understanding through activities illustrating the promotion of

excellence in teaching and learning and providing educational

leadership to the district;

iii. Be conducted in accordance with a standard agreement issued by

the Department and entered into by the Department, the

employing school district, the candidate and the residency

- 217 -
 mentor. No residency program may be undertaken without a

valid agreement;

iv. Be administered by a State-approved mentor, an experienced

administrator who has completed a State-approved orientation,

and who shall supervise and verify completion of all required

experiences and training by the candidate. The mentor and the

local board shall, at the start of the residency, submit to the

Department a written recommendation on State-developed forms

concerning any areas of professional experience that should be

waived and any additional teaching or other special experiences,

if any, that the individual candidate should complete before

achieving standard certification. Department review and

subsequent approval shall consider the candidate’s past work

experience and recommended standards-based performance goals

during residency, and shall be specified in the standard written

agreement; and

v. Provide professional experiences, training and instruction as

defined in the Professional Standards for School Leaders and in

the areas of district planning and policy formulation; board of

education operations and relations; supervision of district wide

programs of curriculum, instruction and student services;

collegial management, participatory decision-making and

professional governance; the roles, supervision and evaluation of

- 218 -
 central office staff and school principals; district financial, legal

and business operations; management of district operations;

school facilities; labor relations and collective bargaining;

government and community relations; and school law.

(f) Each candidate for the standard administrative certificate with a school

administrator endorsement shall be evaluated formally by the mentor on at least

three occasions for purposes of certification. The first two evaluations shall be

conducted mainly for diagnostic purposes. The final evaluation shall be the

basis for issuance of the candidate’s standard certificate. All performance

evaluations shall be aligned with the Professional Standards for School Leaders

as defined in N.J.A.C. 6A:9-3.4 and reported on State-developed forms. The

mentor shall discuss each evaluation with the candidate, and the mentor and

candidate shall sign each report as evidence of such discussion. Upon

completion of each evaluation, the report shall be sent to the Department; the

final evaluation shall be accompanied by the recommendation for certification

pursuant to (g) below.

(g) Each mentor shall form an advisory panel of practicing educators and shall

convene this panel on at least three occasions for purposes of reviewing the

resident’s progress and soliciting advice concerning the certification of the

candidate. The mentor may seek the informal input of the employing district

board of education concerning the standard certification of the candidate.

- 219 -
(h) The mentor shall meet with the resident superintendent at least once a month

during the residency. The mentor shall be available on a regular basis to

provide assistance or advice upon request of the resident superintendent. The

Department may require resident superintendents to pay fees to cover the cost of

the training and mentoring services that will qualify them for certification and

employment.

(i) Standard certification for school administrator endorsement candidates shall be

approved or disapproved pursuant to the following procedures:

1. Before the end of the residency period, the mentor shall submit to the

Department a comprehensive evaluation report on the candidate’s

performance pursuant to (d) above.

2. This final report shall include one of the following certification

recommendations:

i. Approved: Recommends issuance of a standard certificate;

ii. Insufficient: Recommends that a standard certificate not be

issued but that the candidate be allowed to continue the residency

- 220 -
 or seek admission to an additional residency for one additional

year; or

iii. Disapproved: Recommends that a standard certificate not be

issued and that the candidate be prevented from continuing or re-

entering a residency.

3. Mentors act as agents of the Board of Examiners in formulating their

certification recommendations. Those recommendations shall not be

subject to review or approval by local boards of education.

4. Candidates who receive a recommendation of “approved” shall be issued

a standard certificate.

5. The mentor shall provide the candidate with a copy of the candidate’s

written evaluation report and recommendation before submitting it to the

Department.

6. If the candidate disagrees with the mentor’s recommendation, the

candidate may appeal the recommendation pursuant to N.J.A.C. 6A:9-

17.18.

(j) Candidates who receive a recommendation of “disapproved” or two or more

recommendations of “insufficient” may petition the Board of Examiners for

approval of additional opportunities to seek provisional employment in districts

- 221 -
 other than those in which they received unfavorable recommendations. The

candidate shall be responsible for demonstrating why he or she would be likely

to succeed if granted the requested opportunity. Disapproval of any candidate’s

request by the Board of Examiners may be appealed to the Commissioner

pursuant to N.J.A.C. 6A:9-17.18(b).

(k) Each candidate who holds a valid out-of-State school administrator certificate

but does not meet the requirements in (a)1, 2, 3, 4 or 5 above, will be eligible

for the school administrator endorsement upon presenting the following:

1. A valid standard out-of-State school administrator certificate;

2. Official documentation of five years of successful full-time experience

under the out-of-State certificate. This experience shall be in a public

school superintendent or assistant superintendent position with

responsibility for functions delineated under the New Jersey school

administrator endorsement pursuant to N.J.A.C. 6A:9-12.3(a);

3. A master’s degree in any area;

4. An offer of employment in a school district in a position that requires the

school administrator certificate; and

- 222 -
 5. A mentor-directed residency completed under provisional certification.

The six-month modified residency shall focus on New Jersey finance

and law, and will require the candidate to develop a thorough

understanding of New Jersey Standards: the Core Curriculum Content

Standards; Professional Standards for Teachers as defined in N.J.A.C.

6A:9-3. 3; and, the New Jersey Standards for School Leaders as defined

in N.J.A.C. 6A:9-3.4. Candidates shall demonstrate that understanding

through activities illustrating the promotion of excellence in teaching

and learning and providing educational leadership to the district.

(l) An experienced New Jersey principal who holds a master’s degree or higher in a

field other than those outlined in (a)1 above, may satisfy the degree requirement

by meeting the requirements in (a)4 above and upon presentation of the

following:

1. A valid, standard New Jersey principal endorsement; and

2. Official documentation of five years of successful full-time experience

as a principal or assistant superintendent of curriculum and instruction in

a New Jersey public school or in an approved alternate site that serves

public school students.

- 223 -
(m) Persons who are in possession of a formal, written evaluation for school

administrator certification from the Office prior to January 20, 2004 shall have

until January 20, 2009 to complete the certification requirements as specified in

the evaluation.

6A:9-12.5 Principal

(a) To be eligible for the principal CE, the candidate shall:

1. Complete one of the following:

i. Hold a master’s or higher degree from a regionally accredited

college or university in educational leadership, or in curriculum

and instruction, or in one of the recognized fields of leadership or

management;

ii. Hold a master’s degree from a regionally accredited college or

university and complete a post-master’s program resulting in a

certificate of advanced study in educational administration and

supervision;

iii. Hold a master’s degree from a regionally accredited college or

university and complete a post-master’s program in a coherent

sequence of 30 semester hour credits as they appear on the

- 224 -
 institution’s transcript. The study must be completed at one

institution in fields outlined in (a)1i above; or

iv. Hold a master’s degree from an appropriate NCATE or TEAC

approved program in educational leadership from an out-of-State

college or university;

2. Complete a minimum of 30 graduate credits, either within the master’s

program or in addition to it, in the following quality components of

preparation to promote student learning as set forth in N.J.A.C. 6A:9-

3.4(a)1-6:

i. Leading a common vision of learning in the school community;

ii. Leading a climate and culture conducive to student learning and

staff professional growth;

iii. Leading a safe and effective environment for learning;

iv. Leading the mobilization of resources, response to diverse needs,

and collaboration with families and communities;

v. Leading with integrity and fairness; and

vi. Leading with a perspective of the larger political, social,

economic and legal context;

3. Complete a 300-hour internship in educational leadership independent of

other course requirements;

- 225 -
 4. Pass a State-approved examination of knowledge that is acquired

through study of the topics listed in (a)2 above and that is most directly

related to the functions of principals as defined in N.J.A.C. 6A:9-

12.3(b); and

5. Provide documentation evidencing completion of five years of

successful educational experience under a valid provisional or standard

New Jersey or equivalent out-of-state certificate.

(b) A candidate who matriculates and enrolls in a State-approved educational

leadership preparation program on or after September 1, 2008 shall be required

to complete all requirements of N.J.A.C. 6A:9-12.5(a) above effective as of (the

effective date of this subsection). A candidate who matriculated and enrolled in

classes in a state-approved educational leadership preparation program prior to

September 1, 2008, and applies to the Office no later than December 31, 2011,

shall complete all requirements under former N.J.A.C. 6A:9-12.5, as effective

(one day before the effective date of this subsection). A candidate who does not

apply to the Office by December 31, 2011 shall fulfill the requirements in this

section.

(c) Applicants in possession of a written evaluation completed by the Office prior

to January 8, 2008 will have until December 31, 2011 to complete the

- 226 -
 requirements set forth in the written evaluation. A candidate who does not apply

to the Office by December 31, 2011 shall fulfill the requirements in this section.

(d) To be eligible for a provisional principal certificate, the candidate shall:

1. Hold a principal CE; and

2. Obtain and accept an offer of employment in a position requiring the

principal endorsement in a school or district that has agreed formally to

sponsor the residency.

(e) To be eligible for the standard administrative certificate with a principal

endorsement, the candidate shall:

1. Possess a provisional certificate pursuant to (a) and (b) above; and

2. Complete a two-year State-approved residency program while employed

under provisional principal certification in a school or district. The

residency program shall:

i. Require the candidate to develop a thorough understanding of

New Jersey standards: the Core Curriculum Content Standards;

the Professional Standards for Teachers as defined in N.J.A.C.

- 227 -
 6A:9-3.3; and, the Professional Standards for School Leaders as

defined in N.J.A.C. 6A:9-3.4. Candidates shall demonstrate that

understanding through activities illustrating the promotion of

excellence in teaching and learning and providing educational

leadership to the school community;

ii. Be conducted in accordance with a standard agreement issued by

the Department and entered into by the Department, the

employing school district, the candidate and the residency

mentor. No residency program may be undertaken without a

valid agreement;

iii. Be administered by a State approved mentor, an experienced

principal who has completed a State-approved training program

implemented by a State-approved provider, and who shall

supervise and verify completion of all required experiences and

training by the candidate. The mentor and the district

superintendent shall, at the start of the residency, submit to the

Department a written recommendation on state-developed forms

concerning any areas of professional experience that should be

waived and any additional teaching or other special experiences,

if any, that the individual candidate should complete before

achieving standard certification. Department review and

subsequent approval shall consider the candidate’s past work

experience and recommended standards-based performance goals

- 228 -
 during residency, and shall be specified in the standard written

agreement; and

iv. Provide professional experiences, training, and instruction as

defined in the Professional Standards for School Leaders and in

the areas of curriculum leadership; supervision of instruction;

pupil personnel services; personnel management; community

relations; student relations; facilities management; school

finance; school law; and technical administrative skills.

(f) Each candidate for the standard administrative certificate with a principal

endorsement shall be evaluated formally by the mentor on at least six occasions

for purposes of certification. The first five evaluations shall be conducted

mainly for diagnostic purposes. The final evaluation shall be the basis for

issuance of the candidate’s standard certificate. All performance evaluations

shall be aligned with the Professional Standards for School Leaders as defined

in N.J.A.C. 6A: 9-3.4 and reported on State-developed forms. The mentor shall

discuss each evaluation with the candidate, and the mentor and candidate shall

sign each report as evidence of such discussion. Upon completion of each

evaluation, the report shall be sent to the Department; the final evaluation shall

be accompanied by the recommendation for certification pursuant to (i) below.

(g) Each mentor shall form an advisory panel of practicing educators and shall

convene this panel on at least three occasions for purposes of reviewing the

- 229 -
 resident’s progress and soliciting advice concerning the certification of the

candidate.

(h) The mentor shall meet with the principal candidate at least once a month during

the residency. The mentor shall be available on a regular basis to provide

assistance or advice upon request of the candidate. The Department may

require candidates to pay fees to cover the cost of the training and mentoring

services that will qualify them for certification and employment.

(i) Standard certification of principal candidates shall be approved or disapproved

pursuant to the following procedures:

1. Before the end of the residency period, the mentor shall submit to the

Department a comprehensive evaluation report on the candidate’s

performance pursuant to (f) above.

2. This final report shall include one of the following certification

recommendations:

i. Approved: Recommends issuance of a standard certificate;

ii. Insufficient: Recommends that a standard certificate not be

issued but that the candidate be allowed to continue the residency

- 230 -
 or seek admission to an additional residency for one additional

year; or

iii. Disapproved: Recommends that a standard certificate not be

issued and that the candidate be prevented from continuing or re-

entering a residency.

3. Mentors act as agents of the Board of Examiners in formulating their

certification recommendations. Those recommendations shall not be

subject to review or approval by local boards of education.

4. Candidates who receive a recommendation of “approved” shall be issued

a standard certificate.

5. The mentor shall provide the candidate with a copy of the candidate’s

written evaluation report and recommendation before submitting it to the

Department.

6. If the candidate disagrees with the mentor’s recommendation, the

candidate may appeal the recommendation pursuant to N.J.A.C. 6A:9-

17.18.

(j) Candidates who receive a recommendation of “disapproved” or two or more

recommendations of “insufficient” may petition the Board of Examiners for

- 231 -
 approval of additional opportunities to seek provisional employment in districts

other than those in which they received unfavorable recommendations. The

candidate shall be responsible for demonstrating why he or she would be likely

to succeed if granted the requested opportunity. Disapproval of any candidate’s

request by the Board of Examiners may be appealed to the Commissioner

pursuant to N.J.A.C. 6A:9-17.18(b).

(k) Each candidate who holds an out-of-State principal certificate but does not meet

the requirements in (a)1, 2, 3, 4 or 5 above will be eligible for the principal

certificate upon presenting:

1. A valid standard out-of-State principal certificate;

2. Official documentation of five years of successful full-time experience

under the out-of-State certificate. This experience shall be in a school

principal or assistant principal position with responsibility for functions

delineated under the New Jersey principal endorsement pursuant to

N.J.A.C. 6A:9-12.3(b);

3. A master’s degree in any area;

4 An offer of employment in a position that requires the principal

certificate; and

- 232 -
 5. A mentor-directed residency completed under provisional certification.

The six-month modified residency shall focus on New Jersey finance

and law, and will require the candidate to develop a thorough

understanding of New Jersey Standards: the Core Curriculum Content

Standards; Professional Standards for Teachers as defined in N.J.A.C.

6A:9-3.3; and, the New Jersey Standards for School Leaders as defined

in N.J.A.C. 6A:9-3.4. Candidates shall demonstrate that understanding

through activities illustrating the promotion of excellence in teaching

and learning and educational leadership to the school community.

(l) Each candidate who holds a valid New Jersey or out-of-State supervisor

endorsement and a master's degree or higher in a field other than one required in

(a)1 above will be eligible for a principal CE upon presenting the following:

1. Official documentation of five years of successful full-time experience

as a supervisor of an instructional area or department related to the Core

Curriculum Content Standards under a valid New Jersey or out-of-State

supervisor certificate;

2. Official documentation evidencing completion of a New Jersey State-

approved certification program in educational leadership offered by

- 233 -
 providers approved by the Department. This program shall include, but

not be limited to:

i. Preparation for educational leadership through experiences

related to the performance-based Professional Standards for

School Leaders and the CCCS;

ii. Two hundred twenty-five clock hours of formal instruction in

quality components of preparation to promote student learning as

set forth in N.J.A.C. 6A:9-3.4 (a)1 through 6 and delineated in

(a)2i through vi above; and

iii. A district internship consisting of a minimum of 300 hours

providing professional experiences in school administration; and

3. Official documentation evidencing passage of a State-approved

examination of knowledge that is acquired through study of the topics

listed in (a)2 above, aligned with the Professional Standards for School

Leaders, and that is most directly related to the functions of principals as

defined in N.J.A.C. 6A:9-12.3(b).

(m) Each candidate who holds a valid New Jersey or out-of-State supervisor

endorsement and a master’s degree or higher in a field other than one required

in (a)1 above, but has zero to five years supervisory experience, will be eligible

for a principal CE upon presenting the following:

- 234 -
 1. Official documentation of five years of successful full-time teaching

experience under a valid New Jersey or out-of-State teaching certificate;

2. Official documentation evidencing completion of a New Jersey State-

approved certification program in educational leadership offered by

providers approved by the Department. This program is pursuant to (l)2

above with the following exceptions: the program is a minimum of 275

clock hours plus a 300-hour internship;

3. Official documentation evidencing passage of a State-approved

examination of knowledge that is acquired through study of the topics

listed in (a)2 above, aligned with the Professional Standards for School

Leaders, and that is most directly related to the functions of principals as

defined in N.J.A.C. 6A:9-12.3(b).

