Certification Requirements for Initial Administrator Certificate

PURPOSE: The State Board of Education is authorized to grant certificates of license to teach in any of the public schools of the state and establish requirements and qualifications for those certificates. This rule outlines the requirements for application for each of the various areas of certification within the Initial Administrator Certificate. (1) An applicant for a Missouri Initial Administrator Certificate (School Leader, Kindergarten-Grade 12) who possesses good moral character may be granted an Initial Administrator Certificate (School Leader, Kindergarten-Grade 12) subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements specific to Initial Administrator Certificate (School Leader, KindergartenGrade 12): (A) Professional Requirements. An Initial Administrator Certificate (School Leader, Kindergarten-Grade 12) valid for a period of four (4) years from the effective date on the certificate, will be issued to applicants meeting the following requirements: 1. A permanent or professional Missouri teaching certificate of license to teach; 2. A minimum of three (3) years of classroom teaching experience approved by the Missouri Department of Elementary and Secondary Education (department); 3. The applicant must achieve a score equal to or in excess of the qualifying score on the required exit assessment(s) as defined in 5 CSR 20-400.310 and 5 CSR 20-400.440. The official score shall be submitted to the department; 4. Completion of a course in Psychology/Education of the Exceptional Child; 5. Completion of a master’s degree in educational leadership from a regionally accredited college or university or the equivalent thereof from another educational leadership program meeting approval of the department; and 6. Recommendation for certification from the designated official of a regionally accredited college or university or other educational leadership program approved by the department. This recommendation shall be based upon the completion of a planned program for preparation of building level administrators which includes at least twenty-six (26) semester hours of approved graduate credit, or an equivalent thereof which is approved by the department, in education courses focused upon administration and supervision of the school. The approved graduate credit shall include: A. Coursework must be at the graduate level and fall within the following five (5) domains— (I) Visionary School Leadership; (II) Instructional School Leadership; (III) Managerial School Leadership; (IV) Relational School Leadership; and (V) Innovative School Leadership; and B. Knowledge and/or competency in each of the following areas: (I) Visionary Leadership— (a) Understands the importance of a vision and can demonstrate how it relates to the context and culture of the school community; (b) Understands and can communicate the importance of all stakeholders knowing the collective mission, vision, and core values; and (c) Understands and can demonstrate how multiple sources of data are connected to a mission, vision, core values, and the legal and ethical handling of information; (II) Instructional Leadership— (a) Understands standards and can demonstrate how they apply to horizontal and vertical alignment of local curricula and content areas; (b) Understands a variety of research-based instructional practices and can demonstrate how to appropriately match learning content; (c) Understands and engages in meaningful feedback related to teacher professional growth; (d) Understands and demonstrates how to assess student learning using a variety of formal and informal assessments; (e) Engages in and demonstrates meaningful observation and feedback related to effective instructional practice; (f) Understands and can demonstrate multiple strategies for analyzing data to inform the instructional process; and (g) Understands the principles of adult learning and demonstrates how these help develop teacher capacity; (III) Managerial Leadership— (a) Knows and can demonstrate how a safe and functional school facility and grounds support student learning; (b) Understands and can demonstrate how to evaluate routines, procedures, and schedules support the school environment; (c) Understands the tools and can demonstrate the skills required to determine key attributes of effective personnel and the legal and ethical decisions impacting evaluation; (d) Understands and can demonstrate the necessity of establishing and communicating clear expectations, guidelines, and procedures, which respect the rights of all staff and students; (e) Understands and can demonstrate the role of observation, feedback, and intervention for improving or removing personnel; (f) Is knowledgeable of and can reflectively evaluate and communicate legal and ethical requirements regarding personnel records and reports; (g) Understands and can communicate the legalities of how a school budget works and the major sources of revenue available to support school goals and priorities; and (h) Understands and can communicate how nonfiscal resources support school goals and priorities; (IV) Relational Leadership— (a) Knows how and why analysis of student demographics is used to determine the overall diversity of a school and can explain its impact on the teaching and learning process; (b) Understands and can communicate the inschool and out-of-school strategies and resources available to support the welfare of each student; (c) Understands and can demonstrate