EDUCATION AND WORKFORCE DEVELOPMENT CABINET

Education Professional Standards Board

(Amendment)

 

††††† 16 KAR 5:040. Admission, placement, and supervision in student teaching.

 

††††† RELATES TO: KRS 161.020, 161.028, 161.030, 161.042

††††† STATUTORY AUTHORITY: KRS 161.028, 161.030, 161.042

††††† NECESSITY, FUNCTION, AND CONFORMITY: KRS 161.028 requires that an educator preparation institution be approved for offering the preparation program corresponding to a particular certificate on the basis of standards and procedures established by the Education Professional Standards Board. KRS 161.030 requires that a certificate be issued to a person who has completed a program approved by the Education Professional Standards Board. KRS 161.042 requires the Education Professional Standards Board to promulgate an administrative regulation relating to student teachers, including the qualifications for cooperating teachers. This administrative regulation establishes the standards for admission, placement, and supervision in student teaching.

 

††††† Section 1. [Definition. "Cooperating teacher" means a teacher employed in a public school or a nonpublic school which meets the state performance standards as established in KRS 156.160 or which has been accredited by a regional or national accrediting association who is contracting with an educator preparation institution to supervise a student teacher for the purpose of fulfilling the student teaching requirement of the approved educator preparation program.

 

††††† Section 2.] Cooperating Teacher Eligibility Requirements. (1) The cooperating teacher, whether serving in a public or nonpublic school, shall have:

††††† (a) A valid teaching certificate or license for each grade and subject taught; and

††††† (b) At least three (3) years of teaching experience as a certified educator.

††††† (2) A teacher assigned to a teaching position on the basis of a provisional[,probationary,] or emergency certificate issued by the Education Professional Standards Board shall not be eligible for serving as a cooperating teacher. [(3) The district and educator preparation program shall select teachers to be cooperating teachers who demonstrate the following:

††††† (a) Effective classroom management techniques that promote an environment conducive to learning;

††††† (b) Best practices for the delivery of instruction;

††††† (c) Mastery of the content knowledge or subject matter being taught;

††††† (d) Aptitude and ability to contribute to the mentoring and development of a preservice educator;

††††† (e) Usage of multiple forms of assessment to inform instruction; and

††††† (f) Creation of learning communities that value and build upon studentsí diverse backgrounds.

††††† (4) An educator preparation program shall give a teacher who holds a teacher leader endorsement pursuant to 16 KAR 5:010, Section 12(3), priority consideration when selecting a cooperating teacher.]

††††† (3)[(5) Beginning September 1, 2013,] Prior to student teacher placement, a cooperating teacher shall receive training approved by the Education Professional Standards Board and provided at no cost to the cooperating teacher by the educator preparation institution which shall include the following components:

††††† (a) Basic responsibilities of a cooperating teacher;

††††† (b) Best practice in supporting the student teacher; and

††††† (c) Effective assessment of the student teacher.

††††† (4) [(6) Beginning September 1, 2013, educator preparation programs shall maintain a pool of cooperating teachers who have met the requirements of this section.

††††† (7) Beginning September 1, 2013,] Each educator preparation institution shall file an electronic report with the Education Professional Standards Board every semester which identifies the following:

††††† (a) Each candidate at the educator preparation institution enrolled in student teaching;

††††† (b) The candidateís assigned school;

††††† (c) The cooperating teacher assigned to each candidate;

††††† (d) The cooperating teacherís area of certification;

††††† (e) The cooperating teacherís years of experience as a certified or licensed educator; and

††††† (f) The number of days the cooperating teacher supervised the student teacher during the semester.[The date the cooperating teacher completed the training required in subsection (5) of this section.

 

††††† Section 3. Admission to Student Teaching. In addition to the appropriate sections of the National Council for Accreditation of Teacher Education (NCATE) standards which are incorporated by reference in 16 KAR 5:010, each educator preparation institution shall determine minimum standards for admission to student teaching which shall include the procedures established in this section.]