(n) Each candidate who can provide documentation of at least five years of

successful full-time teaching experience under a valid New Jersey or out-of-

State teaching certificate and a master’s degree or higher in a field other than

one required in (a)1 above will be eligible for a principal CE upon presenting

the following:

- 235 -
 1. Official documentation evidencing completion of a New Jersey State-

approved certification program in educational leadership offered by

providers approved by the Department. This program is pursuant to (l)2

above with the following exceptions: the program is a minimum of 350

clock hours plus a 300-hour internship;

2. Official documentation evidencing passage of a State-approved

examination of knowledge that is acquired through study of the topics

listed in (a)2 above, aligned with the Professional Standards for School

Leaders, and that is most directly related to the functions of principals as

defined in N.J.A.C. 6A:9-12.3(b).

(o) Persons who are in possession of a formal, written evaluation for principal

certification from the Office prior to January 20, 2004 shall have until January

20, 2009 to complete the certification requirements as specified in the

evaluation.

6A:9-12.6 Supervisor

(a) To be eligible for the standard administrative certificate with a supervisor

endorsement, a candidate shall be required to:

- 236 -
1. Hold a master’s or higher degree from a regionally accredited college or

university;

2. Successfully complete one of the following:

i. A college curriculum approved by the Department of Education

as the basis for issuing this endorsement;

ii. Twelve graduate-level, semester-hour credits to include the

following:

(1) Three credits in general principles of staff supervision in

grades preschool through 12;

(2) Three credits in general principles of curriculum

development for grades preschool through 12;

(3) Three elective credits in curriculum development; and

(4) Three elective credits in staff supervision and/or

curriculum development; or

iii. A State-approved training program implemented by a State-

approved provider as the basis for issuing this certificate; and

3 Hold a standard New Jersey instructional or educational services

certificate or its out-of-State equivalent, and complete three years of

- 237 -
 successful, full-time teaching and/or educational services experience.

Teaching and/or educational services experience completed in a New

Jersey public school must have been under an appropriate New Jersey

certificate.

(b) Applicants in possession of a written evaluation for the supervisor certificate

completed by the Office prior to January 20, 2004 will have five years from the

effective date to complete the requirements set forth in the written evaluation.

6A:9-12.7 School business administrator

(a) To be eligible for the school business administrator CE, the candidate shall:

1. Hold a Master’s degree or higher degree from a regionally accredited

college or university or be in possession of a certified public accountant

license; and

2. Complete at least 18 credits of graduate or undergraduate study in the

following areas:

i. Economics;
ii. Law;
iii. Accounting;
iv. Organizational theory;
v. Management or administration; and
vi. Finance.

- 238 -
(b) To be eligible for a provisional administrative certificate with a school business

administrator endorsement, the candidate shall:

1. Hold a school business administrator CE; and

2. Obtain and accept an offer of employment in a position that requires the

school business administrator endorsement in a public school district

that has agreed formally to sponsor the residency.

(c) To be eligible for the standard administrative certificate with a school business

administrator endorsement, the candidate shall:

1. Possess a provisional certificate pursuant to (a) and (b) above; and

2. Complete a one to two-year State-approved district residency program

while employed under provisional certification. The residency shall:

i. Take place in a functioning public school district environment,

and will require the candidate to develop a thorough

understanding of New Jersey Standards: the Core Curriculum

Content Standards; the Professional Standards for Teachers as

defined in N.J.A.C. 6A:9-3.3; and the Professional Standards for

- 239 -
 School Leaders as defined in N.J.A.C. 6A:9-3.4. Candidates

shall demonstrate that understanding by providing support for the

educational goals of the district;

ii. Be conducted in accordance with a standard agreement issued by

the Department and entered into by the Department, the

employing school district, the candidate and the residency

mentor. No residency program may be undertaken without a

valid agreement;

iii. Be administered by a State-appointed mentor, an experienced

school business administrator who has completed a

State-approved orientation, and who shall supervise and verify

completion of all required experiences and training by the

candidate. The mentor and the district superintendent shall, at

the start of the residency, submit to the Department a written

recommendation on State-developed forms concerning any areas

of professional experience that should be waived and any

additional teaching or other special experiences, if any, that the

individual candidate should complete before achieving standard

certification. Department review and subsequent approval shall

consider the candidate’s past work experience and recommended

professional experiences during residency which shall be

specified in the standard written agreement; and

- 240 -
 iv. Provide professional experiences, training, and 145 clock hours

of formal instruction in the areas of Standards listed in (c)2i

above; school plant planning, construction and maintenance;

school financial and legal practices including budget planning

and administration and double entry accounting (GAAP); pupil

transportation; labor relations and personnel; insurance/risk

administration; and food service administration.

(d) Each candidate for the standard administrative certificate with an endorsement

for school business administrator shall be evaluated formally by the mentor on

at least three occasions for purposes of certification. The first two evaluations

shall be conducted mainly for diagnostic purposes. The final evaluation shall be

the basis for issuance of the candidate’s standard certificate. All evaluations

shall be based on the candidate’s performance in areas of authorization defined

in N.J.A.C. 6A:9-12.3(d) and reported on State-developed forms. The mentor

shall discuss each evaluation with the candidate, and the mentor and candidate

shall sign each report as evidence of such discussion. Upon completion of each

evaluation, the report shall be sent to the Department; the final evaluation shall

be accompanied by the recommendation for certification pursuant to (g) below.

(e) Each mentor shall form an advisory panel of practicing educators and shall

convene this panel on at least three occasions for purposes of reviewing the

resident’s progress and soliciting advice concerning the certification of the

- 241 -
 candidate. The mentor may seek the informal input of the employing district

board of education concerning the standard certification of the candidate.

(f) The mentor shall meet with the resident school business administrator at least

once a month during the residency. The mentor shall be available on a regular

basis to provide assistance or advice upon request of the resident school

business administrator. The Department may require resident school business

administrators to pay fees to cover the cost of the training and mentoring

services that will qualify them for certification and employment.

(g) Standard certification of school business administrator certificate candidates

shall be approved or disapproved pursuant to the following procedures:

1. Before the end of the residency year, the mentor shall submit to the

Department a comprehensive evaluation report on the candidate’s

performance pursuant to N.J..A.C. 6A:9-12.5(d).

2. This final report shall include one of the following certification

recommendations:

i. Approved: Recommends issuance of a standard certificate;

ii. Insufficient: Recommends that a standard certificate not be

issued but that the candidate be allowed to continue the residency

- 242 -
 or seek admission to an additional residency for one additional

year; or

iii. Disapproved: Recommends that a standard certificate not be

issued and that the candidate be prevented from continuing or re-

entering a residency.

3. Mentors act as agents of the Board of Examiners in formulating their

certification recommendations. Those recommendations shall not be

subject to review or approval by local boards of education.

4. Candidates who receive a recommendation of “approved” shall be issued

a standard certificate.

5. The mentor shall provide the candidate with a copy of the candidate’s

written evaluation report and recommendation before submitting it to the

Department.

6. If the candidate disagrees with the mentor’s recommendation, the

candidate may appeal the recommendation pursuant to N.J.A.C. 6A:9-

17.18.

(h) Candidates who receive a recommendation of “disapproved” or two or more

recommendations of “insufficient” may petition the Board of Examiners for

- 243 -
 approval of additional opportunities to seek provisional employment in districts

other than those in which they received unfavorable recommendations. The

candidate shall be responsible for demonstrating why he or she would be likely

to succeed if granted the requested opportunity. Disapproval of any candidate’s

request by the Board of Examiners may be appealed to the Commissioner

pursuant to N.J.A.C. 6A:9-17.18(b).

(i) The requirements listed in (a) through (h) above shall not apply to persons who

hold standard administrative certificates with the following endorsements issued

before September 1, 1991: School Business Administrator, Assistant

Superintendent for Business, or Assistant Executive Superintendent with

Specialization in Business Administration. Holders of those endorsements shall

be entitled prospectively to apply for all positions in the general category of

business administration.

(j) Board secretaries who lack certification but were assigned prior to September 1,

1991 to perform business administration functions as described in N.J.A.C.

6:11-12.3(d) shall be permitted to retain their positions in the districts in which

they were employed prior to September 1, 1991 indefinitely.

(k) The requirements listed in (a)1 above shall not apply to persons who hold a

standard administrative certificate or CE with a school business administrator

endorsement. Persons who are in possession of a formal evaluation for school

- 244 -
 business administrator certification from the Department, shall be permitted five

years from January 20, 2004 to attain certification as specified in the evaluation.

SUBCHAPTER 13 REQUIREMENTS FOR EDUCATIONAL SERVICES

CERTIFICATION

6A:9-13.1 Qualifications/general provisions

(a) To be eligible for educational services certification, the candidate shall hold the

appropriate degree and complete Department-required test(s) and one of the

following:

1. A Department-approved educational services program at a New Jersey

college or university;

2. An appropriate NCATE-approved educational services program at an

out-of-State college or university;

3. Three years of successful full-time experience, or the equivalent, in the

appropriate field in another state under that state’s standard certificate

authorizing such service. The candidate shall hold a currently valid

standard certificate from that state in the appropriate field. The

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 experience shall occur in the seven years immediately prior to the

application for the New Jersey eduational services certificate; or

4. All requirements for individual educational services endorsements

pursuant to N.J.A.C. 6A:9-13.3 through 13.22 as determined through a

formal credentials evaluation completed by the Office.

(b) A provisional educational services certificate shall be issued to a candidate who

does not meet the requirements for an educational services certificate, but who

has at least one year, but less than three years, of successful full-time

experience, or the equivalent, in another state under that state’s standard

certificate authorizing such service. The experience shall occur within the seven

years immediately prior to the application for the New Jersey educational

services certificate.

1. The provisional certificate may be renewed one time.

2. The candidate shall be issued a standard educational services certificate

upon providing documentation of completion of all requirements for the

standard certificate.

(c) Holders of educational services certificates are authorized to serve in grades

preschool through 12.

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(d) Holders of educational services certificates that are no longer issued after

January 20, 2004 may continue to serve in the service areas in which the

teaching staff member was authorized to serve under the former rules.

(e) Colleges and universities shall align their programs with the requirements in

N.J.A.C. 6A:9-13.2 through 13.22 no later than September 1, 2005.

(f) Colleges and universities shall inform the Department of those students that

have matriculated in programs approved prior to January 20, 2004. This

inlcudes those students that matriculated in the approved programs in fall 2004

and spring 2005. Those candidates must complete all requirements pursuant to

N.J.A.C. 6:11-11 by September 1, 2007. Candidates that do not complete all of

the requirements pursuant to N.J.A.C. 6:11-11 shall fulfill the requirements at

N.J.A.C. 6A:9-13.

6A:9-13.2 Substance awareness coordinator

(a) The substance awareness coordinator endorsement authorizes the holder to

perform the functions of a substance awareness coordinator (SAC) in grades

preschool through 12. The position of SAC shall be separate and distinct from

any other employment position in the school. The functions of the SAC may

include:

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1. Assisting with the in-service training of school staff concerning

substance abuse and related issues and with the district program to

combat substance abuse;

2. Serving as an information resource for substance abuse prevention,

curriculum development and instruction;

3. Assisting the district in revising and implementing substance abuse and

related policies and procedures;

4. Developing and administering substance abuse and related intervention

services in the district;

5. Providing counseling and referral services to students regarding

substance abuse and related problems; and

6. Cooperating with community service providers or other officials in the

rendering of substance abuse and related treatment services.

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(b) To be eligible for the SAC CE, the candidate shall present one of the following:

1. A bachelor’s or higher degree from a regionally accredited college or

university, a valid New Jersey or out-of-State standard certificate as

school psychologist, school social worker, school counselor, director of

school counseling services or school nurse and evidence of graduate

study in area (c)2i through iv below. These candidates are exempt from

(c)2ix below;

2. A bachelor’s or higher degree from a regionally accredited college or

university and a valid Licensed Clinical Alcohol and Drug Counselor

credential issued by the New Jersey Alcohol and Drug Counselor

Committee of the Marriage and Family Board and evidence of graduate

study in areas (c)2iii and vi through viii below. These candidates are

exempt from (c)2ix below; or

3. A bachelor’s or higher degree from a regionally accredited college or

university and a valid Certified Prevention Specialist credential issued

by the Addiction Professionals Certification Board of New Jersey and

evidence of graduate study in areas (c)2iv, v, vii and viii below. These

candidates are exempt from (c)2ix below.

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(c) To be eligible for the SAC CEAS, the candidate shall:

1. Hold a standard instructional certificate, or a school psychologist, school

social worker, school counselor, director of school counseling services

or school nurse endorsement, or a valid Licensed Clinical Alcohol and

Drug Counselor credential issued by the New Jersey Alcohol and Drug

Counselor Committee of the Marriage and Family Board, or a valid

Certified Prevention Specialist credential issued by the Addiction

Professionals Certification Board of New Jersey or hold a master’s or

higher degree from a regionally accredited college or university; and

2. Complete a Department-approved graduate curriculum with a range of

21 to 27 semester-hour credits to include study in the following required

areas:

i. Fundamentals of drug and alcohol abuse and dependency and

related problems;

ii. Child and adolescent development, including research-based

risk, protective and resiliency factors for students at risk for

school failure;

iii. Curriculum planning, implementation and staff development in

chemical health education;

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 iv. Coordination and delivery of intervention and referral services in

a school setting, including multidisciplinary intervention teams;

v. Assessment and counseling of drug and alcohol affected students

and their families;

vi. Coordination of research-based prevention program services in

school and community settings;

vii. School culture and the dynamics of policy and program

development;

viii. School law as it relates to substance abuse and related problems;

and

ix. A college-supervised SAC practicum.

(d) To be eligible for a provisional educational services certificate with a SAC

endorsement, the candidate shall:

1. Possess a SAC CE or CEAS; and

2. Obtain an offer of employment in a position that requires the SAC

certificate.

(e) To be eligible for a standard educational services certificate with a SAC

endorsement, the candidate shall:

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1. Possess a provisional educational services certificate with a SAC

endorsement pursuant to (d) above;

2. Complete a Department-approved graduate curriculum pursuant to (c)

above; and

3. Complete a six-month State-approved school residency while employed

full-time under a provisional educational services certificate with a SAC

endorsement. If employed half-time, the residency period shall be 12

months. The residency program shall be conducted under the direction

of a State-approved residency supervisor who shall hold standard New

Jersey supervisor, principal or school administrator certification. The

residency program shall:

i. Operate in accordance with a residency agreement issued by the

Department and entered into by the Department, the employing

school, the candidate and the State-approved residency

supervisor; and

ii. Consist of a supervised residency that includes professional

experiences in chemical health curriculum planning,

implementation and staff development, development and

coordination of substance abuse intervention and referral

services, development and coordination of prevention program

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 services, and the development of school drug and alcohol

policies and procedures.

(f) The State-approved residency supervisor shall have primary responsibility to

assure that the candidate receives appropriate training, support, practicum

experiences and professional opportunities in the critical job responsibilities

specified in the agreement and consistent with (a) above. The residency

supervisor shall also evaluate and verify the completion of all required

experiences according to the terms and conditions of the residency agreement.

(g) Upon completion of the residency period, the supervisor shall complete a

comprehensive evaluation report on the candidate’s performance based on the

candidate’s ability to complete the job duties pursuant to N.J.S.A. 18A:40A-

18(c) and to implement the theoretical concepts pursuant to (c)2 above. The

supervisor shall discuss the evaluation report with the candidate, and the

supervisor and candidate shall sign the report as evidence of such discussion.

Upon completion of the evaluation, the evaluation shall be submitted to the

Office. The evaluation on each candidate shall include one of the following

recommendations:

1. Approved: Recommends issuance of a standard educational services

certificate with a SAC endorsement;

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 2. Insufficient: Recommends that a standard educational services

certificate with a SAC endorsement not be issued but that the candidate

be allowed to continue the residency or seek admission to an additional

residency. Except for those candidates who receive approval pursuant to

N.J.A.C. 6A:9-17.17(d), a candidate who receives a second insufficient

is precluded from continuing or re-entering a residency; or

3. Disapproved: Recommends that a standard educational services

certificate with a SAC endorsement not be issued and that the candidate

is precluded from continuing or re-entering a residency.

(h) If the candidate disagrees with the residency supervisor’s recommendation, the

candidate may appeal the recommendation pursuant to N.J.A.C. 6A:9-17.17.

(i) An emergency certificate is not available for SAC.

6A:9-13.3 School nurse

(a) The school nurse endorsement authorizes the holder to perform nursing services

and to teach in areas related to health in public schools in grades preschool

through 12.

