R277-305-4. School Leadership Preparation Programs

(1) Before approval by the Superintendent, a preparation program for school leadership shall: (a) demonstrate how it will prepare candidates to meet the Utah Educational Leadership Standards described in Rule R277-330; (b) subject to Subsection (2), establish weighted entry requirements that consider prior leadership experiences of applicants and are designed to select high quality candidates to enter the licensure program; (c) include school-based clinical experiences for a candidate to observe, practice skills, and reflect on school leadership that: (i) are significant in number, depth, breadth, and duration; (ii) are progressively more complex; (iii) occur in multiple schools; (iv) include working with both elementary and secondary teachers and students; and (v) occur throughout the preparation program; (d) require the demonstration of competency in: (i) properly utilizing data, including student performance data, to evaluate educator and school performance and provide actionable information to educators to improve instruction; (ii) facilitating educator use of technology to support and meaningfully supplement the learning of students; (iii) collaborating with stakeholder groups to create a shared vision, mission, and goals for a school; (iv) implementing the shared vision, mission, and goals for a school: (A) as a principal; and (B) as an assistant principal supporting the school principal; (v) communicating effectively with parents, community groups, staff, and students; (vi) understanding parents' rights, consent, requests, and reasonable accommodations under Utah Code, including Section 53G-6-803, and Board rule; (vii) recognizing effective and ineffective instructional practice to ensure authentic learning and assessment experiences for all students; (viii) implementing a multi-tiered system of supports in individual classrooms and the school as a whole; (ix) counseling and coaching educators in relation to the educator's evaluation, professional learning, and student performance to improve the educator's practice; (x) understanding the laws and legal ramifications surrounding school leadership decisions and practices; (xi) understanding the requirements and LEA responsibilities of the IDEA; (xii) ensuring a safe, secure, emotionally protective, and healthy school environment, including the prevention of bullying and youth suicide; (xiii) establishing and maintaining a school culture that supports inquiry, risk-taking, innovation, and learning of both students and teachers; (xiv) connecting management operations, policies, and resources to the vision and values of the school; and (xv) understanding internal controls. (2) Beginning on January 1, 2020, the entry requirements described in Subsection (1)(b) shall require an individual entering a Board-approved education leadership licensure program to: (a) clear a USBE fingerprint background check described in: (i) statute; and (ii) background check rule; (b) hold a: (i) Utah professional educator license; or (ii) an equivalent out of state license; (c) have been deemed effective or higher by: (i) an evaluation system meeting the standards of Rule R277-323; or (ii) the LEA's equivalent on the applicant's most recent evaluation; (d) have a confidential recommendation from: (i) the individual's immediate administrative supervisor; or (ii) an LEA-level administrator with knowledge regarding the individual's potential as a school leader; and (e) pass an interview conducted by the program to measure the potential of the individual as a school leader. (3) Board-approved education leadership licensure program may waive the entrance requirements described in Subsections (2)(b) through (e) based on program established guidelines for no more than 10% of an incoming cohort. (4) For a program applicant accepted on or after January 1, 2020, an -approved school leadership licensure program shall require multiple opportunities for a program applicant to successfully demonstrate application of knowledge and skills gained through the program in one or more clinical experiences in each of the following competencies: (a) analyzing school assessment data from common formative assessments, summative assessments, standardized assessments, and interim or benchmark assessments with school staff and with individual teachers; (b) administering all aspects of a teacher evaluation system that meets the requirements of: (i) Rule R277-323; or (ii) the LEA's equivalent; (c) administering all aspects of an evaluation system for an education support professional; (d) planning, organizing, conducting, and evaluating the effectiveness of a professional learning activity for school staff; (e) supporting or overseeing a school-based learning team; (f) working with a School Community Council, including the annual development and evaluation of a school's Teacher and Student Success Act plan and School LAND Trust plan; (g) performing formal and informal classroom observations for improving instruction; (h) acting as the LEA representative in IEP and 504 accommodation plan meetings; (i) appropriately handling cases of student discipline referred to the school office; (j) supervising school activities and monitoring the process for collecting and handling fees and gate receipts; and (k) implementing a school's screening and hiring process, including interviews and the notification of successful and unsuccessful applicants.