 

††††† Section 2. Admission to Student Teaching. Admission to student teaching shall include a formal application procedure for each teacher candidate. (1) [A record or report from a valid and current medical examination, which shall include a tuberculosis (TB) risk assessment, shall be placed on file with the admissions committee.

††††† (2)] Prior to and during the student teaching experience, the teacher candidate shall adhere to the Professional Code of Ethics for Kentucky School Personnel established in 16 KAR 1:020.

††††† (2)[(3) Beginning September 1, 2013,] Prior to admission to student teaching, each teacher candidate shall complete a minimum of 200 clock hours of field experiences in a variety of primary through grade 12 (P-12) school settings which allow the candidate to participate in the following:

††††† (a) Engagement with diverse populations of students which include:

††††† 1. Students from a minimum of two (2) different ethnic or cultural groups of which the candidate would not be considered a member;

††††† 2. Students from different socioeconomic groups;

††††† 3. English language learners;

††††† 4. Students with disabilities; and

††††† 5. Students from across elementary, middle school, and secondary grade levels;

††††† (b) Observation in schools and related agencies, including:

††††† 1. Family Resource Centers; or

††††† 2. Youth Service Centers;

††††† (c) Student tutoring;

††††† (d) Interaction with families of students;

††††† (e) Attendance at school board and school-based council meetings:

††††† (f) Participation in a school-based professional learning community; and

††††† (g) Opportunities to assist teachers or other school professionals.

††††† (3)[(4) The educator preparation program shall require the candidate to submit a record of clinical hours for review and confinrmation that the candidate has fulfilled the field experiences required in subsection (3) of this section.

††††† (5)] The educator preparation institution[program] shall maintain electronic records that confirm[that] all candidates enrolled in student teaching[after September 1, 2013,] have fulfilled the field experiences required in subsection (2)[(3)] of this section. Beginning July 1, 2019, the educator preparation institution shall maintain electronic records in the Kentucky Field Experience Tracking System (KFETS) that confirm all candidates enrolled in student teaching have fulfilled the field experiences required in subsection (2) of this section.

 

††††† Section 3.[4.] Cooperating Teacher to Student Teacher Ratio. The ratio of student teachers to cooperating teachers shall be one-to-one.

 

††††† Section 4.[5.] University Supervisor. (1) The university supervisor shall conduct a minimum of four (4) observations of the student teacher in the actual teaching situation, a portion of which may be remote. Requests for remote observation(s) shall be submitted to and approved by EPSB prior to observation(s)[The university supervisor shall make periodic observations of the student teacher in the classroom and shall prepare a written report on each observation and share it with the student teacher].

††††† (2) The observation reports shall be filed as a part of the student teacher record and used as a validation of the supervisory function.

††††† (3) [A student teacher shall receive periodic and regular on-site observations and critiques of the actual teaching situation a minimum of four (4) times, excluding seminars and workshops.

††††† (4)] The university supervisors shall be available to work with the student teacher and personnel in the cooperating school regarding any problems that may arise relating to the student teaching situation.

††††† (4)[(5) The educator preparation program shall select a clinical faculty member to serve as a university supervisor who demonstrates the following:

††††† (a) Effective classroom management techniques that promote an environment conducive to learning;

††††† (b) Best practices for the delivery of effective instruction;

††††† (c) Dispositions that contribute to the mentoring and development of a preservice educator;

††††† (d) Knowledge and skills in the use of formative and summative assessments; and

††††† (e) The ability to participate in a community of professionals committed to supporting the effective instructional practice of each student teacher.

††††† (6) Beginning September 1, 2013,] University supervisors shall receive training approved by the Education Professional Standards Board and provided at no cost to the university supervisor by the educator preparation institution which shall include the following components:

††††† (a) Basic responsibilities of a university supervisor;

††††† (b) Best practice in supporting the student teacher; and

††††† (c) Effective assessment of the student teacher. [(7) Beginning September 1, 2013, educator preparation programs shall maintain a pool of clinical faculty members who have met the requirements of this section.]