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(b) To be eligible for the standard educational services certificate with a school

nurse endorsement, a candidate shall hold a current New Jersey registered

professional nurse license issued by the New Jersey State Board of Nursing,

hold a bachelor’s degree from a regionally accredited college or university, hold

current cardiopulmonary resuscitation (CPR) and automated external

defibrillators (AED) certificates and complete either a Department-approved

college curriculum for the preparation of school nurses or a program of studies,

minimum of 30 semester hour credits from a regionally accredited college or

university, that includes studies in the following topics:

1. A minimum of six semester-hour credits in school nursing, including

school health services, physical assessments, organization and

administration of the school health program and clinical experience in a

school nurse office;

2. Human growth and development;

3. Health assessment

4. Fundamentals of substance abuse and dependency;

5. Special education and/or learning disabilities;

6. Methods of teaching health in grades preschool through grade 12

including curriculum development;

7. Public health including such areas as public health nursing, community

health problems and communicable disease control;

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 8. Human and intercultural relations. Studies designed to develop

understanding of social interaction and culture change, including courses

such as the following: urban sociology, history of minority groups,

intergroup relations, and urban, suburban and rural problems;

9. Guidance and counseling;

10. School law including legal aspects of school nursing; and

11. A minimum of six credits in a college-supervised school nurse

practicum. Half of the practicum experience shall be completed in the

school nurse office. The balance of the practicum experience shall be

completed in the classroom under the supervision of a certified health

educator.

(c) An emergency certificate is not available for this endorsement.

(d) Candidates in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

6A:9-13.4 School nurse/non-instructional

(a) The school nurse/non-instructional endorsement authorizes the holder to

perform nursing services in public schools in grades preschool through 12. This

endorsement does not authorize the holder to teach in areas related to health.

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(b) To be eligible for the standard educational services certificate with a school

nurse/non-instructional endorsement, a candidate shall hold a current New

Jersey registered professional nurse license issued by the New Jersey State

Board of Nursing, hold a bachelor’s degree from a regionally accredited college

or university, hold current cardiopulmonary resuscitation (CPR) and automated

external defibrillators (AED) certificates and complete either a Department-

approved college curriculum for the preparation of school nurse/non-

instructional or a program of studies, minimum of 21 credits, that includes study

in the following topics:

1. A minimum of six semester-hour credits in school nursing, including

school health services, physical assessments, organization and

administration of the school health program and clinical experience in a

school nurse office;

2. Human growth and development;

3. Health assessment

4. Public health, including such areas as public health nursing, community

health problems and communicable disease control;

- 257 -
 5. Fundamentals of substance abuse and dependency;

6. Special education and/or learning disabilities;

7. Human and intercultural relations. Studies designed to develop

understanding of social interaction and culture change, including courses

such as the following: urban sociology, history of minority groups,

intergroup relations, and urban, suburban and rural problems;

8. Guidance and counseling; and

9. School law including legal aspects of school nursing.

(c) An emergency certificate may be issued to a candidate who holds a bachelor’s

degree from a regionally accredited college or university and a current New

Jersey registered professional nurse license and current CPR/AED certificates.

The candidate shall present evidence of study in public health nursing and child

and/or adolescent growth and development. The study must appear on the

transcript of a regionally accredited four-year college or university.

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6A:9-13.5 School social worker

(a) The school social worker endorsement authorizes the holder to serve as a school

social worker in any school district in the state in grades preschool through 12.

(b) To be eligible for the standard educational services certificate with a school

social worker endorsement, the candidate shall hold a master’s degree from a

regionally accredited college or university and complete a total of 30 graduate-

level semester hour credits with a study in each of the areas listed below:

1. Psychology, including general psychology, educational psychology,

psychology of adolescence and child growth and development;

2. Special education and/or learning disabilities;

3. Social problems, including study in dealing with delinquency, poverty,

interracial and intercultural problems;

4. A minimum of six semester-hour credits in social case work,

introductory and advanced, including principles and practices in social

case work, interviewing, and methods and skills in diagnosis;

- 259 -
 5. Mental hygiene and social psychiatry, including dynamics of human

behavior and psychopathology;

6. Medical information, including the role of the social worker in health

problems or fundamentals of substance abuse and dependency;

7. Community organizations, agencies and resources; and

8. Social policy and public welfare services, including the care and

protection of at-risk children and families.

(c) Holders of a master’s degree in social work from a regionally accredited college

or university will be issued a standard educational services certificate with a

school social worker endorsement.

(d) An emergency certificate may be issued to a candidate who meets the following

requirements:

1. A bachelor’s degree in social work or a related area from a regionally

accredited college or university; and

2. Study in at least three of the study topics listed in (b)1 through 8 above

to include a course in social casework; `

- 260 -
(e) Candidates in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

6A:9-13.6 Speech-language specialist

(a) The speech-language specialist endorsement authorizes the holder to provide

service as a speech-language specialist in grades preschool through 12.

(b) To be eligible for the standard educational services certificate with a speech-

language specialist endorsement, the candidate shall:

1. Hold a master’s or higher degree in speech-language pathology from a

regionally accredited college or university; and

2. Pass a State-approved test of comprehensive knowledge in the field of

speech-language pathology.

(c) Individuals who hold a valid New Jersey speech correctionist endorsement and

a master’s degree in speech-language pathology shall be issued the speech-

language specialist endorsement upon submission of a completed application

and required fee.

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(d) Individuals holding a valid New Jersey speech correctionist endorsement may

serve in a position requiring speech-language specialist certification until

August 31, 2015, by which date they shall have obtained the speech language

specialist endorsement or completed a department-approved retraining program.

(e) An emergency certificate may be issued to a candidate who either holds a

bachelor’s degree in speech pathology or is currently enrolled in a master’s

program in speech pathology in which the candidate has completed a minimum

of 12 graduate semester-hours in speech pathology. All study must be

completed at a regionally accredited college or university. The emergency

certificate may be renewed a total of four times.

(f) Applicants in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

6A:9-13.7 Director of school counseling services

(a) The director of school counseling services endorsement authorizes the holder to

serve as a director, administrator or supervisor of school counseling services,

including the supervision of educational activities in areas related to and within

the counseling program in grades preschool through 12.

- 262 -
(b) To be eligible for the standard educational services certificate with a director of

school counseling services endorsement, a candidate shall hold a master’s or

higher degree from a regionally accredited college or university, hold a standard

New Jersey school counselor or student personnel services certificate or an

equivalent out-of-State certificate and complete three years of successful

experience as a school counselor in grades preschool through 12. In addition,

the candidate shall complete one of the following:

1. A Department-approved program in Director of School Counseling; or

2. A three-credit graduate level course in each of the following required

areas:

i. Administration: This group includes such courses as school law,

organization and administration of elementary and secondary

schools;

ii. Staff supervision: This group includes such courses as

supervision and evaluation of instructional staff and supervision

of school counseling services; and

iii. Curriculum development: This group includes such courses as

principles of general curriculum development, elementary and

- 263 -
 secondary curriculum development, and extracurricular

activities.

(c) An emergency certificate may be issued to a candidate who meets the following

requirements:

1. A master’s degree from a regionally accredited college or university, a

standard New Jersey school counselor or student personnel services

certificate , and two years of experience as a school counselor in grades

preschool through 12; and

2. A graduate course in staff supervision.

(d) Applicants in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

6A:9-13.8 School counselor

(a) The school counselor endorsement authorizes the holder to perform school

counseling services such as study and assessment of individual pupils with

respect to their status, abilities, interest and needs; counseling with

administrators, teachers, students, and parents regarding personal, social,

- 264 -
 educational, and vocational plans and programs; and developing cooperative

relationships with community agencies in assisting children and families. The

certificate holder is authorized to perform these duties in grades preschool

through 12.

(b) To be eligible for the standard educational services certificate with a school

counselor endorsement, a candidate must hold a master’s or higher degree from

a regionally accredited college or university, and complete one of the following:

1. A Department-approved graduate curriculum in school counseling; or

2. A minimum of 48 graduate semester hour credits in the following areas:

i. Counseling: minimum of 18 semester hours that must include

study in theory and procedures of individual and group counseling,

counseling and interviewing techniques and career counseling;

ii. Testing and evaluation: minimum of three semester hours;

iii. Psychology: minimum of six semester hours in study related to

child and adolescent psychology, psychology of exceptional

children and psychology of learning;

iv. Sociological foundations: minimum of six semester hours that

must include study in community agencies, organizations and

resources and multicultural counseling;

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 v. Statistics and research methods: minimum of three semester-hour

credits;

vi. Supervised counseling practicum in a preschool through grade 12

school setting: minimum of six credits; and

vii. The remaining six semester hours of study may be chosen from

among the topics listed in (b)2i through vi above or education.

(c) A candidate who has completed a master’s or higher degree from a regionally

accredited college or university whose school counseling program meets the

standards of the Council for Accreditation of Counseling and Related

Educational Programs (CACREP) will be issued a standard school counselor

certificate.

(d) The Office may issue an emergency certificate upon the request of the executive

county superintendent to a candidate who meets the following requirements:

1. A bachelor’s degree from a regionally accredited college or university;

and

2. Fifteen graduate semester hour credits of study from the areas in (b)2i

through iv above. At least six of the credits must be from the area in

(b)2i above.

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(e) Applicants in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

6A:9-13.9 School psychologist

(a) The school psychologist endorsement authorizes the holder to serve as a

psychologist in grades preschool through 12.

(b) To be eligible for the standard educational services certificate with a school

psychologist endorsement, a candidate must hold a master’s or higher degree

from a regionally accredited college or university and complete the following:

1. A Department-approved graduate curriculum or a minimum of 60

semester-hour graduate credits, in the following areas:

i. Educational foundations/school psychology practice and

development: minimum of 12 semester-hour credits in areas such

as the role and function of the school psychologist, multicultural

education, educational organization and leadership, curriculum

development and learning theories;

ii. Education of students with disabilities: minimum of six

semester-hour credits in areas such as education and/or

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 psychology of students with disabilities and educational

assessment of disabled students;

iii. Assessment, intervention and research: minimum of 18 semester-

hour credits including study in the required areas of cognitive

assessment, personality assessment and school consultation.

Additional study may be completed in areas such as applied

behavior analysis, school interventions, curriculum-based

measurement, multicultural counseling or individual counseling

procedures, tests and measurements, statistics and research

design and analysis;

iv. Human behavioral development: minimum of 12 semester-hour

credits in areas such as human development, social psychology,

personality psychology, neurological and/or physiological basis

of behavior and psychopathology; and

v. Electives: additional study in areas (b)1i through iv above.

Externships and practicum experiences may be accepted for

elective study.

2. A practicum of 300 clock hours that consists of a sequence of closely

supervised on-campus and field-based activities designed to develop and

evaluate a candidate’s mastery of distinct professional skills consistent

with program and/or course goals;

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 3. An externship of 1,200 clock hours. A minimum of 600 clock hours

must be completed in a school setting with school age children. The

remaining 600 clock hours may be completed in a school or clinical

setting or may be completed under an emergency certificate while

concurrently participating in an approved college or university school

psychology program. Externship experiences completed in a school

setting must be supervised by a person holding a standard New Jersey or

out-of-state school psychologist certificate; and

4. Persons who completed a master’s or higher degree in clinical

psychology from a regionally accredited college or university and can

present official documentation of 600 clock hours of experience as a

psychologist working with children in a clinical setting may meet the

school psychology externship and practicum requirements by

completing a 900 clock hour school psychology externship in a New

Jersey school, with school age children, under a New Jersey emergency

certificate.

(c) The externship for school psychologists shall comply with the following:

1. The externship must be taken under the direction of a regionally

accredited college or university as part of a program for the preparation

of school psychologists. In cases where the Office is issuing an

- 269 -
 emergency certificate, it may approve an equivalent externship that is

not under the jurisdiction of a college or university program.

2. The college or university shall arrange externships as a program of

supervised experiences. The extern shall not earn externship credit for

clinical or laboratory work done as part of the requirements in such

courses as “cognitive or personality assessment” or “school

consultation.”

3. At least 50 percent of the externship must be in the psychological

services division of a public school system or in a college or university

demonstration center that serves a cross section of school age children.

A person holding a standard New Jersey school pyschologist certificate

shall provide local supervision for the period of externship training.

4. The extern shall have available various group and individual

achievement tests, personality and cognitive assessment tools. The

extern also shall receive the results of audiometric and visual screening.

5. The extern shall have adequate office space for conferences, counseling

and diagnostic studies.

6. For purposes of study and guidance, the extern shall have access to

comprehensive records on pupil growth and development.

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 7. The college, university or school district, as appropriate, shall provide

the extern with supervised experience in the following areas: in-service

programs for faculty members; conferences with special personnel;

utilization of available community resources; conducting a diagnostic

study; report writing; relationships with the community; and counseling

pupils, parents and faculty.

8. The extern may complete no more than 50 percent of the externship in

an approved hospital, institution, clinic, or agency established for the

study and/or treatment of special problems of children and adults. A

licensed psychologist or school psychologist shall supervise the extern

during the training experience. The director of the institution or agency

shall certify that this experience includes the following: conducting a

diagnostic study; reporting writing and communication of diagnostic

findings; and participation in staff planning and evaluating conferences.

(d) School districts desiring authorization for the employment of an extern under

emergency certification should submit a request to the executive county

superintendent for preliminary approval. If the executive county superintendent

grants preliminary approval, the emergency certificate will be forwarded to the

applicant. The request must contain the following information:

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 1. The name of the fully certified school psychologist in the school system

under whose supervision the externship will be carried out. This person

must hold a standard New Jersey school psychologist certificate and

have three years of experience as a certified school psychologist;

2. The nature and extent of the training experiences that will be provided

under supervision during the externship;

3. The dates of the period of the externship;

4. The total number of clock hours to be worked during the externship; and

5. Official college transcripts showing successful completion of a

minimum of 40 semester-hour graduate credits applicable towards

standard school psychologist certification in areas listed in (b)1 above

including study in the required areas of cognitive assessment,

personality assessment and school consultation.

(e) Candidates who have satisfied the requirements of (b)1 above, but whose

university program did not offer the required supervised externship training,

may seek to arrange an externship in a New Jersey school district under

emergency certification. The school district must request approval pursuant to

(d) above.

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(f) Candidates who completed a master’s or higher degree in clinical psychology

from a regionally accredited college or university with a minimum of 60

semester hours that include study in areas listed (b)1 above and can present

official documentation of 600 clock hours of experience as a psychologist

working with children in a clinical setting may meet the school psychology

externship and practicum requirements by completing a 900 clock hour school

psychology externship in a New Jersey school, with school age children,

under a school psychologist emergency certificate.

(g) The Office will issue a standard New Jersey school psychologist certificate to

holders of a currently valid Nationally Certified School Psychologist (NCSP)

license.

(h) The Office may issue an emergency certificate upon the request of the

executive county superintendent to a candidate who meets the following

requirements:

1. A bachelor’s degree from a regionally accredited college or university;

and

2. Official college transcripts showing successful completion of a

minimum of 30 semester-hour graduate credits applicable towards

- 273 -
 standard school psychologist certification in areas listed in (b)1i through

v above. This must include study and practicum experience in

assessment.

(i) Applicants in possession of a written evaluation completed by the Office prior

to Janaury 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

6A:9-13.10 Learning disabilities teacher-consultant

(a) The learning disabilities teacher-consultant endorsement authorizes the holder

to serve as a learning disabilities teacher-consultant in grades preschool through

12.

(b) To be eligible for the standard educational services certificate with a learning

disabilities teacher-consultant endorsement, a candidate shall:

1. Hold a master’s or higher degree from a regionally accredited college or

university;

2. Hold a standard New Jersey or out-of-State instructional certificate, and

3. Have three years of successful teaching experience.

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(c) A candidate who satisfies (b) above also shall complete one of the following:

1. A graduate program for the preparation of learning disabilities teacher-

consultants approved by the Department;

2. A consultant-level master’s degree in educational disabilities from an

NCATE accredited program; or

3. A minimum of 24 semester-hour graduate credits chosen from the areas

listed below. The candidate shall complete the requirements in (c)3i

through ix below and may take elective credits in any area in (c)3i

through x below.

i. Education of students with disabilities including study in history

of the development of educational services for children in each

area of exceptionality; study of present services, research and

professional ethics dealing with the characteristics of children

who differ from the norm intellectually, physically, socially and

emotionally; evaluation of present practices in the education of

students with disabilities; study of the relationship of educational

practices and their environmental settings; and cultural and

linguistic diversity;

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ii. Learning theory including study in motivation and its effect on

learning; study of leading theories of learning; study of rewards

and incentives; and study in interests and climate for learning;

iii. Remediation of basic skills including study in research-based

corrective methods and materials as related to specific diagnostic

findings, the requirements of the CCCS, and the school and

classroom environment;

iv. Physiological bases for learning including study of the

neurological development and physical readiness of the normal

child for learning; study of abnormal conditions of health that

contribute to educational disability and study of metabolic and

infectious disorders which affect learning;

v. Orientation in psychological testing including study of a

overview of tests applicable to educational psychology;

interpretation of psychological reports as applied to tests

administered; the appropriate use of tests and the potential

misuse of test results; and test construction theory;

vi. Diagnosis of learning problems including study of the nature and

cause of learning problems; formulating an evaluation plan for

educational assessments; administering and interpreting

technically sound and culturally responsive standardized

instruments and functional assessment procedures to determine

educational levels, underlying deficits, and learning style;

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 methods of arriving at a diagnosis based on evidence available

from each child study team (CST) member; and ways of

reporting diagnostic findings;

vii. Accommodations and modifications as a method of providing

service to children with learning problems including utilization

of validated methods for adapting instruction for diverse learning

needs; technology for students with disabilities; understanding of

accommodations and modifications in curriculum, materials,

methods, classroom structures, assessment; utilization of the

individualized education program (IEP) and the CCCS

accommodation and modification; methods to enhance social

relationships and positive behavior methods; focus on the

inclusive classroom environment; legal issues related to the

responsibilities of the CST including the requirements of a free

appropriate public education, least restrictive environment, the

determination of eligibility, and the development of the IEP;

viii. Collaboration theory and practice including theory and process

of conducting collaborations; establishing collaborative

partnerships between general and special educators, with parents

and families, and with paraprofessionals; methods of co-teaching

including in-class support, classroom consultation, and co-

teaching; preparation for participating in a multidisciplinary child

study team setting with opportunities for modeling and

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 participation in team staffing and parent conferences;

opportunities to observe, rehearse, and present results from

evaluations in practice sessions;

ix. A college supervised, consultant-level practicum in diagnosis

and remediation of educational disabilities in school and clinical

situations. The definition and nature of this practicum, and the

courses in which it will be provided, should be clear in the

program description. The practicum should provide for a

minimum of 90 clock hours of college supervised experience.