how to build positive relationships in support of student learning and wellbeing; (d) Understands and can demonstrate the components of building effective relationships with staff and cultivating ethical behaviors in others; (e) Understands and can demonstrate how to develop a culture of support and respect among staff; (f) Serves as a teacher leader and understands and demonstrates the importance of promoting teacher leadership; (g) Understands and can communicate a variety of strategies and legal implications for building relationships with families; and (h) Recognizes the importance of and can demonstrate how to build positive relationships with other community stakeholders; and (V) Innovative Leadership— (a) Recognizes and can apply the knowledge, skills, and best practices that support continuous professional growth; (b) Understands and has the capacity to develop professional networks as a key element of professional growth; (c) Understands the importance of reflection and demonstrates a commitment to ongoing learning; (d) Understands and can demonstrate the importance of feedback for improving performance; (e) Understands and can demonstrate how time management is a key factor for maintaining a focus on school priorities; (f) Recognizes and can demonstrate that beliefs based on new knowledge and understandings are used as a catalyst for change; and (g) Demonstrates flexibility by being willing to vary an approach when circumstances change, and models ethical personal conduct; (B) Field and Clinical Experiences (three (3) semester hours with a minimum of three hundred (300) clock hours)— 1. Major Clinical Experience (defined as an emphasis in either an elementary or secondary school placement). The major clinical experience in school leadership includes placements in which candidates have the opportunity to observe the importance and implementation of a school’s vision, mission, and goals; focus on teaching and student learning; effective management of organizational systems; importance of collaborating with families and stakeholders; maintaining ethical standards and integrity; and the role of continuous improvement through professional development. The experience will provide the candidate with the opportunity to lead and direct specific activities. Candidates are active participants completing required assignments, and, as requested, working with students, faculty, staff, and stakeholders while under the supervision of the on-site and preparation program supervisors. The candidate must log a total of two hundred (200) clock hours in the major experience, divided into the required number of hours per leadership domain as specified in the Missouri Standards for Professional Educators (MoSPE); and 2. Minor Clinical Experience (defined as an emphasis in either an elementary or secondary school placement). The minor clinical experience in school leadership includes placements for candidates to be active participants completing required assignments and, as requested, working with students, faculty, staff, and stakeholders while under the supervision of the on-site and preparation program supervisors. This includes placements in which candidates have the opportunity to observe the importance and implementation of a school’s vision, mission, and goals; focus on teaching and student learning; effective management of organizational systems; importance of collaborating with families and stakeholders; maintaining ethical standards and integrity; and the role of continuous improvement through professional development. The candidate must log a total of fifty (50) clock hours in the minor experience, divided into the required number of hours per leadership domain as specified in the Missouri Standards for Professional Educators (MoSPE). The remaining fifty (50) clock hours will be at the discretion of the program and candidate and will be divided among the leadership domains. (2) An applicant for a Missouri Initial Administrator Certificate (Career and Technical Education Administrator, Grades 7-12) who possesses good moral character may be granted an Initial Administrator Certificate (Career and Technical Education Administrator, Grades 7-12) subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements specific to Career and Technical Education Administrator, Grades 7-12: (A) Professional Requirements. An Initial Administrator Certificate (Career and Technical Education Administrator, Grades 7-12), valid for a period of four (4) years from the effective date on the certificate, will be issued to applicants meeting the following requirements: 1. A permanent or professional education or career and technical education (CTE) Missouri teaching certificate of license to teach; 2. A minimum of three (3) years of career and technical education or secondary subject area teaching experience approved by the department; 3. The applicant must achieve a score equal to or in excess of the qualifying score on the required exit assessment(s) as defined in 5 CSR 20-400.320 and 5 CSR 20-400.440. The official score shall be submitted to the department; 4. Completion of a course in Psychology/Education of the Exceptional Child; 5. Completion of a master’s degree in educational leadership from a regionally accredited college or university or the equivalent thereof from another educational leadership program meeting approval of the department and which included knowledge and/or competency in each of the five (5) domains identified for the Initial Administrator Certificate (Career and Technical Education Administrator, Grades 7-12); and 6. Recommendation for certification from the designated official of a regionally accredited college or university or other educational leadership program approved by the department. This recommendation shall be based upon the completion of a planned program for preparation of career and technical education administrators focused upon administration and supervision of an area career center. Individuals who possess an initial secondary school, middle school, or K-12 school leader certificate and have a minimum of three (3) years of buildinglevel administrator experience must complete a two- (2-) year CTE administrator mentoring program and a minimum of nine (9) graduate credit hours of CTE administration consisting of CTE foundations, CTE administration, and CTE finance. Individuals who possess an initial secondary school, middle school, or K-12 school leader certificate without three (3) years of building-level leaders experience, must complete a two- (2-) year CTE administrator mentoring program, and a minimum of fifteen (15) graduate credit hours of CTE administration consisting of CTE foundations, CTE administration, CTE finance, CTE organization and administration, and a CTE administrative internship (three hundred (300) clock hours). A. Coursework must be at the graduate level and fall within the following five (5) domains: (I) Visionary Leadership— (a) Understands the importance of a vision and can demonstrate how it relates to the context and culture of the school community; (b) Understands and can communicate the importance of all stakeholders knowing the collective mission, vision, and core values; (c) Understands and can demonstrate how multiple sources of data are connected to a mission, vision, and core values and the legal and ethical handling of information; (d) Knows the importance of utilizing employment trends and forecasting data to improve and expand CTE programming; (e) Understands the importance of using a program evaluation instrument that leads to high quality CTE; and (f) Understands how the history and philosophy of CTE impacts leadership in CTE; (II) Instructional Leadership— (a) Understands standards and can demonstrate how they apply to horizontal and vertical alignment of local curricula and content areas; (b) Understands a variety of research-based instructional practices and can demonstrate how to appropriately match learning content; (c) Understands and engages in meaningful feedback related to teacher professional growth; (d) Understands and demonstrates how to assess student learning using a variety of formal and informal assessments; (e) Engages in and demonstrates meaningful observation and feedback related to effective instructional practice; (f) Understands and can demonstrate multiple strategies for analyzing data to inform the instructional process; (g) Understands the principles of adult learning and can demonstrate how these help develop teacher capacity; (h) Understands the process of CTE curriculum development and implementation utilizing business/industry/ workforce partners with the importance of assessing performance and industry credentials; (i) Ensures CTE instruction entails Career Technical Student Organizations (CTSO) components (e.g., technical, academic, workplace, personal skills); and (j) Implements instructional goals, assessment methods, and work-based learning by utilizing business/ industry/workforce partners to address workforce needs; (III) Managerial Leadership— (a) Knows and can demonstrate how a safe and functional school facility and grounds supports student learning; (b) Understands and can demonstrate how routines, procedures, and schedules support the school environment; (c) Understands the tools and can demonstrate the skills required to determine key attributes of effective personnel and the legal and ethical decisions impacting evaluation; (d) Understands and can demonstrate the necessity of establishing and communicating clear expectations, guidelines, and procedures which respect the rights of all staff and students; (e) Understands and can demonstrate the role of observation, feedback, and intervention for improving or removing personnel; (f) Is knowledgeable of and can reflectively evaluate and communicate legal and ethical requirements regarding personnel records and reports; (g) Understands and can communicate the legalities of how a school budget works and the major sources of revenue available to support school goals and priorities; (h) Understands and can communicate how nonfiscal resources support school goals and priorities; (i) Utilizes a program evaluation instrument to develop, evaluate, expand, and improve local CTE programs, including CTSOs and business, industry, and workforce partnerships; (j) Assesses stakeholder needs for CTE program budget development, implementation, and oversight; (k) Understands CTE financial management, including funding mechanisms, financial management system, CTE grants and requirements, and CTE financial coding; (l) Understands the impact of local, state, and federal legislation on CTE program management; and (m) Develops teacher and staff capacity to monitor budgets, implement program standards and curriculum, meet certification requirements, follow school policies, and manage CTSOs; (IV) Relational Leadership— (a) Knows how and why analysis of student demographics is used to determine the overall diversity of a school and can demonstrate its impact on the teaching and learning process; (b) Understands and can communicate the inschool and out-of-school strategies and resources available to support the welfare of each student; (c) Understands and can demonstrate how to build positive relationships in support of student learning and wellbeing; (d) Understands and can demonstrate the components of building effective relationships with staff and cultivating ethical behaviors in others; (e) Understands and can demonstrate how to develop a culture of support and respect among staff; (f) Serves as a teacher leader and understands and demonstrates the importance of promoting teacher leadership; (g) Understands and can communicate a variety of strategies and legal implications for building relationships with families; (h) Recognizes the importance of and can demonstrate building positive relationships with other community stakeholders; (i) Understands and can demonstrate the importance of building positive relationships with other community stakeholders, especially with CTE advisory committees and business/industry/workforce partners; (j) Understands the unique needs of a CTE teacher who transitions from business/industry/workforce to the classroom; and (k) Understands and can demonstrate the importance of building positive relationships with legislators and state agency staff; and (V) Innovative Leadership— (a) Recognizes and can apply the knowledge, skills, and best practices that support continuous professional growth; (b) Understands and has the capacity to develop the need for professional networks as a key element of professional growth; (c) Understands the importance of reflection and demonstrates a commitment to ongoing learning; (d) Understands and can demonstrate the importance of feedback for improving performance; (e) Understands and can demonstrate how time management is a key factor for maintaining a focus on school priorities; (f) Recognizes and can demonstrate that beliefs based on new knowledge and understandings are used as a catalyst for change; (g) Demonstrates flexibility by being willing to vary an approach when circumstances change, and models ethical personal conduct; (h) Recognizes and demonstrates how business/ industry/workforce partnerships influence or accelerate CTE program enhancement; and (i) Understands and can communicate the unique professional development needs of a CTE teacher who transitions from business/industry/workforce to the classroom; and (B) Field and clinical experience (three (3) semester hours with a minimum of three hundred (300) clock hours) and completion of a two- (2-) year CTE administrator mentoring program developed by the recommending institution. 1. The field and clinical experience and CTE administrator mentoring program in CTE administration shall include placements in which candidates have the opportunity to observe the importance and implementation of a school’s vision, mission, and goals, focus on teaching and student learning, effective management of organizational systems, importance of collaborating with families and stakeholders, maintaining ethical standards and integrity, and the role of continuous improvement through professional development. The experience will provide the candidate with the opportunity to lead and direct specific activities. Candidates are active participants completing required assignments and, as requested, working with students, faculty, staff, and stakeholders while under the supervision of the on-site and preparation program supervisors. The candidate must log a total of three hundred (300) clock hours in the major experience, divided into the required number of hours per leadership domain as specified in the Missouri Standards for Professional Educators (MoSPE). (3) An applicant for a Missouri Initial Administrator Certificate (Special Education Director, Kindergarten-Grade 12) who possesses good moral character may be granted an Initial Administrator Certificate (Special Education Director, Kindergarten-Grade 12) subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements specific to Special Education Director, Kindergarten-Grade 12: (A) Professional Requirements. An Initial Administrator Certificate (Special Education Director, Kindergarten–Grade 12), valid for a period of four (4) years from the effective date on the certificate, will be issued to applicants meeting the following requirements: 1. The applicant shall hold a valid Missouri permanent or professional principal or school leader certificate; and 2. The applicant shall have completed the department’s approved Special Education Director micro-credentials. (4) An applicant for a Missouri Initial Administrator Certificate (Superintendent, Kindergarten-Grade 12) who possesses good moral character may be granted an Initial Administrator Certificate (Superintendent, Kindergarten-Grade 12) subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements specific to Superintendents: (A) Professional Requirements. An Initial Administrator Certificate, valid for a period of four (4) years from the date of issuance, will be issued to applicants meeting the following requirements: 1. A permanent or professional Missouri certificate of license to teach; 2. A minimum of three (3) years of experience as a building- or district-level administrator at a public or accredited nonpublic school; 3. The applicant must achieve a score equal to or in excess of the qualifying score on the required exit assessment(s) as defined in 5 CSR 20-400.310 and 5 CSR 20-400.440. The official score shall be submitted to the department; 4. Completion of a course in Psychology/Education of the Exceptional Child; and 5. Completion of an educational specialist or advanced degree program in educational leadership and recommendation from the designated official of a regionally accredited college or university or other education leadership program approved by the department which shall include: A. Coursework must be at the graduate level and fall within the following five (5) domains of district-level leadership— (I) Visionary Leadership; (II) Instructional Leadership; (III) Managerial Leadership; (IV) Relational Leadership; and (V) Innovative Leadership; B. Knowledge and/or competency in each of the following areas: (I) Visionary Leadership— (a) Knows the importance of a vision and how it relates to the core values and culture of the district; (b) Understands the importance of all stakeholders knowing the collective mission, vision, and core values; (c) Understands how multiple sources of data are connected to a mission, vision, and core values; (II) Instructional Leadership— (a) Understands how standards apply to horizontal and vertical alignment of local curricula and content areas; (b) Understands a variety of research-based instructional practices and how to appropriately match them to learning content; (c) Understands legal implications impacting instruction and ensures meaningful feedback related to effective teacher and leader practice; (d) Understands the importance of assessing student learning using a variety of formal and informal assessments; (e) Understands the importance of multiple strategies for analyzing data to inform the instructional process; and (f) Understands the principles of adult learning and how these help develop principal and teacher capacity; (III) Managerial Leadership— (a) Knows how safe and functional district facilities and grounds support student learning; (b) Understands how routines, protocols, procedures, policies, and technology support the district environment; (c) Understands tools used to determine key attributes of effective personnel; (d) Understands the necessity of establishing and communicating clear expectations, guidelines, policies, and procedures respecting the rights of all staff and students; (e) Understands the role of observation, feedback, documentation, and intervention for improving or removing personnel and the legal and ethical decisions in creating an effective educator evaluation process; (f) Is knowledgeable of requirements regarding personnel records, laws, and reports; (g) Understands the statutory requirements that affect how a district budget works and the major sources of revenue to support district goals and priorities; and (h) Understands the statutory requirements that affect how non-fiscal resources support district goals and priorities; (IV) Relational Leadership— (a) Knows how and why analysis of student demographics is used to determine the overall diversity of a district and its impact on the teaching and learning process; (b) Understands the legal implications of indistrict and out-of-district strategies and resources available in supporting the well-being of each student; (c) Understands how to build positive and ethical relationships in support of student learning and well-being; (d) Understands the importance of building effective, ethical relationships with all staff; (e) Understands how to develop a culture of support and respect among staff and in the community; (f) Serves as a district leader and understands the importance of building leadership capacity in a district; (g) Understands a variety of strategies for building relationships and working cooperatively with the board; and (h) Recognizes the impact the larger political, social, economic, legal, and cultural issues can have on educational issues in the school district; and (V) Innovative Leadership— (a) Recognizes knowledge, skills, and best practices to support continuous professional growth; (b) Understands the need for professional networks as a key element of professional growth; (c) Understands the importance of reflection and a commitment to ongoing learning; (d) Understands the importance of feedback for improving performance; (e) Understands how time management is a key factor for maintaining a focus on district priorities; (f) Recognizes that beliefs based on new knowledge, understandings, and technology are used as a catalyst for change; (g) Understands the need to be flexible and willing to vary an approach when circumstances change; and C. Directed field experiences in superintendency of at least three (3) semester hours. (5) The requirements of this rule shall become effective August 31, 2023. AUTHORITY: sections 161.092, 168.011, 168.071, 168.081, 168.400, 168.405, and 168.409, RSMo 2016, and section 168.021, RSMo Supp. 2024.* Original rule filed Oct. 29, 2013, effective May 30, 2014. Amended: Filed June 13, 2019, effective Jan. 30, 2020. Amended: Filed June 24, 2022, effective Feb. 28, 2023. Amended: Filed May 15, 2024, effective Nov. 30, 2024. *Original authority: 161.092, RSMo 1963, amended 1973, 2002, 2003, 2013, 2014; 168.011, RSMo 1963, amended 1984; 168.021, RSMo 1963, amended 1973, 1984, 1988, 1990, 1998, 2000, 2003, 2008, 2009, 2011, 2013, 2014, 2018, 2020, 2022, 2024; 168.071, RSMo 1963, amended 1973, 1978, 1984, 1988, 1993, 1998, 2002, 2003, 2011, 2013, 2014; 168.081, RSMo 1963, amended 1984, 2002, 2014; 168.400, RSMo 1985, amended 1990, 2002, 2024; 168.405, RSMo 1985; and 168.409, RSMo 1985.