 

††††† Section 5.[6.] Professional Experience. (1)[In addition to the appropriate NCATE standards incorporated by reference in 16 KAR 5:010,] The educator preparation institution shall provide opportunities for the student teacher to assume major responsibility for the full range of teaching duties, including extended co-teaching experiences, in a real school situation under the guidance of qualified personnel from the educator preparation institution and the cooperating elementary, middle, or high school. The educator preparation institution[program] and the school district shall make reasonable efforts to place student teachers in settings that provide opportunities for the student teacher to develop and demonstrate the practical skills, knowledge, and professional dispositions essential to help all P-12 students learn and develop.

††††† (2) A student teacher shall not be placed in a setting that is not consistent with his or her planned certification content and grade range.

††††† (3)[Beginning September 1, 2013,] The student teacher placement shall provide the student teacher with the opportunity to engage with diverse populations of students.

††††† (4)[Beginning September 1, 2013,] Each educator preparation institution shall provide a full professional semester to include a period of student teaching for a minimum of seventy (70) full days, or its equivalent, in instructional settings that correspond to the grade levels and content areas of the student teacherís certification program. Institutions unable to locate a placement aligned with grade level requirements in this section shall submit an alternative placement request to EPSB staff. EPSB staff may pre-approve the alternative placement request if the alternative placement request includes:

††††† (a) A description of the efforts of the institution to locate a placement aligned with grade level requirements in this section;

††††† (b) The rationale for the choice of the identified alternative placement;

††††† (c) Statements of support for the alternative placement from the principal and the cooperating teacher; and

††††† (d) Evidence of the candidateís variety of field experiences prior to student teaching. All alternative placement requests shall be placed on the consent agenda for the next regularly scheduled meeting of the board and shall be contingent upon board approval. The EPSB waiver committee may review submissions prior to the board meeting and recommend that the board move items from the consent items to the action or waiver items on the agenda. Pre-approval shall not be granted if the alternative placement does not meet the criteria set forth in this subsection. All alternative placements that are not eligible for pre-approval shall be placed on the agenda of the next regularly scheduled meeting of the board as a waiver item for consideration.

††††† 1.[(a)] Candidates pursuing a primary through grade 12 certificate shall have their student teaching balanced between an elementary school placement and middle school or high school placement.

††††† 2.[(b)] Candidates pursuing an elementary certificate shall have their student teaching balanced between a placement in primary through grade 3 and a placement in grade 4 or grade 5.

††††† 3.[(c)] Candidates seeking dual certification in either middle school or secondary content areas shall have equal placements in both content areas.[(5) Beginning September 1, 2013, the educator preparation program shall support the student teacherís placement and classroom experiences by:

††††† (a) Cooperating with the district in determining the specific placement of the student teacher;

††††† (b) Collaborating with the district to provide necessary program resources and expertise;

††††† (c) Using multiple performance assessments to document the student teacherís ability to support learning for all P-12 students;

††††† (d) Requiring the use of technology by the student teacher to:

††††† 1. Enrich the learning of P-12 students; and

††††† 2. Support the student teacherís professional growth and communication; and

††††† (e) Providing opportunities for the student teacher to:

††††† 1. Engage in extended co-teaching experiences with an experienced teacher;

††††† 2. Engage in reflective self-assessment that informs practice;

††††† 3. Maintain regular professional conversations with experienced teachers other than the cooperating teacher;

††††† 4. Participate in regular and extracurricular school activities;

††††† 5. Participate in professional decision making; and

††††† 6. Engage in collegial interaction and peer review with other student teachers.]

††††† (5)[(6)] The educator preparation institution[program] shall use the Kentucky Teacher Internship Program Teacher Performance Assessment documents[tasks] established in 16 KAR 7:010[Section 2, or a variation of these tasks to meet the requirement specified in subsection (5) of this section].

††††† (6)[(7)] A student teacher shall not have responsibility for the supervision or instruction of P-12 students without the direct supervision of a certified educator.

††††† (7) A student teacher shall not receive direct compensation for student teaching[(8) A student teacher shall not be employed within the school in which he or she is assigned concurrent with student teaching].