This may not be a student teaching experience; and

x. Elective study chosen from areas such as group dynamics;

methods and materials for teaching students with disabilities;

curriculum development in the teaching of students with

disabilities; teaching of reading; assistive/adaptive technology;

interviewing and counseling; educational psychology; and

community resources.

(d) An emergency certificate may be issued to a candidate who meets the following

requirements:

1. A standard instructional certificate;

2. Three years of teaching experience; and

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 3. A minimum of 12 graduate credits in educational disabilities including

psychological testing.

(e) Applicants in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

6A:9-13.11 School occupational therapist

(a) The school occupational therapist endorsement is required for service as an

occupational therapist in grades preschool through 12.

(b) The requirements for the school occupational therapist endorsemet are as

follows::

1. A bachelor’s degree from a regionally accredited college or university;

2. Completion of a program in occupational therapy from an approved

school; and

3. A currently valid license issued by the New Jersey Occupational

Therapy Advisory Council.

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(c) An emergency certificate is not available for this endorsement.

6A:9-13.12 School physical therapist

(a) The school physical therapist endorsement is required for service as a physical

therapist in grades preschool through 12.

(b) The requirements for the school physical therapist endorsement are as folows:

1. A bachelor’s degree from a regionally accredited college or university;

2. Completion of a program in physical therapy from an approved school;

and

3. A currently valid license issued by the New Jersey Board of Physical

Therapy.

(c) An emergency certificate is not available for this endorsement.

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6A:9-13.13 Reading specialist

(a) The reading specialist endorsement is required for service as a reading specialist

in grades preschool through 12. A reading specialist conducts in-service

training of teachers and administrators, coordinates instruction for students or

groups of students having difficulty learning to read, diagnoses the nature and

cause of a student’s difficulty in learning to read, plans developmental programs

in reading for all students, recommends methods and material to be used in the

district reading program, and contributes to the evaluation of the reading

achievement of students.

(b) A candidate for this endorsement shall have completed a master’s degree from a

regionally accredited college or university, two years of successful teaching

experience and one of the following:

1. A graduate degree program in reading approved by the Department; or

2. A program of graduate studies of 30 semester-hours consisting of the

following:

i. Reading foundations;

ii. Diagnosis of reading problems;

iii. Correction of reading problems;

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 iv. Supervised practicum in reading; and

v. Study in at least three of the following areas: children’s or

adolescent literature; measurement; organization of reading

programs; psychology; staff supervision; linguistics; special

education; research; and foundations of education.

(c) An emergency certificate may be issued to a candidate who meets the following

requirements:

1. A master’s degree from a regionally accredited college or university;

2. Two years of successful teaching experience; and

3. Completion of 12 graduate credits in the areas listed in (b)2 above.

(d) Candidates in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

6A:9-13.14 School library media specialist

(a) The school library media specialist (SLMS) endorsement is required for any

person who serves as a school library media specialist in grades preschool

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 through 12. The functions include delivery of instruction in information literacy

skills and the development and coordination of school library media programs

and resources. The functions also include the delivery of instruction in the

evaluation, selection, organization, distribution, creation and utilization of

school library media. Media are defined as all print, non-print and electronic

resources including the technologies needed for their use.

(b) To be eligible for the SLMS CE, a candidate must hold a master’s degree from a

regionally accredited college or university and complete one of the following:

1. A graduate curriculum approved by the Department as the basis for

issuing this certificate; or

2. A master’s degree in library media studies from a regionally accredited

college; or

3. A program of graduate studies consisting of at least 36 semester-hour

credits in a coherent sequence of studies including the following:

i. Organization and coordination of school library media programs,

resources and instruction to provide a sequential course of study

for students;

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ii. Application of learning theory to reading, listening and viewing

library media resources;

iii. Access, evaluation, selection and utilization of library media

resources;

iv. Design and development of multi-media materials;

v. Design, development and integration of information literacy

skills and the library media program throughout the school

curriculum;

vi. Integration of educational resources and technology throughout

the school curriculum;

vii. Children’s literature and young adult literature;

viii. Development and implementation of policies and procedures for

effective and efficient acquisition, cataloging, processing,

circulation, and maintaining equipment and resources to ensure

equitable access;

ix. Development, implementation and evaluation of library media

programs to meet educational goals including management of

library personnel, resources and facilities;

x. Utilization of current and emergent technologies in all phases of

school library media programs; and

xi. Field experience that includes instruction and management. This

experience must be completed in a school library media center.

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(c) To be eligible for the SLMS CEAS, a candidate must complete the requirements

outlined in (b)1 or 3 above and one of the following:

1. Hold a standard New Jersey or out-of-State instructional certificate. A

military science endorsement will not satisfy this requirement;

2. Complete a State-approved college teacher preparation program with or

without student teaching; or

3. Complete a coherent college program at a regionally accredited college

or university that includes a minimum of nine semester-hour credits in

educational theory, curriculum design and integration, teaching

methodology, student/learning development, and behavior management.

(d) To be eligible for a provisional educational services certificate with a SLMS

endorsement, the candidate shall:

1. Possess a SLMS CE or CEAS; and

2. Obtain an offer of employment in a position that requires the SLMS

endorsement.

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(e) To be eligible for the standard educational services certificate with a SLMS

endorsement, a candidate shall:

1. Possess a provisional educational services certificate with a SLMS

endorsement pursuant to (d) above;

2. Complete a coherent college program at a regionally accredited college

or university that includes a minimum of nine semester-hour credits in

educational theory, curriculum design and integration, teaching

methodology, student/learning development, and behavior management.

Holders of the SLMS CEAS are exempt from this requirement;

3. Complete graduate level coursework in the school library media topics

listed in (b)3 above that were not included in the candidiate’s library

media master’s program. Holders of the SLMS CEAS are exempt from

this requirement.

4. Complete a year-long school-based residency program in a school

library media center. A certified school administrator, principal or

supervisor shall provide supervision during the candidate’s provisional

year. The residency program shall:

- 286 -
 i. Consist of a supervised residency that includes professional

experiences in the delivery of instruction in information literacy

skills and the development and coordination of school library

media programs and resources. In addition the residency

includes the delivery of instruction in the evaluation, selection,

organization, distribution, creation and utilization of school

library media. Where possible, the candidate shall be mentored

by an experienced school library media specialist throughout the

residency; and

ii. Be agreed upon through a residency agreement issued by the

Department outlining the responsibilities as set forth in this

section and entered into by the Department, the employing

school, the candidate and the State-approved residency

supervisor.

(f) The State-approved residency supervisor shall have primary responsibility to

assure that the candidate receives appropriate training, support, mentoring,

practicum experiences and professional opportunities in the critical job

responsibilities specified in the agreement and consistent with (a) above. The

residency supervisor shall also evaluate and verify the completion of all

required experiences according to the terms and conditions of the residency

agreement.

- 287 -
(g) Upon completion of the residency period, the supervisor shall complete a

comprehensive evaluation report on the candidate’s performance based on the

candidate’s ability to complete the job duties pursuant to (a) above and to

implement the theoretical concepts pursuant to (b)2 above. The supervisor shall

discuss the evaluation report with the candidate, and the supervisor and

candidate shall sign the report as evidence of such discussion. Upon completion

of the evaluation, the evaluation shall be submitted to the Office. The

evaluation on each candidate shall include one of the following

recommendations:

1. Approved: Recommends issuance of a standard educational services

certificate with a SLMS endorsement;

2. Insufficient: Recommends that a standard educational services

certificate with a SLMS endorsement not be issued but that the candidate

be allowed to continue the residency or seek admission to an additional

residency. Except for those candidates who receive approval pursuant to

N.J.A.C. 6A:9-17.17(d), a candidate who receives a second insufficient

is precluded from continuing or re-entering a residency; or

- 288 -
 3. Disapproved: Recommends that a standard educational services

certificate with a SLMS endorsement not be issued and that the

candidate is precluded from continuing or re-entering a residency.

(h) If the candidate disagrees with the residency supervisor’s recommendation, the

candidate may appeal the recommendation pursuant to N.J.A.C. 6A:9-17.17.

(i) The holder of a standard educational services certificate with an associate

school library media specialist endorsement is eligible for the SLMS upon

completion of the requirements in (b)3 above.

(j) An emergency certificate may be issued to a candidate who has a bachelor’s

degree from a regionally accredited college or university and has completed a

minimum of 12 graduate-level semester-hour credits in school library media.

(k) Candidates in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

(l) The following individuals are eligible to receive the standard SLMS

endorsement:

- 289 -
 1. Those holding a permanent New Jersey school librarian or standard

educational media specialist endorsement;

2. Those holding a standard New Jersey instructional certificate or a valid

out-of-State instructional license who have completed a graduate degree

program in a regionally accredited institution with specialization in

school library media studies; or

3. Those holding a standard New Jersey Associate School Library Media

Specialist (ASLMS) endorsement who have completed a graduate

degree program at a regionally accredited college or uiversity with

specialization in school library media studies.

(m) Individuals holding the school librarian or educational media specialist

endorsement may serve in any position requiring the SLMS endorsement.

6A:9-13.15 Associate school library media specialist

(a) The associate school library media specialist (ASLMS) endorsement is required

for anyone who serves as a school library media specialist in grades preschool

through 12 under the supervision of a certified school administrator, principal or

supervisor. The functions include delivery of instruction in information literacy

skills, and the development and coordination of school library media programs

- 290 -
 and resources. The holder also provides instruction in the evaluation, selection,

organization, distribution, creation and utilization of school library media.

These media are defined as all print, non-print and electronic resources

including the technologies needed for their use.

(b) To be eligible for the ASLMS CE, a candidate shall have completed a

bachelor’s degree from a regionally accredited college or university and one of

the following:

1. A graduate curriculum approved by the Department as the basis for

issuing this certificate; or

2. A program of graduate studies consisting of at least 18 semester-hour

credits in a coherent sequence of studies including the following:

i. Access, evaluation, selection and utilization of library media

resources;

ii. Organization and coordination of school library media programs,

resources and instruction to provide K-12 student with a

sequential course of studies;

iii. Children’s literature and young adult literature;

iv. Design, development and integration of information literacy

skills throughout the school curriculum;

- 291 -
 v. Design and development of multi-media materials;

vi. Utilization of current and emergent technologies in all phases of

school library media programs; and

vii. A field experience that includes instruction and management.

This experience must be completed in a school library media

center.

(c) To be eligible for the ASLMS CEAS, a candidate shall complete the

requirements outlined in (b) above and one of the following:

1. Hold a standard New Jersey or out-of-State instructional certificate. A

military science endorsement shall not satisfy this requirement;

2. Complete a State-approved college teacher preparation program with or

without student teaching; or

3. Complete a coherent college program at a regionally accredited college

or university that includes a minimum of nine semester-hour credits in

educational theory, curriculum design and integration, teaching

methodology, student/learning development, and behavior management.

(d) To be eligible for a provisional educational services certificate with an ASLMS

endorsement, the candidate shall:

- 292 -
 1. Possess an ASLMS CE or CEAS; and

2. Obtain an offer of employment in a position that requires the ASLMS

endorsement.

(e) To be eligible for the standard educational services certificate with an ASLMS

endorsement, a candidate shall:

1. Possess a provisional educational services certificate with an ASLMS

endorsement pursuant to (d) above;

2. Complete a coherent college program at a regionally accredited college

or university that includes a minimum of nine semester-hour credits in

educational theory, curriculum design and integration, teaching

methodology, student/learning development, and behavior management.

Holders of the ASLMS CEAS are exempt from the study requirements;

and

3. Complete a year-long school-based residency program in a school

library media center. A certified school administrator, principal or

supervisor shall provide supervision during the candidate’s provisional

year. The residency program shall:

- 293 -
 i. Consist of a supervised residency that includes professional

experiences in the delivery of instruction in information literacy

skills and the development and coordination of school library

media programs and resources. In addition the residency

includes the delivery of instruction in the evaluation, selection,

organization, distribution, creation and utilization of school

library media. Where possible, the candidate shall be mentored

by an experienced school library media specialist throughout the

residency; and

ii Be agreed upon through a residency agreement issued by the

Department outlining the responsibilities as set forth in this

section and entered into by the Department, the employing

school, the candidate and the State-approved residency

supervisor.

(f) The State-approved residency supervisor shall have primary responsibility to

assure that the candidate receives appropriate training, support, mentoring,

practicum experiences and professional opportunities in the critical job

responsibilities specified in this section. The residency supervisor shall also

evaluate and verify the completion of all required experiences according to the

terms and conditions of the residency agreement.

- 294 -
(g) Upon completion of the residency period, the supervisor shall complete a

comprehensive evaluation report on the candidate’s performance based on the

candidate’s ability to complete the job duties pursuant to N.J.A.C. 6A:13-15(a)

above and to implement the theoretical concepts pursuant to (b)2 above. The

supervisor shall discuss the evaluation report with the candidate, and the

supervisor and candidate shall sign the report as evidence of such discussion.

Upon completion of the evaluation, the evaluation shall be submitted to the

Office. The evaluation on each candidate shall include one of the following

recommendations:

1. Approved: Recommends issuance of a standard educational services

certificate with an ASLMS endorsement;

2. Insufficient: Recommends that a standard educational services

certificate with an ASLMS endorsement not be issued but that the

candidate be allowed to continue the residency or seek admission to an

additional residency. Except for those candidates who receive approval

pursuant to N.J.A.C. 6A:9-17.17(d), a candidate who receives a second

insufficient is precluded from continuing or re-entering a residency; or

3. Disapproved: Recommends that a standard educational services

certificate with an ASLMS endorsement not be issued and that the

candidate is precluded from continuing or re-entering a residency.

- 295 -
(h) If the candidate disagrees with the residency supervisor’s recommendation, the

candidate may appeal the recommendation pursuant to N.J.A.C. 6A:9-17.17.

(i) An emergency certificate may be issued to a candidate who completes a

bachelor’s degree from a regionally accredited college or university and a

minimum of six graduate semester hour credits in school library media.

(j) Applicants in possession of a written evaluation completed by the Office prior

to January 20, 2004 will have five years from January 20, 2004 to complete the

requirements set forth in the written evaluation.

(k) Policies governing the ASLMS endorsement are as follows:

1. Persons holding a standard or permanent New Jersey teacher-librarian or the

associate educational media specialist endorsement shall be deemed eligible

to receive the ASLMS endorsement.

2. The holder of the teacher-librarian or associate educational media specialist

endorsement is eligible to receive an extension of the authorization to

include the functions of the ASLMS authorization.

- 296 -
6A:9-13.16 School orientation and mobility specialist

(a) The school orientation and mobility specialist endorsement is required for

service as an orientation and mobility instructor to blind and visually impaired

students in public schools in grades preschool through 12.

(b) To be eligible for the standard educational services certificate with a school

orientation and mobility specialist endorsement, the candidate shall:

1. Hold a bachelor’s degree from a regionally accredited college or

university; and

2. Hold a valid Orientation and Mobility Specialist certification issued by

the Academy for the Certification of Vision Rehabilitation & Education

Professionals (ACVREP) or a Category A: University Preparation

certification issued by the National Blindness Professional Certification

Board (NBPCB).

6A:9-13.17 School athletic trainer

(a) The athletic trainer endorsement is required for service as a school athletic

trainer in grades preschool through 12 pursuant to N.J.S.A. 18A:28- 4(b).

- 297 -
(b) To be eligible for the school athletic trainer endorsement, a candidate shall:

1. Hold a bachelor’s degree from a regionally accredited college or

university; and

2. Satisfactorily complete the requirements established by the State Board

of Medical Examiners for registration as an athletic trainer pursuant to

N.J.A.C. 13:35-10.

(c) An emergency certificate is not available for this endorsement.

6A:9-13.18 Educational interpreter

(a) Effective September 1, 2005, the educational interpreter endorsement is

required for individuals who provide educational interpreting services, sign

language interpreting, oral interpreting or cued speech transliteration to students

who are deaf, hard of hearing or deaf-blind in grades preschool through 12.

(b) To be eligible for the standard educational services certificate with a sign

language interpreting endorsement, a candidate shall:

1. Hold an associate or higher degree from a regionally accredited college

or university and complete the following:

- 298 -
 i. The Educational Interpreter Performance Assessment (EIPA)

with a minimum score of three; and

ii. Fifteen semester hour credits of professional education

coursework that includes study in child development, language

development, curriculum development, methods of instruction,

interpreting for deaf-blind students and legal and ethical issues

for educational interpreters. Such study may be part of the

degree program or in addition to the degree program and may be

completed at an accredited two year college; or

2. Have a high school diploma or a General Education Diploma (GED),

demonstrated interpreting skills as evidenced through the possession of a

sign language certificate from the Registry of Interpreters for the Deaf,

the National Association of the Deaf or other Department-approved

national accrediting agencies for sign language interpreting and

complete the following:

i. The EIPA with a minimum score of three; and

ii. Fifteen semester hour credits of professional education

coursework that includes study in child development, language

development, curriculum development, interpreting for deaf-

blind students, legal and ethical issues for educational

- 299 -
 interpreters and methods of instruction. The study may be

completed at an accredited two-year college.

(c) To be eligible for the standard educational services certificate with an oral

interpreting endorsement, a candidate shall:

1. Have a high school diploma, a GED or an associate or higher degree;

2. Demonstrate interpreting skills as evidenced through the possession of

an oral interpreting certificate from a Department-approved accrediting

agency; and

3. Complete 15 semester hour credits of professional education coursework

that includes study in child development, language development,

curriculum development, interpreting for deaf-blind students, legal and

ethical issues for educational interpreters and methods of instruction.

The study may be completed at an accredited two-year college.

(d) To be eligible for the standard educational services certificate with a cued

speech transliteration endorsement, a candidate shall:

1. Have a high school diploma, a GED or an associate or higher degree;

- 300 -
 2. Demonstrate interpreting skills as evidenced through the possession of a

cued speech transliteration certificate from a Department-approved

accrediting agency; and

3. Complete 15 semester hour credits of professional education coursework

that includes study in child development, language development,

curriculum development, interpreting for deaf-blind students, legal and

ethical issues for educational interpreters and methods of instruction.

The study may be completed at an accredited two-year college.

(e) An emergency educational interpreter certificate in sign language interpreting

may be issued to a candidate with a high school diploma or GED and who has

completed the EIPA with a minimum score of three. The emergency certificate

may be renewed a total of three times.

(f) An emergency educational interpreter certificate in oral interpreting may be

issued to a candidate with a high school diploma or GED and who holds an oral

interpreting certificate from a Department-approved accrediting agency. The

emergency certificate may be renewed a total of three times.

(g) An emergency educational interpreter certificate in cued speech transliteration

may be issued to a candidate with a high school diploma or GED and who holds

- 301 -
 a cued speech transliteration certificate from a Department-approved accrediting

agency. The emergency certificate may be renewed a total of three times.

6A:9-13.19 Cooperative education coordinator – hazardous occupations

(a) The cooperative education coordinator (CEC) – hazardous occupations

endorsement is required for an individual to serve as a coordinator supervising

vocational students who are participating in cooperative education experiences

in hazardous occupations in accordance with New Jersey Child Labor Laws,

N.J.S.A. 34:2-21, and New Jersey Department of Education rules at N.J.A.C.

6A:8 and 6A:19. This endorsement authorizes the holder to place and supervise

vocational students in school-sponsored cooperative education experiences as

part of a vocational-technical education program. This endorsement also

permits the individual to supervise students participating in any other structured

learning experience (SLE) in any career cluster.

(b) To be eligible for the CEC – hazardous occupations endorsement, the candidate

shall present:

1. A standard instructional certificate with a vocational-technical

endorsement in any field;

- 302 -
 2. Two years of successful teaching under a certificate in vocational-

technical education, and completion of the following:

i. Training in Child Labor, Wage and Hour, and Wage Payment

laws and regulations, as required by the Department of Labor and

Workforce Development and the U.S. Department of Labor in

accord with N.J.S.A. 34:2-21 and 57, N.J.S.A 34:11-4 and 56,

N.J.A.C. 12:56 and 12:58 and 29 CFR 570 and 1900;

ii. A minimum of 20 hours of training or a Department-approved

equivalent program in safety and health and required Department

procedures and planning for SLEs pursuant to N.J.A.C. 6A:19;

iii. Two graduate-level college courses or a Department-approved

equivalent program in instructional strategies for work-based

education and career information/occupational guidance; and

iv. One-thousand hours of employment experience in a hazardous

occupation, as approved by the chief school administrator, in

accordance with New Jersey Child Labor Laws, N.J.S.A. 34:2-

21.

(c) Individuals holding a Vocational-Technical Coordinator: Cooperative Industrial

Education endorsement as of January 20, 2004 may serve in a position requiring

the CEC - hazardous occupations endorsement in any career cluster.

- 303 -
(d) An emergency certificate in CEC – hazardous occupations may be issued to a

candidate who meets the requirements in (d)1 through 3 below. The candidate

shall complete the requirements for the standard certificate in no more than 24

months from the issuance date of the emergency certificate.

1. A standard vocational instructional certificate;

2. Two years of successful vocational-technical education teaching

experience; and

3. One-thousand hours of employment experience in a hazardous

occupation, as approved by the chief school administrator, in accordance

with New Jersey Child Labor Laws, N.J.S.A. 34:2-21.

6A:9-13.20 Cooperative education coordinator

(a) The cooperative education coordinator endorsement is required for an individual

to serve in the capacity as a coordinator supervising vocational students who are

participating in cooperative education experiences in non-hazardous

occupations in accordance with the New Jersey Child Labor Laws, N.J.S.A.

34:2-21, and New Jersey Department of Education rules at, N.J.A.C. 6A:8 and.

6A:19. This endorsement also permits the individual to supervise students

participating in any other non-hazardous SLE in any career cluster.

- 304 -
(b) To be eligible for the endorsement, the candidate shall present:

1. A standard instructional certificate with a vocational-technical

endorsement in any field; and

2. Successful completion of two years of teaching under a certificate in

vocational-technical education, and completion of the following:

i. Training in Child Labor, Wage and Hour, and Wage Payment

laws and regulations, as required by the Department of Labor and

Workforce Development and the U.S. Department of Labor in

accord with N.J.S.A. 34:2-21 and 57, N.J.S.A. 34:11-4 and 56,

N.J.A.C. 12:56 and 12:58 and 29 CFR 570 and 1900;

ii. A minimum of 20 hours of training or a Department-approved

equivalent program in safety and health and required Department

procedures and planning for SLEs pursuant to N.J.A.C. 6A:19;

and

iii. Two graduate-level college courses or a Department-approved

equivalent program in instructional strategies for work-based

education and career information/occupational guidance.

(c) Individuals holding a vocational-technical coordinator: cooperative industrial

education endorsement or the teacher-coordinator of cooperative vocational-

- 305 -
 technical education in the occupational areas of agriculture education,

distributive education, health occupations, home economics education or

business education endorsements may serve in a position requiring the CEC

endorsement in any career cluster.

(d) An emergency CEC certificate may be issued to a candidate who meets the

requirements in (d)1 and 2 below. The candidate shall complete the

requirements for the standard certificate in no more than 24 months from the

issuance date of the emergency certificate.

1. A standard vocational instructional certificate; and

2. Two years of successful vocational-technical education teaching experience.

6A:9-13.21 County apprenticeship coordinator

(a) The county apprenticeship coordinator endorsement is required for the position

of county apprentice coordinator in any county vocational school district

conducting an apprenticeship program. The endorsement authorizes the holder

to approve and coordinate apprenticeship training programs in accordance with

N.J.A.C. 6A:8 and 6A:19.

- 306 -
(b) To be eligible for the county apprenticeship coordinator endorsement, the

candidate shall present:

1. A standard instructional certificate with a vocational-technical education

endorsement;

2. Two years of successful teaching in a vocational-technical education

program or one year of successful teaching experience in a vocational-

technical education program and completion of a formal apprenticeship;

3. Completion of the following:

i. Training in Child Labor, Wage and Hour, and Wage Payment

laws and regulations, as required by the Department of Labor and

Workforce Development and the U.S. Department of Labor in

accord with N.J.S.A. 34:2-21 and 57, N.J.S.A. 34:11-4 and 56,

N.J.A.C. 12:56 and 12:58 and 29 CFR 570 and 1900; and

ii. A minimum of 20 hours of training or a Department-approved

equivalent program in safety and health and required Department

procedures and planning for SLEs pursuant to N.J.A.C. 6A:19;

and

4. Two graduate level courses in the following required areas: one in the

administration and supervision of career and technical education

- 307 -
 programs and one in industrial and labor relations, or a Department-

approved alternative to either or both of these two courses.

(c) An emergency county apprenticeship coordinator certificate may be issued to a

candidate who meets the requirements in (c)1 and 2 below. The candidate will

have 24 months to complete the requirements for the standard certificate.

1. A standard instructional certificate with a vocational-technical

education endorsement; and

2. Two years of teaching experience in a vocational-technical education

program, or one year of successful teaching experience and completion

of a formal apprenticeship.

SUBCHAPTER 14. ACTING ADMINISTRATORS

6A:9-14.1 General provisions

(a) If, because of illness or death or some other good and sufficient reason, the

district board of education must fill the position of superintendent of schools,

assistant superintendent of schools, school business administrator, principal, or

vice principal with a person who is designated as the acting administrator in a

respective situation and who does not hold the standard New Jersey certificate

- 308 -
 required for the position, it shall be the duty of the board of education to make

written application to the Commissioner, through the executive county

superintendent, for permission to employ such person in an acting capacity,

stating the reasons why such action is necessary. If the stated reasons justify the

need to appoint someone as an administrator in an acting capacity who is not

properly certified to hold the position, the Commissioner may approve the

request on a case-by-case basis.

(b) If such approval is given by the Commissioner, it shall be of three months’

duration, and may be renewed by him or her upon application for a period of

three months at a time. Consideration of said request shall be made on a case-

by-case basis. If the acting status of said individual is to extend beyond a year,

no such permission can be given except upon recommendation of the

Commissioner to the State Board that the application of the district board of

education be granted.

(c) If the Commissioner or State Board grants approval, the Board of Examiners

shall be notified and shall issue a letter of temporary certification.

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SUBCHAPTER 15. REQUIRED PROFESSIONAL DEVELOPMENT FOR

TEACHERS

6A:9-15.1 General provisions

(a) The purpose of this subchapter is to govern required professional development

for active teachers. For the purpose of this subchapter, the term “teacher” refers

to those in positions which require possession of a provisional or standard

instructional or education services certificate. The rules define the categories of

school personnel affected; the amount of required professional development; the

period provided for fulfilling the requirement; the schedule by which the

requirement is to be implemented; and the manner in which the requirement

shall be monitored.

(b) These rules affect all active teachers whose positions require possession of the

instructional or education services certificates in accordance with N.J.A.C.

6A:9-8, 10 and 12.

(c) These rules apply to all district boards of education, charter schools, and

nonpublic schools that choose to participate in the professional development for

teachers required in this subchapter and whose staff members hold positions

which require the possession of the instructional or educational services

certificates. Hereinafter in this subchapter when the term district board of

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 education is used, it includes district boards of education, charter school boards

of trustees and applicable non-public school governing bodies choosing to

participate. In addition, the term district administrator includes district board of

education administrator, charter school administrator and applicable non-public

school administrator choosing to participate.

6A:9-15.2 Amount, duration and content of required continuing professional

development

(a) Each district board of education shall require all active teachers in the school

district to complete 100 clock hours of approved professional development

every five years. Each teacher must make annual yearly progress during the

five-year cycle, though there is no specific annual hourly requirement for

teachers entering a five-year cycle in years one through four. For teachers

entering a five-year cycle in year five, 20 hours of professional development

must be completed in that one year. All new teachers employed under

provisional or standard certificates must fulfill this requirement and must

therefore have a Professional Development Plan (PDP) within 60 instructional

days of the beginning of their teaching assignment.

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 1. All active teaching staff members will begin a new five-year cycle

beginning September 1, 2010 and ending on August 31, 2015. All

teaching staff members will be on the same five-year cycle.

2. Beginning September 1, 2010, all active teaching staff members will

begin the same five-year professional development cycle. For those

teaching staff members hired after the 2005-2006 school year, the 100-

hour requirement will be pro-rated, with no specific annual hourly

requirement for teachers entering a five-year cycle in years one through

four. For teachers entering a five-year cycle in year five, 20 hours of

professional development must be completed in that one year to reflect

the balance of time remaining in their professional development cycle

until 2010.

(b) The content of each teacher’s professional development shall be specified in a

PDP or in the evaluation process of applicable non-public schools and be

developed in accordance with N.J.A.C. 6A:32-4.4 and 4.5 to meet the needs of

the individual teacher in the context of his or her job.

(c) The content of each teacher’s professional development shall align with the

Professional Standards for Teachers as set forth in N.J.A.C. 6A:9-3.3.

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(d) The activities in each teacher’s professional development plan shall align with

the Professional Development Standards in (d)1 through 12 below. The

standards in (d)1, 2 and 3 are “Context Standards”; the standards in (d)4 through

9 are “Process Standards”; and the standards in (d)10, 11 and 12 are “Content

Standards.”

1. Learning communities: Professional development that improves the

learning of all students organizes adults into learning communities

whose goals result from clear, coherent, strategic planning, aligned with

school and school district goals, that is embraced and supported by the

school district’s governing body and by all levels of the school system;

2. Leadership: Professional Development that improves the learning of all

students requires skillful school and school district leaders who develop

a school culture of shared leadership that fosters continuous

improvement, supported by intellectual and financial commitment;

3. Resources: Professional Development that improves the learning of all

students requires time and resources to support adult learning and

collaboration;

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4. Data driven: Professional development that improves the learning of all

students uses disaggregated student data to determine adult learning

priorities, monitor progress, and help sustain continuous improvement;

5. Research-based: Professional development that improves the learning of

all students informs teaching, learning, and leadership using the best

available interpretations of relevant knowledge, including empirical

research;

6. Evaluation: Professional development that improves the learning of all

students uses multiple sources of information to guide improvement and

demonstrate its impact;

7. Design: Professional development that improves the learning of all

students uses learning strategies appropriate to the intended goal;

8. Learning: Professional development that improves the learning of all

students applies knowledge about adult learning and change;

9. Collaboration: Professional development that improves the learning of

all students provides educators with the knowledge and skills to engage

in collegial collaboration and learning that is job- embedded and

supported by sufficient time;

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 10. Equity: Professional development that improves the learning of all

students prepares educators to hold high expectations for the

achievement of all students and to support their academic, social,

emotional, and physical development in a safe, orderly, and supportive

learning environment;

11. Quality teaching: Professional development that improves the learning

of all students deepens educators’ subject matter and pedagogical

content knowledge, supports the use of research-based instructional

strategies to assist students to meet and exceed the New Jersey Core

Curriculum Content Standards and prepares them to use various

assessments to modify and improve instruction; and

12. Family involvement: Professional Development that improves the

learning of all students empowers educators with knowledge and skills

to work effectively with family and community partners.

(e) The content of State-required professional development shall emphasize, but not

be limited to, knowledge and skills essential to achieve the New Jersey Core

Curriculum Content Standards.

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(f) Professional development experiences may include: formal courses and

conferences sponsored by colleges, district boards of education, professional

associations, training organizations or other providers as well as collaborative

learning experiences in school or district level teams. Part or all of the

requirement may be satisfied through district professional development

programs which have been approved by a County Professional Development

Board. Completion of each actual hour of professional development shall satisfy

one hour of the State requirement.

6A:9-15.3 Procedures for implementation of professional development

(a) The Professional Teaching Standards Board (PTSB) shall advise the

Commissioner on the implementation of required professional development for

teachers. The PTSB shall:

1. Review the implementation of the professional development for teachers

initiative and provide ongoing recommendations to the Commissioner

for implementation.

2. Advise the Commissioner, based on research and practitioner surveys,

regarding standards to assure that required professional development

experiences are challenging and meaningful to teachers and relevant to

the task of enabling students to achieve high academic standards;

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 3. Advise the Commissioner on specific criteria and guidelines to assist

school districts in selecting qualified professional development

providers; and

4. Advise the Commissioner on the process for review and approval of

professional development plans in accordance with the Professional

Development Standards referenced in N.J.A.C. 6A:9-15.2(d) and the

Professional Standards for Teachers as referenced in N.J.A.C.6A:9-3.3.

(b) The PTSB shall be comprised of 19 members including: 10 teachers; two

college representatives, at least one of which represents a teacher education

program; three district administrators; two members of local boards of

education; and two members of the general public.

1. The members shall be appointed by the Commissioner with the approval

of the State Board.

2. Member terms shall be two years. Members may be reappointed up to

three times.

3. Members whose representation status changes (that is, retirement,

promotion) have a term limit of 90 days during which the Commissioner

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 shall solicit nominations for a new representative from the appropriate

constituent group.

4. When a vacancy on the PTSB occurs, the Commissioner shall solicit

nominations from the major professional associations for the respective

members. The Commissioner or his or her designee shall serve ex-

officio on the board.

(c) There shall be established a County Professional Development Board in each

county of the State. The Commissioner shall delegate to the County

Professional Development Board the authority to review and approve the

district professional development plans created by local Professional

Development Committees in alignment with the Professional Development

Standards referenced in N.J.A.C. 6A:9-15.2(d) and the Professional Standards

for Teachers as referenced in N.J.A.C. 6A:9-3.3. Once the local professional

development plan has been approved by the County Professional Development

Board, final responsibility for approval and adoption of the plan rests with the

district board of education.

(d) The County Professional Development Board shall be comprised of 15

members from the respective county appointed by the Commissioner at the

recommendation of the executive county superintendent. Such members shall

include seven active teachers, two college representatives, two district

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 administrators, two school board members, two members of the general public,

one of which should be a nonpublic representative and the executive county

superintendent as an ex-officio member. A member of the Professional

Teaching Standards Board shall serve as a liaison to the County Professional

Development Board.

1. Member terms shall be two years. Members can be reappointed up to

three times.

2. Members whose representation status changes (that is retirement,

promotion) have a term limit of 90 days during which the executive

county superintendent shall solicit nominations for a new representative

from the appropriate constituent group.

3. When a vacancy on the County Professional Development Board occurs,

the executive county superintendent shall solicit nominations from the

major professional associations to be submitted for appointment by the

Commissioner. Charter schools and applicable non-public schools shall

have proportional representation.

(e) Each district board of education shall establish a local Professional

Development Committee. The local Professional Development Committee shall

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 work in conjunction with the chief school administrator, with input from

parents, community members and local business leaders, to:

1. Assess professional development needs;

2. Plan and implement professional development activities in alignment

with the Professional Development Standards referenced in N.J.A.C.

6A:9-15.2(d) and the Professional Standards for Teachers referenced in

N.J.A.C.6A:9-3.3.

i. The local professional development committee shall develop

one-, two-, or three-year(s) professional development plans.

ii. School districts which choose to do a multi-year plan shall

submit a yearly update on the implementation of the plan to their

county professional development board.

iii. School district plans shall provide information on school level

and district-wide professional development; and

3. Develop the school district mentoring plan in accordance with N.J.A.C.

6A:9-8.3.

(f) Plans developed by the local Professional Development Committee shall be

presented to the district board of education for review and then to the County

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 Professional Development Board for approval. Once the local professional

development plan has been approved by the County Professional Development

Board, the district board of education has responsibility for final approval.

(g) The local Professional Development Committee shall be comprised of four

teachers, elected by the district board of education instructional and educational

services staff through their majority representative, and two administrative staff

appointed by the chief school administrator. Election of teacher representatives

shall conform to the following procedures:

1. There shall be an open nomination of candidates from among the ranks

of instructional and educational services staff members;

2. Voting shall be conducted in accordance with the established elections

procedures of the majority representative as established in its

constitution and by-laws. The election calendar developed by the

majority representative shall factor in time for runoff elections should

the need arise;

3. Local Professional Development Committee terms shall begin on

September 1 and shall expire on August 31 of the appropriate year;

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 4. Should a teacher member vacancy on the Local Professional

Development Committee occur, the president of the employee majority

representative shall appoint a replacement to serve out the remaining

term until the next scheduled election; and

5. Member terms shall be two years. Members can be reappointed up to

three times. All active teachers and education services personnel are

eligible to vote for and to serve on Local Professional Development

Committees.

(h) District boards of education shall create school professional development

committees by September 1, 2008. The school level committees shall oversee

the development of school level plans for professional development.

1. The committee shall consist of a principal or designee and at least three

teachers who will be elected through the majority representative.

2. The plan shall include a description of school level and team-based

learning in the school and will be based on identified school goals, and

student and teacher needs.

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 3. The approved school level plans will become part of the district

professional development plan reviewed by the county professional

development board and the local board of education.

(i) In engaging professional development providers, school districts shall ensure

that school district contracts of $10,000 or more with professional development

providers shall contain:

1. A description of the professional development services to be provided,

including the targeted audience, on and off-site support for school

district and school staff, and the time-frame for accomplishing the

objectives;

2. A description of the expected outcomes for improved student and/or

adult learning as a result of the professional development services;

3. A detailed explanation of costs for the services that includes a scheduled

of payments and the method of payments; and

4. A requirement that the final evaluation report be submitted by the

professional development provider describing the degree to which the

outcomes have been accomplished, prior to final payment.

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6A:9-15.4 Compliance, enforcement and assistance

(a) The 100 hours of approved professional development shall be legally binding

and it shall be each teacher’s responsibility in conjunction with district board of

education policies to take whatever steps are necessary in order to meet the

requirement.

(b) In addition to enforcing the requirement, the State and employing district board

of education shall actively assist and support teachers’ efforts to meet the

professional development requirement. Specifically, it is the responsibility of

the local supervisor and district administrator through the PDP process or

applicable non-public school evaluation process to monitor the teacher’s efforts

continuously through progressive supervision where a teacher’s progress is

inadequate.

(c) The chief school administrator shall certify in writing to the new school district

the accrued professional development hours for any teacher leaving the school

district.

(d) Accrued professional development hours shall be portable between schools and

districts.

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6A:9-15.5 Monitoring responsibility

(a) To ensure that enforcement of the 100-hour requirement reflects a policy of

continuous monitoring, constructive support and timely intervention, the

requirements for professional development of active teachers shall also provide

that:

1. The Department shall monitor compliance in implementing the rules for

professional development for teachers through the annual evaluation

process for school districts in accordance with N.J.A.C. 6A:30-1;

2. In any instance where an individual teacher fails to make annual

progress toward meeting the requirement, or where a professional fails

to satisfy the requirement fully within the five-year period, the district

administration shall take appropriate remedial action applying sound and

accepted principles of progressive supervision as well as by using

existing laws and rules to the fullest extent;

3. The district administration shall provide documentation of each

teacher’s fulfillment of the professional development requirement. The

district administration shall be required to report every five years

beginning on September 1, 2010 to the Department all instances of

noncompliance and a description of actions to address them; and

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 4. The Department, under advisement of the PTSB, shall monitor, assess

and analyze the various professional development and/or inservice

activities for their effectiveness in meeting the needs of the State, local

boards of education and individual teachers. The Department shall

prepare an annual report, reviewed with the PTSB, for the State Board.

The annual report shall provide information concerning the

implementation of all the preceding sections of this subchapter including

those concerning the amount, duration and content of required

professional development; review and approval of professional

development; compliance, enforcement and assistance; monitoring

responsibility; and the future role of the PTSB.

6A:9-15.6 Future role(s) of the Professional Teaching Standards Board to create

standards of professional conduct and performance

(a) In addition to performing its regulatory role in recommending specific standards

for the 100-hour professional development requirement, the PTSB shall define

an additional independent role for itself in establishing and advocating broader

standards of professional performance and conduct.

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(b) Such standards shall embody those ideals which the teaching profession

publicly advocates and to which it subscribes, above and beyond those

minimum requirements that government establishes to protect the public.

(c) In general, the PTSB shall define its role to include, but not necessarily be

limited to, the following:

1. Establishing and advocating non-mandated standards of effective and

ethical practice;

2. Gathering and disseminating information on exemplary practice;

3. Recognizing individual teachers who exemplify the board’s standards, as

well as exemplary schools and districts;

4. Providing nonbinding notices of noncompliance to individual districts

and professionals who do not meet standards; and

5. Where necessary, referring to the State any such instances of

noncompliance where there may be cause for State action.

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SUBCHAPTER 16. REQUIRED PROFESSIONAL DEVELOPMENT FOR

SCHOOL LEADERS

6A:9-16.1 General provisions

(a) The purpose of this subchapter is to govern the implementation of required,

standards-based professional development for school leaders.

(b) These rules affect all active school leaders serving on a permanent or interim

basis whose positions require possession of the chief school administrator,

principal, or supervisor endorsement in accordance with N.J.A.C. 6A:9-11.2.

The requirement for professional development for school administrators shall

take effect on the date of the commencement of each district’s 2005-2006

school year.

(c) These rules apply to all district boards of education, charter schools, and non-

public schools whose staff hold positions which require the possession of chief

school administrator, principal, or supervisor endorsements. Hereinafter in this

subchapter when the term district board of education is used, it includes charter

school boards of trustees and applicable non-public school governing bodies. In

addition, the term district administrator includes charter school administrator

and applicable non-public school administrator.

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6A:9-16.2 State Advisory Committee on Professional Development for School

Leaders

(a) There shall be established a State Advisory Committee on Professional

Development for School Leaders to advise the Commissioner on the

implementation of the professional development requirement for school leaders.

The duties of the State Advisory Committee on Professional Development for

School Leaders shall be to:

1. Review the implementation of the professional development for school

leaders’ initiative and provide ongoing recommendations to the

Commissioner regarding implementation;

2. Establish and revise as necessary guidelines for the peer review and

certification process of the requirement;

3. Provide ongoing review of the framework for professional development

plans to support school leaders’ efforts to fulfill the requirement;

4. Advise the Commissioner on implementation issues including funding

and compliance and the periodic evaluation of the initiative; and

5. Provide guidance to school leaders in implementing the regulations.

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(b) The Advisory Committee shall be comprised of 11 members active in their

positions and representing the following constituencies: five principals and

supervisors, three superintendents and central office administrators, one teacher,

one higher education representative from a school leader preparation program,

and one local board of education member. The members shall be appointed by

the Commissioner of Education. Members of the State Advisory Committee on

Professional Development for School Leaders will serve for a term of three

years and may be reappointed for one additional term. The Commissioner will

solicit nominations from the major professional associations for their respective

members. The Commissioner or his or her designee shall serve as ex-officio on

the Advisory Committee. The Advisory Committee shall solicit nominations,

subject to the Commissioner’s approval, to replace members whose

representation status changes (e.g., promotion, retirement, cessation of

employment) or who are unable to complete their term of service for other

reasons.

6A:9-16.3 Implementation of the professional development requirement for school

leaders

(a) Each school leader shall fulfill the professional development requirement

through the creation, implementation, and completion of an individualized

professional growth plan that:

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 l. Will align with the professional standards for school leaders set forth in

N.J.A.C. 6A:9-3.4;

2. Will identify professional goals that address specific district or school

needs.

i. Principals and supervisors will develop professional

development goals in conjunction with the chief school

administrator.

ii. Chief school administrators will identify goals with a peer review

committee;

3. Will ground professional development activities in objectives related to

improving teaching, learning, and student achievement; and

4. Will adhere to plan specifications to be developed by the State Advisory

Committee on Professional Development for School Leaders.

(b) Each active school leader shall be required to provide evidence of plan

fulfillment. Evidence shall include:

1. A narrative account detailing plan goals and their achievement; and

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 2. Documentation related to professional growth activities such as training,

university coursework, job-embedded learning opportunities including

action research and study groups.

(c) Leaders whose positions require a principal or supervisor endorsement shall be

required to provide evidence of plan completion every three years to the chief

school administrator. The initial three-year period shall extend from September

2005 to September 2008 with the 2004-2005 school year serving as a

development year.

(d) Leaders whose positions require a chief school administrator’s endorsement

shall be required to provide evidence of completion of the professional growth

plan to a peer review team every three to five years depending upon the chief

school administrator’s contract with the district board of education.

6A:9-16.4 Plan review and approval process for the professional growth plans for

chief school administrators

(a) Each chief school administrator will develop a professional growth plan in

consultation with a peer review committee which shall consist of three or more

chief school administrators selected by each chief school administrator.

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(b) The role of the peer review committee will be to provide support, review

progress in plan implementation, review for assurance of compliance with the

professional standards for school leaders referenced in N.J.A.C. 6A:9-3.4 and

the professional development standards referenced in N.J.A.C. 6A:9-15.2(d) and

recommend the certification of the successful completion of the professional

growth plan to the New Jersey Association of School Administrators.

1. The New Jersey Association of School Administrators will coordinate

the peer review process and certify the completion of the professional

growth plans.

2. The New Jersey Association of School Administrators shall provide

certification of both an administrator’s plan initiation and completion to

the school administrator’s board of education.

6A:9-16.5 Plan review and approval process for the professional growth plan for

individual certified principals and supervisors

(a) Leaders who are certified as principals and supervisors will consult with the

chief school administrator or designee to set goals for the professional growth

plan.

(b) After identifying goals with the chief school administrator, principals and

supervisors will submit their plans to a self-selected peer review committee

- 333 -
 comprised of three or more school administrators for input, support, the review

of progress in plan implemetation and review for assurance of compliance with

the professional standards for school leaders referenced in N.JA.C. 6A:9-3.4

and the professional development standards referenced in N.J.A.C. 6A:9-

15.2(d). The peer review committee shall recommend the certification of the

successful completion of the professional growth plan to the chief school

administrator.

(c) The chief school administrator will certify the development, implementation

and successful completion of the professional growth plans.

6A:9-16.6 Monitoring responsibility

(a) To ensure that enforcement of the professional development requirement for

school leaders reflects a policy of continuous monitoring, constructive support

and timely intervention, the requirements for professional development shall

also provide that:

l. The Department shall monitor compliance in implementing the regulations

for professional development for school leaders through the annual

evaluation process for school districts in accordance with N.J.A.C. 6A:30-

1; and

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 2. The Department shall monitor and evaluate the effectiveness of the

regulations in meeting the needs of practitioners, school districts, and the

State and prepare an annual report for the State Board providing

information concerning the implementation of all the preceding

provisions of this subchapter including those concerning the

implementation of the professional development requirement; the review

and approval of professional development, and monitoring and

evaluation of the regulations.

6A:9-16.7 Requirements for school leader professional development in ethics, law,

and governance

(a) Pursuant to N.J.S.A. 18A:26-8.2, N.J.A.C. 6A:9-16.7 applies to all active

school leaders serving on a permanent or interim basis whose positions require

possession of the standard school administrator or principal endorsement in

accordance with N.J.A.C. 6A:9-12.3.

(b) All such school leaders under (a) must complete a minimum of 12 hours of in-

person and/or on-line instruction.

1. All active school leaders holding a standard school adminsitrator,

principal, or supervisor endorsement employed in a New Jersey school

district before July 1, 2009 must fulfill this requirment by June 30,

2013.

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 2. All active school leaders holding a standard school administrator,

principal, or supervisor endorsement hired by a local education agency

on or after July 1, 2009 must complete the professional development

requirement on ethics, law and governance within four years of their

initial date of hire.

(c) After a school administrator or principal has completed this initial 12 hours of

training, it is anticipated that periodic follow-up training may be necessary in

response to the changing nature of school law and governance. Any subsequent

professional development in this area shall be implemented through the school

leader’s professional development plan process as specified in N.J.A.C. 6A:9-

16.3 and (d) through (g) below.

(d) School leader professional development in ethics, law, and governance must

include the following content area strands:

1. School district governance, ethical issues including the ethical conduct

of school business and current school law;

2. Student rights and responsibilities;

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 3. Staff rights and responsibilities; and

4. Special education law, regulations and due process procedures.

(e) School leader professional development in ethics, law, and governance must

include performance assessments appropriate to the training through which

school leaders must demonstrate an understanding of each content area strand.

(f) School leader professional development in ethics, law, and governance must

align with the New Jersey Professional Standards for School Leaders, N.J.A.C.

6A:9-3.4 and the New Jersey Professional Development Standards, N.J.A.C.

6A:9-15-2(d).

(g) The school leader must provide documentation of successful program

completion to his or her supervisor. This documentation must be kept on file in

the same manner as other professional development documentation. The school

leader is also responsible for keeping a copy of this documentation to provide to

potential future district employers.

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SUBCHAPTER 17. STATE BOARD OF EXAMINERS’ PROCEEDINGS

6A:9-17.1 Certificate holder

(a) For purposes of this subchapter, the term certificate holder shall include all

individuals who hold certificates, credentials, CEs and CEASs issued by the

State Board of Examiners.

(b) For purposes of this subchapter, the term certificate shall include all standard,

emergency and provisional certificates, all credentials and all CEs and CEASs

issued by the State Board of Examiners.

(c) All certificate holders shall report their arrest or indictment for any crime or

offense to their superintendent within 14 calendar days. The report shall

include the date of arrest of indictment and charge(s) lodged against the

certificate holder. Such certificate holders must also report to their

superintendents the disposition of any charges within seven calendar days of

disposition. Failure to comply with these reporting requirements may be

deemed “just cause” pursuant to N.J.A.C. 6A:9-17.5. School districts shall make

these requirements known to all new employees and to all employees on an

annual basis.

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6A:9-17.2 Conduct barring candidate from certification

(a) Notwithstanding that a candidate may meet all requirements for certification,

the Board of Examiners may refuse to issue a certificate to that candidate if,

based on the record before it, the Board of Examiners determines that, for

reasons set forth in N.J.A.C. 6A:9-17.5, the candidate is not suitable for

employment as a teaching staff member in the public schools.

6A:9-17.3 Candidates to provide information regarding criminal history

(a) As part of the application for certification, a candidate must advise the Office

whether he or she has a record of conviction(s) for any crime or offense in New

Jersey or any other state or foreign jurisdiction. Candidates who been have

convicted shall complete a form approved by the Secretary setting forth the

details of the conviction(s).

(b) The Board of Examiners shall review all information the candidate provides and

determine whether the candidate’s criminal history is such that he or she should

not receive a certificate. In making its determination, the Board of Examiners

shall consider the Rehabilitated Convicted Offenders Act, N.J.S.A. 2A:168A-1

et seq., and whether the crime(s) or offense(s) would be disqualifying under

N.J.S.A. 18A:6-7.1 et seq.

- 339 -
6A:9-17.4 District reporting responsibility

(a) The chief school administrator of a district shall notify the Board of Examiners

when:

1. Tenured teaching staff members who are accused of criminal offenses or

unbecoming conduct resign or retire from their positions;

2. Nontenured teaching staff members, including substitute teachers, who

are accused of criminal offenses or unbecoming conduct resign, retire or

are removed from their positions;

3. A certificate holder fails to maintain any license, certificate or

authorization pursuant to N.J.AC. 6A:9-4.1(b) that is mandated in order

for the holder to serve in a position;

4. He or she becomes aware that a certificate holder has been convicted of

a crime or criminal offense while in the district’s employ; or

5. He or she has received a report from the Division of Youth and Family

Services (DYFS) substantiating allegations of abuse or neglect or

establishing “concerns” regarding a certificated teaching staff member.

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(b) In the event that the Board of Examiners issues an order to show cause based on

the information that the school district provided about the certificate holder, it

shall be the responsibility of the reporting school district to cooperate with the

Board of Examiners in any proceeding arising from the order to show cause.

6A:9-17.5 Grounds for revocation and suspension of certification

The Board of Examiners may revoke or suspend the certificate(s) of any

certificate holder on the basis of demonstrated inefficiency, incapacity, conduct

unbecoming a teacher or other just cause. Other just cause shall include, but not

be limited to, offenses within the terms of the forfeiture statute, N.J.S.A. 2C:51-

2, or the disqualification statute, N.J.S.A. 18A:6-7.1. The Board of Examiners

may revoke or suspend a certificate upon evidence that the holder did not meet

the qualifications for the certificate at the time of issuance or no longer satisfies

the criteria set forth in N.JA.C. 6A:9-5.1(b). The Board of Examiners shall not

revoke or suspend a certificate without providing the holder an opportunity to

be heard pursuant to N.J.A.C. 6A:9-17.6.

6A:9-17.6 Revocation or suspension of certificates

(a) The Board of Examiners may issue an order to show cause to a certificate

holder if the Board of Examiners believes that the conduct of the holder may

warrant the revocation or suspension of the certificate(s) held where:

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1. The Commissioner transmits a contested case to the Board of Examiners

that resulted in a teaching staff member’s loss of tenure, dismissal,

resignation or retirement;

2. Pursuant to N.J.A.C. 6A:9-17.4, the Board of Examiners receives

information from a district that a teaching staff member no longer is

employed in the district;

3. The Board of Examiners receives information regarding a certificate

holder’s criminal conviction or pending criminal charges;

4. The Board of Examiners receives notice that a teaching staff member

who is certified in New Jersey and who also holds a teaching certificate

in another state has had action taken against his or her certificate by the

other state;

5. Pursuant to N.J.S.A. 9:6-8.10, the Division of Youth and Family

Services (DYFS) forwards to the Board of Examiners a copy of a report

in which DYFS has substantiated that a certificate holder has abused or

neglected a student or a report in which DYFS identifies its concerns

with the conduct of a teaching staff member;

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6. Pursuant to N.J.S.A. 18A:6-7.3, the Commissioner notifies the Board of

Examiners that an individual who holds New Jersey certification is

disqualified from employment in public schools or has pending charges

for an offense that is disqualifying;

7. A certificate holder fails to maintain any license, certificate or

authorization that is mandated pursuant to N.J.A.C. 6A:9-4.1(b) in order

for the holder to serve in a position;

8. Pursuant to (b) below, an individual files a petition with the Board of

Examiners seeking the revocation or suspension of a certificate holder’s

certificate;

9. Pursuant to N.J.S.A 18A:6-38.1, the Commissioner, based on

information received from a school district in which the certificate

holder is employed, recommends to the State Board of Examiners the

revocation of the certification of the superintendent, assistant,

superintendent, or school business administrator.

10. Pursuant to the provisions of section 2 of P.L.2006, c.15 (N.J.S.A.

18A:7A-55), the Board becomes aware that any condition exists within

a school district that would authorize the appointment of a State monitor,

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 the State Board of Examiners shall review the certification of the

superintendent and school business administrator of the district; or

11. Pursuant to the provisions of P.L.1989, c.266 (N.J.S.A.18A:4-14 et al.)

and of P.L.2007, c.53 (N.J.S.A.18A:55-3 et al.), the Board becomes

aware that any school district is not in compliance with the GAAP

system of double entry bookkeeping, as required, the Commissioner of

Education shall recommend to the Board of Examiners that the board

review the certification of the district's school business administrator.

(b) The following procedures shall apply to persons filing a petition pursuant to

(a)8 above:

1. The person filing the petition shall submit to the Secretary a sworn

statement that he or she has firsthand knowledge supporting the charges

set forth in the petition and shall furnish evidence of proof of service of

the petition on the other party or parties involved;

2. Upon receipt of the petition, the Secretary shall notify the certificate

holder that the holder shall file a response within 30 days of the mailing

date of the Secretary’s notice; and

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 3. The Board of Examiners shall review the petition and response to

determine whether to issue an order to show cause. In the event that the

Board of Examiners issues an order to show cause, the Board of

Examiners shall be the petitioner in the ensuing revocation or suspension

proceeding. The party filing the petition pursuant to (b)1 above shall

have the responsibility to cooperate with the Board of Examiners after it

issues the order to show cause.

(c) Nothing in the foregoing shall preclude the Board of Examiners from issuing an

order to show cause on its own initiative when the Board of Examiners has

reason to believe that grounds for revocation or suspension of a certificate exist.

(d) If the Board of Examiners issues an order to show cause pursuant to (a) above,

the school district employing the certificate holder at the time of the conduct at

issue shall cooperate with the Board of Examiners in any proceeding arising

from the order to show cause.

6A:9-17.7 Procedures for revoking or suspending a certificate

(a) After review of the information received pursuant to N.J.A.C. 6A:9-17.6, the

Board of Examiners shall determine by public vote whether to initiate a

revocation or suspension proceeding. In those cases where the Board of

Examiners moves for revocation or suspension, the Secretary, on behalf of the

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 Board of Examiners, shall issue an order to show cause that states the specific

charges that form the basis of the revocation or suspension proceeding.

(b) The certificate holder shall file an answer with the Board of Examiners no later

than 30 days from the date of mailing of the order to show cause. The answer

may not generally deny the charges, but must respond specifically to each

allegation.

(c) If the certificate holder does not file an answer within 30 days, the Secretary

shall send a second notice affording an additional response time of 15 days from

the date of mailing of the second notice. The second notice shall also advise the

certificate holder that, should the Board of Examiners not receive any response

within that time, the allegations against the certificate holder as set forth in the

order to show cause shall be deemed admitted and that the Board of Examiners

shall proceed to a decision on the allegations in the order to show cause on the

basis of the evidence before it.

(d) If the certificate holder files an answer and there are material facts in dispute,

the Board of Examiners shall either hear the matter directly or transmit the

matter to OAL for a hearing. The hearings at OAL shall be heard in accordance

with the Administrative Procedure Act, N.J.S.A. 52:14B-1 et seq. and the

Uniform Administrative Procedure Rules, N.J.A.C. 1:1.

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(e) If the certificate holder files an answer and no material facts appear to be in

dispute, the Secretary shall send the certificate holder a hearing notice

informing him or her of the opportunity to submit written briefs, affidavits and

other supporting documentation for the Board of Examiners’ consideration. The

certificate holder shall submit 21 copies of all response papers within 30 days

from the date of mailing of the hearing notice.

(f) After receipt of the written submissions pursuant to (e) above, the Secretary will

place the matter on the Board of Examiners’ agenda and notify the certificate

holder of the date the Board of Examiners will consider the matter. The notice

will advise the certificate holder whether his or her appearance is necessary.

(g) The Board of Examiners may transmit the matter to OAL if, after review of the

written submissions, the Board of Examiners determines that there are material

facts in dispute. The Board of Examiners may identify the specific issues OAL

shall consider.

(h) In all cases, the Board of Examiners shall clearly articulate the findings of fact

upon which its decision was based. If the Board of Examiners has decided a

matter solely on the papers, it shall set forth the reasons it deemed summary

decision appropriate.

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(i) The Office may refuse to issue a new certificate to a certificate holder who is

otherwise eligible for the additional certificate if the certificate holder is the

subject of a pending action to revoke or suspend his or her certificate(s)

pursuant to N.J.A.C. 6A:9-17.7.

(j) Upon application of the certificate holder for an extension of time, the Secretary

may extend the time for filing the answer pursuant to (b) above or for filing the

hearing brief pursuant to (e) above, provided that the application for the

extension is requested prior to the expiration of the 30 days for filing the answer

or the hearing brief.

6A:9-17.8 Revoked and suspended certificates

(a) If the Board of Examiners orders the revocation or suspension of a certificate,

the holder shall surrender it to the Secretary within 30 days after mailing of the

revocation or suspension order.

(b) After the Board of Examiners has revoked or suspended a certificate, the

Secretary shall notify:

1. The 50 states and territories and other such agencies that are part of the

Interstate Certification Project;

2. The executive county superintendents of schools;

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 3. Appropriate governmental pension and annuity funds, or retirement

services;

4. The chief school administrator in the employing district; and

5. Any other agency or entity as may be required by law.

(c) The Board of Examiners may reinstate a suspended certificate at the end of the

suspension period, provided that the certificate holder has met all conditions

that the Board of Examiners established.

6A:9-17.9 Suspension of certificates for failure to give notice of intention to resign

(a) A teacher employed by a district board of education who, without the consent of

the board, ceases to perform his or her duties prior to the expiration of the

employment, shall be deemed guilty of unprofessional conduct.

(b) The Commissioner may, upon receiving notice of the fact, suspend the

certificate for a period not to exceed one year.

(c) Appeal of the Commissioner’s decisions pursuant to this section shall be to the

State Board in accord with N.J.A.C. 6A:4.

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6A:9-17.10 Application for certification after revocation

(a) A certificate that has been revoked for any of the grounds set forth in this

chapter shall not be reinstated. An individual who has had a certificate revoked

may file an application for a new certificate with the Board of Examiners.

(b) The Board of Examiners shall not issue a new certificate to a candidate whose

certificate(s) has been revoked unless the following conditions are met:

1. The candidate shall satisfy all criteria for the issuance of the certificate

that are in effect at the time of the application for the new certificate;

2. At least four years shall have passed since the effective date of the

revocation of the previous certificate;

3. The candidate shall have provided evidence demonstrating rehabilitation

for the unbecoming conduct, incompetence, or other cause for the

revocation;

4. If the basis for the revocation was the conviction of a crime that is not

disqualifying under N.J.S.A. 18A:6-7.1 et seq., the candidate shall have

submitted evidence to the Board of Examiners that he or she has been

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 fully rehabilitated in accord with the factors set forth in N.J.S.A.

2A:168A-2 and that issuing a certificate to the candidate would not be

detrimental to the public welfare;

5. The candidate shall have complied with all conditions imposed by the

order of revocation; and

6. If the revocation arose from a criminal matter involving the candidate,

the candidate shall have provided evidence that he or she has satisfied

any conditions imposed by the court, probation, plea bargain agreement

or any other entity.

(c) Notwithstanding the provisions of (b) above, the Board of Examiners shall not

issue a new certificate to any candidate who is:

1. Ordered to forfeit certification as part of a settlement in a tenure or

criminal proceeding;

2. Barred from teaching again in the State of New Jersey by order of a

court of competent jurisdiction;

3. Ordered to forfeit certification as part of a plea bargain;

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 4. Ordered to forfeit certification as a condition for entrance into a pre-trial

intervention program as set forth in Rule 3.28 of the New Jersey Court

Rules;

5. Ordered to forfeit certification pursuant to a sentence imposed in a

criminal proceeding;

6. Barred from teaching for any reason; or

7. Relinquishing his or her certificate pursuant to N.J.A.C. 6A:9-17.11.

6A:9-17.11 Relinquishment of certificate without order to show cause

(a) The Board of Examiners may accept the relinquishment of all certificates held

by an individual without issuance of an order to show cause.

(b) When accepted by the Board of Examiners, the relinquishment of certificates as

provided in (a) above shall have the force and effect of a revocation including,

but not limited to, the notification requirements in N.J.A.C. 6A:9-17.8(b).

(c) The individual seeking to relinquish a certificate(s) shall submit an affidavit to

the Board of Examiners stating that the certificate holder:

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 1. Is relinquishing all certificates held by the individual;

2. Is waiving the right to a hearing pursuant to N.J.A.C. 6A:9-17.7 and

agrees not to institute proceedings concerning the relinquishment in any

forum; and

3. Understands that the relinquishment has the force and effect of a

revocation with its attendant consequences.

(d) The Board of Examiners shall vote on whether to accept the certificate(s). If the

Board of Examiners votes to accept the relinquishment, the revocation shall be

effective as of the date of the Board of Examiners’ vote.

(e) The certificate holder shall return all certificates to the Board of Examiners.

(f) Individuals who relinquish their certificates pursuant to this section shall not

apply for certification in the future.

6A:9-17.12 Voluntary surrender of certificates and endorsements

(a) An individual may voluntarily surrender a certificate or endorsement if he or

she has not been employed under that certificate or endorsement in the 10 years

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 preceding the proposed surrender and if he or she satisfies the following

conditions:

1. The individual shall submit an affidavit to the Board of Examiners

stating that he or she is surrendering the certificate or endorsement

voluntarily, and not under the conditions set forth in N.J.A.C. 6A:9-

17.11;

2. The individual shall submit an affidavit setting forth his or her

employment history for the 10 years preceding the voluntary surrender,

including official documentation from a school official, if applicable;

and

3. The individual shall submit an affidavit stating that he or she has not

been employed under the certificate or endorsement at issue in the 10

years preceding the voluntary surrender.

(b) The certificate holder shall return the original certificate or endorsement at issue

to the Board of Examiners.

(c) The Board of Examiners shall review the application for a voluntary surrender.

If the Board of Examiners votes to accept the surrender, the certificate or

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 endorsement shall be deemed surrendered as of the date of the Board of

Examiners’ vote.

(d) Individuals who voluntarily surrender a certificate or endorsement may not

apply for that certificate for three years from the effective date of the voluntary

surrender. Candidates are subject to the certification requirements in effect at

the time the new application is submitted.

6A:9-17.13 Substitution of alternate education and/or experience

(a) If an applicant receives an evaluation pursuant to N.J.A.C. 6A:9-5.16(b) that

identifies areas of deficiency in the requirements for certification, the applicant

may provide the Board of Examiners with evidence of alternative education

and/or experience that the applicant believes is equivalent to the area(s) of

deficiency.

(b) Upon receipt of a request to substitute alternate education or experience, the

Secretary shall provide the applicant with a copy of credentials review

procedures.

(c) The applicant shall submit to the Secretary for Board of Examiners’ review 21

copies of information and documentation of alternative educational background

and/or experience that the applicant believes is the equivalent of the certification

- 355 -
 deficiency. The application for review and the packet of documentation shall be

in the form approved by the Secretary.

(d) The Secretary shall review the information submitted by the applicant for

sufficiency and transmit it to the Board of Examiners for review.

(e) An applicant may not simultaneously seek relief under this section and N.J.A.C.

6A:9-17.17. If an applicant seeks a credentials review initially, he or she may

appeal from the initial adverse decision of the Office under N.J.A.C. 6A:9-17.17

only after the Board of Examiners has rendered a final decision under this

section. The 60-day time limitation of N.J.A.C. 6A:9-17.17(a)1 shall not apply

in those circumstances.

6A:9-17.14 Public discussion of alternative education and/or experience

(a) The Secretary shall give an applicant not less than 10 days notice of the Board

of Examiners’ meeting at which it will consider his or her application for

certification based on alternative education and/or experience.

(b) The applicant may be present at the meeting at which the Board of Examiners

considers the application.

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(c) If the applicant is in attendance, the Board of Examiners may question the

applicant regarding his or her submission.

6A:9-17.15 Rendering of decisions on applications for substitution

(a) The Board of Examiners shall render its decision on each application for

substitution of educational background and/or experience no later than the first

regular meeting after the Board of Examiners reviews the applicant’s

information.

(b) The Board of Examiners will issue a written decision setting forth its reasons for

the decision.

(c) If the Board of Examiners determines that the applicant is not eligible for the

certificate requested based on review of alternative education and/or experience

submitted, the applicant may not request an additional review by the Board of

Examiners until:

1. One year has elapsed from the date of the Board of Examiners’ decision;

and

2. The applicant has obtained additional alternative education and/or

experience for review by the Board of Examiners. Applicants who have

obtained additional education and/or experience in less than one year

- 357 -
 may request that the Board of Examiners waive the waiting period and,

upon good cause shown, the Board of Examiners may relax the required

time period.

6A:9-17.16 Substitution of alternative education and/or experience prohibited

(a) The Board of Examiners shall not permit an applicant to substitute education

and/or experience for a passing score on any State required test or required

GPA, nor for the requirement that the applicant hold a degree.

(b) Under no circumstances may the Board of Examiners waive any test, GPA or

degree requirements for certification.

6A:9-17.17 Appeal of certification decision of the Office

(a) A candidate may appeal an adverse decision of the Office regarding

certification eligibility to the Board of Examiners.

1. The appeal shall be filed with the Board of Examiners within 60 days of

the date of the decision at issue with the exception of those matters filed

pursuant to N.J.A.C. 6A:9-17.13(e). For good cause shown, the Board

of Examiners may relax the 60-day requirement.

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 2. The candidate shall file 21 copies of the appeal with the Secretary. The

appeal shall take the form of a written petition accompanied by a sworn

statement attesting to the facts in the petition and shall include evidence

that the candidate believes proves that he or she meets the requirements

for certification.

3. The Board of Examiners shall review the information provided by the

applicant and shall render a written decision. The Secretary shall

forward a copy of the decision to the candidate.

(b) Pursuant to N.J.A.C. 6A:9-17.13(e), a candidate may not simultaneously apply

for a credentials review and relief under this section.

6A:9-17.18 Appeal of “disapproved” or “insufficient” recommendations for

standard certification

(a) A candidate who receives a recommendation of “disapproved” or two

recommendations of “insufficient” at the conclusion of a provisional program

may appeal the certification recommendation to the Board of Examiners.

Where an individual has received two “insufficient” recommendations, only the

second adverse recommendation shall be the subject of the appeal. The

following procedures shall apply:

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1. The candidate shall file 21 copies of the appeal with the Secretary within

60 days of receipt of the final evaluation and certification

recommendation. The appeal shall take the form of a written

submission accompanied by a sworn atatement attesting to the facts in

the appeal and shall include evidence documenting the reasons why the

candidate believes that he or she should be awarded a standard

certificate or be granted an additional opportunity for provisional

employment. The candidate shall provide a copy of the final evaluation.

2. The Secretary shall forward a copy of the candidate’s submission in

support of the appeal to the school district that issued the disputed rating.

Within 30 days from the date of the Secretary’s letter notifying the

district of the appeal, the district shall forward 21 copies of all

evaluations and certification recommendation to the Secretary. In

addition, the district shall submit 21 copies of either a response to the

candidate’s appeal of the district’s recommendation or a statement that

the district will rely solely on the evaluations submitted. The district

shall serve a copy of its response on the candidate and submit proof of

service to the Secretary with its papers. Neither party shall submit

additional papers without the Secretary’s approval.

3. The candidate shall be responsible for demonstrating to the Board of

Examiners why he or she should be granted the relief requested. The

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 Board of Examiners shall decide the appeal based on the written

submissions and shall issue a written decision.

4. If the Board of Examiners determines that there is a need for further

fact-finding in order to decide an appeal of an adverse recommendation,

it may transmit the matter to OAL for a hearing pursuant to the

Administrative Procedures Act, N.J.S.A. 52:14B-1 et seq., and the

Uniform Administrative Procedures Rules, N.J.A.C. 1:1. The parties to

the hearing shall be the provisional teacher and the district that

submitted the adverse certification recommendation. The Board of

Examiners shall consider the recommendation of the ALJ in deciding the

appeal.

(b) The sole remedies that the Board of Examiners may provide an aggrieved

candidate pursuant to this section are issuance of a standard certificate or an

opportunity to seek further employment as a provisional teaching staff member.

A provisional teaching staff member who seeks additional relief from the

employing board of education shall file a petition requesting such relief with the

Commissioner in accord with N.J.A.C. 6A:3.

(c) For good cause shown, the Board of Examiners may relax the 60-day

requirement in (a) above.

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(d) Candidates who receive a recommendation of “disapproved” or two

recommendations of “insufficient,” and who do not contest the certification

recommendation pursuant to (a) above may petition the Board of Examiners for

approval of an additional opportunity to seek provisional employment. The

candidate shall be responsible for demonstrating by clear and convincing

evidence to the Board of Examiners why he or she would be likely to succeed if

granted the requested opportunity. The following procedures shall apply:

1. Within 60 days of receipt of the final evaluation, the candidate shall file

21 copies of a written submission accompanied by a sworn statement

attesting to the facts in the submission and shall include evidence

documenting why the Board of Examiners should grant the request. The

candidate shall provide a copy of the final evaluation.

i. For good cause shown, the Board of Examiners may relax the

60-day requirement in (d)1 above.

2. The Secretary shall forward a copy of the candidate’s submission to the

school district that issued the disputed rating. Within 30 days from the

date of the Secretary’s letter to the district, the district shall forward to

the Secretary its response to the candidate’s request. The district shall

serve a copy of its response on the candidate and include a proof of

- 362 -
 service with the papers. Neither party shall file additional papers

without the Secretary’s approval.

3. The Board of Examiners shall decide the request based solely on the

written submissions and shall issue a written decision.

(e) No candidate shall have the right to relief under both (a) and (d) of this section.

In the event a candidate requests both types of relief, the Board of Examiners

shall provide the candidate an opportunity to elect the type of relief sought. The

Board of Examiners shall not proceed with hearing the candidate’s appeal until

he or she has requested a specific remedy.

6A:9-17.19 Motions

(a) All motions in certification matters that have been transmitted to OAL shall be

filed with the ALJ who has been assigned to hear the case and shall be subject

to the rules that govern OAL hearings. For those matters that the Board of

Examiners is deciding directly pursuant to N.J.A.C. 6A:9-17.7 or for those

matters in which the ALJ has forwarded the initial decision to the Board of

Examiners pursuant to N.J.A.C. 1:1-18.1(d), the party shall file motions with the

Board of Examiners. All motions made prior to the Board of Examiners’

decision to hear a matter directly shall be filed with the Board of Examiners.

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(b) All motions filed with the Board of Examiners must include a notice of motion,

a proof of service, a brief conforming to the requirements of N.J.A.C. 6A:9-

17.22, a copy of the decision or order that is the subject of the motion, and an

affidavit setting forth any facts not in the record upon which the moving party

relies. The moving party shall serve 21 copies of the moving papers and a proof

of service on the Board of Examiners. If the Board of Examiners is not

deciding the matter directly, the moving party shall serve a copy of the papers

on the attorney representing the Board of Examiners. The opposing party shall

have 15 days from service of the motion to file a response. If no opposing brief

is filed, the Board of Examiners shall consider the motion to be unopposed. No

other briefs may be filed.

6A:9-17.20 Motions for reconsideration

(a) Any party may file with the Board of Examiners and serve on all other parties a

motion to reconsider the Board of Examiners’ decision. The party shall file the

motion no later than 15 days from the mailing date of the decision.

(b) The Board of Examiners may reconsider the decision based on evidence of:

1. Mistake, inadvertence, surprise or excusable neglect;

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 2. Newly discovered information that would probably alter the decision

and which by due diligence could not have been discovered in time for

the hearing; or

3. Fraud, misrepresentation or misconduct of another party.

6A:9-17.21 Motions for stay

(a) A party shall make a motion for a stay of the Board of Examiners’ decision

pending appeal to the State Board in accord with the procedures set forth in

N.J.A.C. 6A:9-17.19. The moving party shall file the motion for a stay within

30 days of the date of mailing of the Board of Examiners’ decision that is at

issue.

(b) The brief in support of the motion shall address the following standards to be

met for granting a stay pursuant to Crowe v. DeGioia, 90 N.J. 126 (1982):

1. The moving party will suffer irreparable harm if the requested relief is

not granted;

2. The legal right underlying the moving party’s claim is settled;

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 3. The moving party has a likelihood of prevailing on the merits of the

underlying claim; and

4. When the equities and interests of the parties are balanced, the moving

party will suffer greater harm than the other party if the requested relief

is not granted.

6A:9-17.22 Briefs and exceptions

(a) Briefs filed with the Board of Examiners shall be in the following format:

1. Briefs filed in response to a notice of hearing served pursuant to

N.J.A.C. 6A:9-17.7 above shall not exceed 25 pages, exclusive of table

of contents and appendix; and

2. Briefs in support of a motion shall not exceed 15 pages, exclusive of

table of contents and appendix; and

(b) Exceptions and reply exceptions filed in response to an initial decision issued by

OAL shall not exceed 25 pages.

(c) The Secretary may grant requests to file additional pages.

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6A:9-17.23 Appeal of Board of Examiners decisions

A party shall appeal adverse revocation and suspension decisions to the State Board in

accord with N.J.A.C. 6A:4. A party shall appeal all other Board of Examiners decisions

to the Commissioner of Education pursuant to N.J.A.C. 6A:3.

SUBCHAPTER 18. PILOT PROGRAMS FOR MATHEMATICS AND

SCIENCE CERTIFICATION

6A:9-18.1 Purpose and definitions

(a) Pursuant to P.L. 2009 c. 51, the purpose of this subchapter is to establish pilot

programs in mathematics and science certification in order to address teacher

shortages in these areas and to support economic development focused on 21st

century skills. The pilot programs shall be used to recruit and issue teaching

certificates to individuals with mathematics or science skills and work-related

backgrounds demonstrating a requisite level of proficiency in and utilization of

such skills. The programs will establish priority for admission to displaced

workers, defined as those who have lost their positions of employment due to

the current economic environment and require assistance and retraining to re-

enter the job market. The programs shall also be used to recruit and issue new

teaching certificates to certificated teaching staff members authorized to work in

New Jersey public schools who do not currently have a subject area

endorsement in mathematics or in the sciences.

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(b) Pilot programs as specified in this subchaper may be established by New Jersey

colleges and universities, educational organizations, or other entities approved

by the Commissioner.

6A:9-18.2 Authorizations

(a) Pursuant to P.L. 2009 c. 51, the Commissioner may approve pilot programs

leading to certificates of eligibility with endorsements in elementary school with

subject matter specialization in mathematics and in science. Each endorsement

is valid for a teaching assignment area in grades five through eight. These

endorsements and authorizations shall be identical in every respect to those

specified in N.J.A.C. 6A:9-9.1(a)1ii.

(b) Pursuant to P.L. 2009 c .51, the Commissioner may approve pilot programs

leading to certificates of eligibility with endorsements authorized to teach

grades K-12 in the following subjects: mathematics, biological science,

chemistry, earth science, physical science, and physics. These endorsements and

authorizations shall be identical in every respect to those specified in N.J.A.C.

6A:9-9.2(a)4 and 5.

(c) The State Board of Examiners shall issue a certificate of eligibility to an

individual who holds a bachelor’s degree from a regionally accredited college or

- 368 -
 university, passes the appropriate State test of subject matter knowledge,

successfully completes the instructional element of the pilot program that is

required for the certificate of eligibility, and meets the requirements set forth in

N.J.A.C. 6A:9-18.3(a)3 and 4. In the case of a certificated teaching staff

member who participates in the pilot program, the State Board of Examiners

shall issue a subject area endorsement in mathematics or science, as appropriate,

upon successful completion of the pilot programs’ approved requirements for

certification.

(d) The programs shall operate from July 1, 2009 through December 31, 2010, such

that candidates prepared in these programs have received provisional

certification within this time frame.

6A:9-18.3 Pilot program requirements

(a) Pilot program proposals under this subchapter must be submitted to and

approved by the Commissioner according to the following criteria:

1. Documentation by the pilot program of the requirements for a

candidate’s admission to the program including evidence of the

candidate’s:

i. Bachelor’s degree or higher from a regionally accredited, four

year college or university;

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 ii. Knowledge of math or science as demonstrated by an appropriate

assessment;

iii. Interest in pursuing a math or science teaching career;

iv. Either experience in using math or science skills in previous

employment or experience in working with school-age children;

and

v. Additional information as deemed appropriate by the provider to

provide a profile of the candidates;

2. Documentation by the pilot program of its instructional program

component, including:

i. Organization, timeline, and guiding principles;

ii. Program curriculum and corresponding time allocations;

iii. Alignment of curriculum with State core curriculum content

standards in math and/or science by licensure area sought;

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iv. Alignment of learning opportunities with State professional

standards for teachers as established in N.J.A.C. 6A:9-3.3;

v. A description of the key pedagogical approaches to be used,

including those methods and techniques specific to the teaching

of math or science;

vi. A description of opportunities for pre-service experiences in

public school classrooms;

vii. The names and qualifications of program instructors;

viii. The procedure, including test of content knowledge, used to

determine that a candidate is qualified to receive a certificate of

eligibility;

ix. The procedure for placing candidates in teaching positions in

public schools; and

x. A description of how candidates will meet the Department’s

highly qualified teacher requirements for the appropriate

licensure area prior to the issuance of the standard teaching

certificate.

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3. Documentation by the pilot program of the provisional employment

period, including:

i. A. description of any relationships made between the pilot

program and a partnering public school district;

ii. Provisions for providing mentoring for the candidate during the

provisional period. Mentoring under the pilot program shall meet

but may exceed the provisions of 6A:9-8.4;

iii. Descriptions of other professional experiences available through

the pilot program, such as professional learning and networking

opportunities; and

iv. The procedure and evidence used by the pilot program to

determine a candidate’s eligibility for the standard certificate.

Not withstanding the role of the pilot program in contributing to

such a determination, the final determination shall be made by

the building principal as described in N.J.A.C. 6A:9-8.6 and 8.7,

and the candidate shall be afforded all rights of provisional

renewal and appeal of an insufficient or disapproved rating under

6A:9-8.6 and N.J.A.C. 6A:9-17.18; and

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4. An external evaluation of the pilot program to determine the program’s

effectiveness according to the purpose and authorizations set forth in

N.J.A.C. 6A:9-18.1 and 18.2. An external evaluation shall mean an

evaluation conducted by a person or entity with no involvement in or

responsibility for the pilot program, its staff, participants, administration,

or implementation.

i. A preliminary evaluation of the pilot program shall be provided

to the Commissioner by the end of the twelth month of program

operation.

ii. A final evaluation of the pilot program shall be provided to the

Commissioner within six months of the end of the program.

iii. Evaluations shall include assesments of the effectiveness of the

program’s instructional and candidate support elements, as well

as of any other distinctive elements which may have been

delineated in the program agreement, including:

(1) The number of candidates prepared, their areas of

certification, their placements during the pilot period, the

number who receive standard certificates, and a

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 procedure for tracking candidates’ retention rates in

teaching for up to three years after their initial placement;

(2) Assessment of candidates’ math or science content

knowledge;

(3) Assessment of candidates’ knowledge of appropriate

pedagogy and readiness to teach;

(4) Impact of the pilot program in recruiting displaced

workers;

(5) Impact of the pilot program in addressing teacher

shortages in math and/or science;

(6) Other assessments of pilot program effectiveness as

deemed appropriate by the program provider; and

(7) A conclusion about the efficacy of the pilot program for

teacher preparation and, if warranted from these

conclusions, recommendations to the Commissioner for

amendments to this chapter.

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