††††† (8)[(9)] The educator preparation institution[program] shall maintain electronic records that confirm that all students[admitted after September 1, 2013,] meet the requirements of this section.

 

††††† Section 6.[7.] Compensation of Cooperating Teachers. (1) The Education Professional Standards Board may make arrangements with local school districts to compensate a cooperating teacher.

††††† (2) (a) The educator preparation institution shall electronically submit a report of all cooperating teachers and their corresponding student teachers to the Education Professional Standards Board:

††††† 1. On or before September 30[October 15] for a cooperating teacher supervising a student teacher during the fall semester; or

††††† 2. On or before February 1[15] for a cooperating teacher supervising a student teacher during the spring semester.

††††† (b) Each report shall include:

††††† 1. The number of contract weeks that the cooperating teacher is working with each student teacher for that semester;

††††† 2. The cooperating teacherís full name and Social Security number;

††††† 3. The student teacherís full name, Social Security number, demographic data, and contact information;

††††† 4. The student teacherís preparation and certification area by assigned certification code; and

††††† 5. The names of the school district and school where the cooperating teacher is employed and the student teaching requirement is being fulfilled. If the certified cooperating teacher is employed in a nonpublic school which meets the state performance standards as established in KRS 156.160 or which has been accredited by a regional or national accrediting association, the institution shall submit the name of the school.

††††† (c) If an educator preparation institution fails to provide the report by the date established in paragraph (a) of this subsection, the Education Professional Standards Board shall not be liable for payment under this administrative regulation.

††††† (3)(a) [Upon receipt of the report, the Education Professional Standards Board shall contact each cooperating teacher by electronic mail and forward a copy of the Instructions for Electronic Payment Vouchers to the cooperating teacher to provide instructions on how to create and electronically sign an electronic payment voucher.

††††† (b)] The electronic[payment] voucher shall be electronically signed by the cooperating teacher[, building principal,] and the university[college] supervisor as verification of the cooperating teacherís service to the student teacher and submitted to the Education Professional Standards Board:

††††† 1. On or before December 15 during the fall semester; or

††††† 2. On or before May 1 during the spring semester.

††††† (b) If a cooperating teacher fails to provide the completed electronic payment voucher by the date established in paragraph (a) of this subsection, the cooperating teacher shall not be eligible to receive any compensation available under this administrative regulation.

††††† (4)(a) The payment to a cooperating teacher shall be determined based upon available funding allocated under the biennial budget bill and the total number of days[weeks] served by all cooperating teachers reported for the fiscal year.

††††† (b) The payment shall be allocated to a cooperating teacher based upon the number of days[weeks] the teacher supervised a student teacher as reported in subsections (2) and (3) of this section, not to exceed more than seventy (70) days in a semester.

††††† (5) Payments to cooperating teachers shall be disbursed to the school districts or to cooperating teachers in nonpublic schools by the Education Professional Standards Board:

††††† (a) On an annual basis; and

††††† (b) On or before June 30.

††††† (6) Any payment of state funds under this administrative regulation shall:

††††† (a) Be a supplement to the compensation provided by an educator preparation institution to a cooperating teacher who is supervising an institutionís student teacher; and

††††† (b) Not supplant the educator preparation institutionís compensation responsibility.

 

ROB AKERS, Board Chair

††††† APPROVED BY AGENCY: December 11, 2017

††††† FILED WITH LRC: December 15, 2017 at 10 a.m.

††††† PUBLIC HEARING AND PUBLIC COMMENT PERIOD: A public hearing on this administrative regulation shall be held on January 23, 2018 at 9:00 a.m., at 100 Airport Road, Third Floor, Frankfort, Kentucky 40601. Individuals interested in being heard at this hearing shall notify this agency in writing by five workdays prior to the hearing, of their intent to attend. If no notification of intent to attend the hearing is received by that date, the hearing may be cancelled. This hearing is open to the public. Any person who wishes to be heard will be given an opportunity to comment on the proposed administrative regulation. A transcript of the public hearing will not be made unless a written request for a transcript is made. If you do not wish to be heard at the public hearing, you may submit written comments on the proposed administrative regulation. Written comments shall be accepted until January 31, 2018. Send written notification of intent to be heard at the public hearing or written comments on the proposed administrative regulation to the contact person.

††††† CONTACT PERSON: Lauren Graves, Executive Staff Advisor, 100 Airport Road, Third Floor, Frankfort, Kentucky 40601, phone number (502) 564-4606, fax (502) 564-7080, email Lauren.Graves@ky.gov.

 

REGULATORY IMPACT ANALYSIS AND TIERING STATEMENT

 

Contact Persons: Cassie Trueblood, phone (502) 564-4606, email Cassie.Trueblood@ky.gov; and Lauren Graves

††††† (1) Provide a brief summary of:

††††† (a) What this administrative regulation does: This administrative regulation establishes requirements for admission, placement, and supervision for student teaching.

††††† (b) The necessity of this administrative regulation: This administrative regulation is necessary to ensure that candidates for certification are prepared for student teaching, placed in appropriate settings for the specific certification being sought, and provided supervision and support during the student teaching experience.

††††† (c) How this administrative regulation conforms to the content of the authorizing statutes: KRS 161.028 requires that an educator preparation institution be approved for offering the preparation program corresponding to a particular certificate on the basis of standards and procedures established by the Education Professional Standards Board. KRS 161.030 requires that a certificate be issued to a person who has completed a program approved by the Education Professional Standards Board. KRS 161.042 requires the Education Professional Standards Board to promulgate an administrative regulation relating to student teachers, including the qualifications for cooperating teachers.

††††† (d) How this administrative regulation currently assists or will assist in the effective administration of the statutes: This administrative regulation sets forth the requirements for educator preparation programsí student teaching component ensuring placement aligns with the certification being sought and proper training is required of supervisors.

††††† (2) If this is an amendment to an existing administrative regulation, provide a brief summary of:

††††† (a) How the amendment will change this existing administrative regulation: This amendment will update language of the regulation previously promulgated to reflect current practices aligned with statutes. This amendment allows for a portion of university supervisor observations to be conducted remotely upon approval from the EPSB. This amendment will provide the means by which the EPSB staff may pre-approve placements outside of the certification grade range being sought when efforts from the educator preparation provider have been exhausted. The EPSB will have make the final decision at the closest following board meeting. This amendment will require educator candidates to report all field experience hours to the EPSB via the Kentucky Field Experience Tracking System (KFETS).

††††† (b) The necessity of the amendment to this administrative regulation: This amendment is necessary to address technological changes allowing additional methods for observing and supporting a student teacher. This amendment is necessary to ensure appropriate, meaningful placements of student teachers.

††††† (c) How the amendment conforms to the content of the authorizing statutes: KRS 161.028 requires that an educator preparation institution be approved for offering the preparation program corresponding to a particular certificate on the basis of standards and procedures established by the Education Professional Standards Board. KRS 161.030 requires that a certificate be issued to a person who has completed a program approved by the Education Professional Standards Board. KRS 161.042 requires the Education Professional Standards Board to promulgate an administrative regulation relating to student teachers, including the qualifications for cooperating teachers.

††††† (d) How the amendment will assist in the effective administration of the statues: This administrative regulation sets forth the requirements for educator preparation programsí student teaching component ensuring placement aligns with the certification being sought and proper training is required of supervisors.

††††† (3) List the type and number of individuals, businesses, organizations, or state and local governments affected by this administrative regulation: This administrative regulation will impact the Education Professional Standards Board and all educator preparation providers. This administrative regulation will also impact educator candidates, student teachers, and supervisors.

††††† (4) Provide an analysis of how the entities identified in question (3) will be impacted by either the implementation of this administrative regulation, if new, or by the change, if it is an amendment, including:

††††† (a) List the actions that each of the regulated entities identified in question (3) will have to take to comply with this administrative regulation or amendment: The EPSB staff may pre-approve placements of student teachers when placements aligned with the regulations are not available; the EPSB may approve the placement at the closest following board meeting. An educator preparation provider would be required to ensure admission, placement, and training of supervisors align with the regulation and are tracked for verification purposes. The university supervisor may conduct a portion of the required observations remotely. Educator candidates will be required to report field experience hours completed prior to student teaching in the EPSB Kentucky Field Experience Tracking System (KFETS). There are no additional requirements placed on educator candidates, student teachers, or supervisors.

††††† (b) In complying with this administrative regulation or amendment, how much will it cost each of the entities identified in question (3): There is no additional cost to the entities.

††††† (c) As a result of compliance, what benefits will accrue to the entities identified in question (3): There will be flexibility in placement of student teachers in grade ranges unavailable to ensure experience is gained for the certificate area being sought.

Univerisity supervisors will be able to conduct a portion of observations remotely to continue support of student teachers when unable to conduct required observations in person. This may allow for placements in various districts across the state.

††††† (5) Provide an estimate of how much it will cost to implement this administrative regulation:

††††† (a) Initially: The EPSB does not anticipate there being any cost associated with the initial implementation of this regulation.

††††† (b) On a continuing basis: The EPSB does not anticipate there being any continuing cost associated with the implementation of this regulation.

††††† (6) What is the source of the funding to be used for the implementation and enforcement of this administrative regulation: Funds appropriated by the General Assembly to the Education Professional Standards Board.

††††† (7) Provide an assessment of whether an increase in fees or funding will be necessary to implement this administrative regulation, if new, or by the change, if it is an amendment: The EPSB does not anticipate a need for an additional fee or funding increase.

††††† (8) State whether or not this administrative regulation establishes any fees or directly or indirectly increases any fees: This administrative regulation does not establish any fees directly not does it indirectly increase fees collected by the EPSB.

††††† (9) TIERING: Is tiering applied? No, tiering will not apply because all educator preparation providers are required to meet the same requirements.

 

FISCAL NOTE ON STATE OR LOCAL GOVERNMENT

 

††††† 1. What units, parts or divisions of state or local government (including cities, counties, fire departments, or school districts) will be impacted by this administrative regulation? This administrative regulation will impact the Education Professional Standards Board, educator preparation providers, educator candidates, student teachers, and supervisors.

††††† 2. Identify each state or federal statute or federal regulation that requires or authorizes the action taken by the administrative regulation. KRS 161.028 requires that an educator preparation institution be approved for offering the preparation program corresponding to a particular certificate on the basis of standards and procedures established by the Education Professional Standards Board. KRS 161.030 requires that a certificate be issued to a person who has completed a program approved by the Education Professional Standards Board. KRS 161.042 requires the Education Professional Standards Board to promulgate an administrative regulation relating to student teachers, including the qualifications for cooperating teachers.

††††† 3. Estimate the effect of this administrative regulation on the expenditures and revenues of a state or local government agency (including cities, counties, fire departments, or school districts) for the first full year the administrative regulation is to be in effect. There should be no effect.

††††† (a) How much revenue will this administrative regulation generate for the state or local government (including cities, counties, fire departments, or school districts) for the first year? The EPSB does not anticipate that this regulation will result in revenue for state or local government in the first year.

††††† (b) How much revenue will this administrative regulation generate for the state or local government (including cities, counties, fire departments, or school districts) for subsequent years? The EPSB does not anticipate that this regulation will result in revenue for state or local government in the subsequent years.

††††† (c) How much will it cost to administer this program for the first year? The EPSB does not anticipate that there will be any additional cost to administer this program in the first year.

††††† (d) How much will it cost to administer this program for subsequent years? The EPSB does not anticipate that there will be any additional cost to administer this program in subsequent years.

††††† Note: If specific dollar estimates cannot be determined, provide a brief narrative to explain the fiscal impact of the administrative regulation.

††††† Revenues (+/-):

††††† Expenditures (+/-):

††††† Other Explanation: