RULES FOR THE ADMINISTRATION OF THE EDUCATOR LICENSING ACT OF 1991

The statutory basis for these rules is found in section 22-60.5-101, et seq, C.R.S., the

Colorado Educator Licensing Act of 1991, and section 22-2-109(1), C.R.S., State board

of education – additional duties.

These rules establish the standards and criteria for the issuance of licenses and

authorizations to teachers, special services providers, principals, and administrators.

The Act calls for the State Board of Education to adopt rules for a three-tiered system of

licensure for education personnel which includes an initial license for entry-level

educators, a professional license for experienced educators, and a voluntary master

certificate for outstanding educators. These rules also provide for the issuance of

authorizations to educators as necessary to meet the needs of Colorado schools and

students. Criteria for the renewal of licenses and authorizations, which provide for

significant involvement of practicing educators, are established.

Section 22-60.5-106, C.R.S. requires the State Board to establish appropriate license

endorsement areas and their eligibility criteria. The endorsement criteria for subject

areas and other areas of educational specialization for teachers, special service

providers, principals and administrators are set forth in these rules.

Standards and processes for the approval of educator preparation programs through

institutions of higher education and designated agencies for alternative preparation are

provided. These rules provide a process for the recognition of educator preparation

programs in other states to facilitate the movement of educators among states. The

rules establish the requirements for induction programs to assist new educators through

support, supervision, ongoing professional development and evaluation.

The rules establish the standards and processes by which licenses may be denied,

suspended, annulled or revoked for conviction of certain criminal offenses, unethical

behavior, professional incompetence, and other reasons enumerated by statute

les establish the requirements for induction programs to assist new educators through

support, supervision, ongoing professional development and evaluation.

The rules establish the standards and processes by which licenses may be denied,

suspended, annulled or revoked for conviction of certain criminal offenses, unethical

behavior, professional incompetence, and other reasons enumerated by statute. Other

miscellaneous provisions are included to meet the requirements of the Act.

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2.00 General Licensing Regulations

The Colorado Department of Education has the sole authority to issue educator licenses

and authorizations. Pursuant to sections 22-63-201 and 22-32-126, C.R.S., a Colorado

license or authorization is required for employment as a teacher, special services

provider or principal in a Colorado school or school district. All licenses and

authorizations must be endorsed to indicate the grade levels/developmental levels and

specialization area(s) which are appropriate to the applicant's preparation, training and

experience.

2.01 Definitions

2.01(1)

Accepted institution of higher education: An institution of higher education

that offers at least the standard bachelor's degree and is recognized by one of

the following regional associations: Western Association of Schools and

Colleges; Northwest Commission on Colleges and Universities; Higher Learning

Commission; New England Commission of Higher Education; Southern

Association of Colleges and Schools; or Middle States Commission on Higher

Education.

2.01(2)

Administrator: Any person who may or may not be licensed, but who

administers, directs or supervises an education instructional or education-related

program, or a portion thereof, in any school or school district, or nonpublic school

in the state and who is not the chief executive officer or an assistant chief

executive officer of such school

r Middle States Commission on Higher

Education.

2.01(2)

Administrator: Any person who may or may not be licensed, but who

administers, directs or supervises an education instructional or education-related

program, or a portion thereof, in any school or school district, or nonpublic school

in the state and who is not the chief executive officer or an assistant chief

executive officer of such school.

2.01(3)

Alternative principal: Any person employed as the chief executive officer

or an assistant chief executive officer of any school in the state to administer,

direct or supervise the education instruction program in such school or nonpublic

school under a principal authorization and is actively participating in an

alternative principal program or an individualized alternative principal program.

2.01(4)

Alternative principal program: a program of study provided by a

designated agency, as described in section 22-60.5-305.5(6), C.R.S., for

principal preparation designed to provide the information, experience, and

training to enable participants to develop the skills and obtain experience and

training comparable to that possessed by a person who qualifies for an initial

principal license.

2.01(5)

Alternative teacher contract: A one- or two-year contract, as described in

section 22-60.5-207 C.R.S., entered into by a holder of an alternative teacher

license pursuant to section 22-60.5- 201(1)(a), C.R.S., or an interim authorization

pursuant to 22-60.5-111(7), C.R.S., and a school district, board of cooperative

services, nonpublic school, or charter school that provides or participates in, a

one-year or two-year alternative teacher program.

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r of an alternative teacher

license pursuant to section 22-60.5- 201(1)(a), C.R.S., or an interim authorization

pursuant to 22-60.5-111(7), C.R.S., and a school district, board of cooperative

services, nonpublic school, or charter school that provides or participates in, a

one-year or two-year alternative teacher program.

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2.01(6)

Alternative teacher program: A one-year or two-year program of study and

training for teacher preparation for a person of demonstrated knowledge and

ability who holds an alternative teacher license or an interim authorization. An

alternative teacher program must meet the standards of and obtain the approval

of the state board of education and, upon completion, lead to a recommendation

for licensure by the designated agency providing the alternative teacher program.

2.01(7)

Alternative teacher support team: A team established by the designated

agency for each holder of an alternative teacher license or an interim

authorization pursuant to 22-60.5-111(7), C.R.S., employed as an alternative

teacher. At a minimum, each alternative teacher support team must be

composed of the alternative teacher's mentor, the building principal and a

representative of the approved designated agency.

2.01(8)

Alternative teacher: Any person employed to instruct students in any

public or nonpublic school in the state under an alternative teacher license or

interim authorization pursuant to 22-60.5-111(7) and actively participating in an

alternative teacher program.

2.01(9)

Approved content tests: assessments approved by the State Board of

Education for the purpose of evaluating the required subject matter knowledge

and skills for a license, authorization, and/or endorsement

lic or nonpublic school in the state under an alternative teacher license or

interim authorization pursuant to 22-60.5-111(7) and actively participating in an

alternative teacher program.

2.01(9)

Approved content tests: assessments approved by the State Board of

Education for the purpose of evaluating the required subject matter knowledge

and skills for a license, authorization, and/or endorsement.

2.01(10)

Approved induction program: A program of continuing professional

development for initial license-holders that meets the requirements of and is

approved by the State Board of Education, and that upon completion leads to a

recommendation for a professional license by the school district or districts,

charter school, nonpublic school, or the institute providing such induction

program.

2.01(11)

Approved program of educator preparation: A program of study for the

preparation of educators, approved by the State Board of Education, that

prepares educator candidates to meet the quality standards established pursuant

to section 22-9-105.5 (10), C.R.S. and the requirements for licensure

endorsement(s) adopted by state board rule pursuant to section 22-60.5-106,

C.R.S. and which, upon completion, leads to a recommendation for licensure.

2.01(12)

Board of Cooperative Services (BOCES): A regional educational service

unit designed to provide supporting, instructional, administrative, facility,

community or any other services contracted by participating members.

2.01(13)

Board of education: The governing body authorized by law to administer

the affairs of any school district in the state except junior and community college

districts. “Board of education” also includes a BOCES organized pursuant to

section 22-5-101, C.R.S.

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or any other services contracted by participating members.

2.01(13)

Board of education: The governing body authorized by law to administer

the affairs of any school district in the state except junior and community college

districts. “Board of education” also includes a BOCES organized pursuant to

section 22-5-101, C.R.S.

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2.01(14)

Charter school: A school authorized by a school district pursuant to Part 1

of Article 30.5 of Title 22 or a school authorized by the state charter school

institute pursuant to Part 5 of Article 30.5 of Title 22.

2.01(15)

Colorado Academic Standards: The state academic standards that identify

the knowledge and skills that a student should acquire as the student progresses

from preschool through elementary and secondary education, as adopted by the

State Board of Education pursuant to section 22-7-1005, C.R.S. The Colorado

Academic Standards are available at www.cde.state.co.us.

2.01(16)

Colorado Teacher of the Year: The Colorado teacher selected as Teacher

of the Year in the state program administered by the Department and

coordinated through the national teacher of the year program.

2.01(17)

Critical teacher shortage: A grade level or content area in which a local

education provider (LEP) determines there is a severe need and impact on

students and in which an LEP has been unable to place an appropriately

licensed teacher in the vacant position(s) despite reasonable attempts to fill the

position.

2.01(18)

Department of Education or Department: The Colorado State Department

of Education (CDE) as defined in section 24-1-115, C.R.S.

2.01(19)

Designated agency: A school district or districts, a BOCES, an accepted

institution of higher education, a nonprofit organization, a charter school,

nonpublic school, the institute or any combination thereof that is responsible for

the organization, management and operation of an alternative teacher program

or an alternative principal program

n (CDE) as defined in section 24-1-115, C.R.S.

2.01(19)

Designated agency: A school district or districts, a BOCES, an accepted

institution of higher education, a nonprofit organization, a charter school,

nonpublic school, the institute or any combination thereof that is responsible for

the organization, management and operation of an alternative teacher program

or an alternative principal program.

2.01(20)

Diversity: The backgrounds of all students and school personnel.

2.01(21)

Endorsement: The designation on a license or an authorization of grade

level(s) or developmental level(s), subject matter, or service specialization in

accordance with the preparation, training and experience of the holder of such

license or authorization. Endorsements typically reflect major areas of

specialization.

2.01(22)

Field-based experiences: Experiences conducted at a school site, school

administration center, school clinic, or community agency. These experiences

may include classroom observations; tutoring; assisting school principals,

administrators, teachers or special services providers; participation in school-

and community-wide activities; student teaching or internships.

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2.01(23)

Individualized alternative principal program: Created in collaboration

between a school district, charter school, the institute, or nonpublic school and an

individual identified as requiring principal preparation, it is a plan of preparation

that aligns to the Principal Quality Standards in section 6.00 of these rules and

comprises coursework, practicums and other educational requirements the

individual will complete while serving as a principal or assistant principal under a

principal authorization in the collaborating school district, charter school, the

institute or nonpublic school.

2.01(24)

Institute: The state charter school institute created pursuant to section 22-

30.5-503, C.R.S

ion 6.00 of these rules and

comprises coursework, practicums and other educational requirements the

individual will complete while serving as a principal or assistant principal under a

principal authorization in the collaborating school district, charter school, the

institute or nonpublic school.

2.01(24)

Institute: The state charter school institute created pursuant to section 22-

30.5-503, C.R.S.

2.01(25)

Licensure: The official recognition by a state governmental agency that an

individual has met state-mandated minimum requirements and is approved to

practice as a duly certified/licensed educator in the state.

2.01(26)

Local education provider (LEP): A school district, a charter school

authorized by a school district pursuant to Part 1 of Article 30.5 of Title 22,

C.R.S., a charter school authorized by the State Charter School Institute

pursuant to Part 5 of Article 30.5 of Title 22, C.R.S., or a BOCES created and

operating pursuant to Article 5 of Title 22, C.R.S. that operates a public school.

2.01(27)

Mentor administrator: Any administrator who is designated by a school

district or districts, charter school, nonpublic school, or the institute providing an

approved induction program for initial administrator license-holders, who has

demonstrated outstanding administrative skills and school leadership and who

can provide exemplary modeling and counseling to initial administrator license-

holders participating in an approved induction program.

2.01(28)

Mentor principal: Any principal who is designated by a school district or

districts, charter school, nonpublic school, or the institute providing an approved

induction program for initial principal license- holders, who has demonstrated

outstanding principal skills and school leadership and who can provide

exemplary modeling and counseling to initial principal license- holders

participating in an approved induction program

cipal who is designated by a school district or

districts, charter school, nonpublic school, or the institute providing an approved

induction program for initial principal license- holders, who has demonstrated

outstanding principal skills and school leadership and who can provide

exemplary modeling and counseling to initial principal license- holders

participating in an approved induction program.

2.01(29)

Mentor special services provider: Any special services provider who is

designated by a school district or districts, charter school, nonpublic school, or

the institute providing an approved induction program for initial special services

license-holders, who has demonstrated outstanding special services provider

skills and school leadership and who can provide exemplary modeling and

counseling to initial special services license-holders participating in an approved

induction program.

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2.01(30)

Mentor teacher: A teacher who holds a professional license designated by

a school district, charter school or nonpublic school, who has demonstrated

outstanding teaching and school leadership and who can provide exemplary

modeling and counseling to novice teachers.

2.01(31)

Nonpublic school: Any independent or parochial school that provides a

basic academic education. Neither the State board of Education nor any local

school board has jurisdiction over the internal affairs of any independent or

parochial school in Colorado.

2.01(32)

Practicum: An intensive experience in which candidates practice and

demonstrate professional skills and knowledge. Student teaching and internships

are examples of a practicum.

2.01(33)

Principal: Any person who is employed as the chief executive officer or an

assistant chief executive officer of any school in the state and who administers,

directs or supervises the education instruction program in such school or

nonpublic school

e in which candidates practice and

demonstrate professional skills and knowledge. Student teaching and internships

are examples of a practicum.

2.01(33)

Principal: Any person who is employed as the chief executive officer or an

assistant chief executive officer of any school in the state and who administers,

directs or supervises the education instruction program in such school or

nonpublic school.

2.01(34)

Qualified, licensed teacher: An individual who holds a valid Colorado

teaching license in the grade level and subject endorsement area(s) in which that

individual teaches or will teach.

2.01(35)

Rural school district: A school district in Colorado that the Department

determines is rural, based on the district’s geographic size and its distance from

the nearest large, urbanized area, with a total student enrollment of 6,500

students or fewer students.

2.01(36)

School: Any of the public schools of the state.

2.01(37)

School district: Any school district organized and existing pursuant to law,

but not including junior or community college districts. “School district” includes a

BOCES organized pursuant to 22-5-101, C.R.S.

2.01(38)

Special services provider: Any person other than a teacher, principal or

administrator who is employed by any school district, charter school, nonpublic

school or the institute to provide professional services to students in direct

support of the education instructional program.

2.01(39)

Specialization area: The sequence of courses and experiences in the

academic or professional area that the candidate plans to teach, for the grade

level(s) or developmental level(s) at which the candidate plans to teach, and/or

for the services that the candidate plans to provide. Examples of specialty areas

include science (grades 7-12), elementary education (grades K-6), early

childhood education (ages birth-8), reading specialist (grades K-12) and physical

education (grades K-12).,

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mental level(s) at which the candidate plans to teach, and/or

for the services that the candidate plans to provide. Examples of specialty areas

include science (grades 7-12), elementary education (grades K-6), early

childhood education (ages birth-8), reading specialist (grades K-12) and physical

education (grades K-12).,

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2.01(40)

State Board of Education: The Colorado State Board of Education

established by section 1 of Article IX of the Constitution of the State of Colorado.

2.01(41)

Student teaching: Part of the 800 hours of field or clinical experience

required in a teacher preparation program as specified in 11.02 of these rules,

that is an in-depth, direct teaching experience conducted in a school and

classroom setting. It is considered a culminating field- based experience for the

basic teacher preparation program where candidates practice and demonstrate

professional skills and knowledge.

2.01(42)

Student: A child or youth who has attained 3 years of age on or before

August 1 and who is under 21 years of and who is enrolled in any public or

nonpublic school in the state.

2.01(43)

Teacher: Any person employed to instruct students in any public or

nonpublic school in the state.

2.01(44)

Teacher apprentice: A person who is registered and enrolled in a state-

approved teacher degree apprenticeship program (pursuant to section 22-60.5-

111.5, C.R.S.), is enrolled in an affiliated bachelor’s degree program from an

accredited institution, and holds a teacher apprenticeship authorization pursuant

to section 22-60.5-111(16), C.R.S.

2.01(45)

Teacher of record: A person licensed pursuant to section 22-60.5-

201(1)(a.5), C.R.S.

2.02 Validity of certificates/license.

2.02(1)

Certificates and letters of authorization issued by the Department prior to

July 1, 1994, must remain valid for the period for which they were issued

ed institution, and holds a teacher apprenticeship authorization pursuant

to section 22-60.5-111(16), C.R.S.

2.01(45)

Teacher of record: A person licensed pursuant to section 22-60.5-

201(1)(a.5), C.R.S.

2.02 Validity of certificates/license.

2.02(1)

Certificates and letters of authorization issued by the Department prior to

July 1, 1994, must remain valid for the period for which they were issued.

2.02(2)

Endorsements placed on teacher or special services certificates prior to

July 1, 1994, which were based on major areas of specialization or experience

and academic credit, may be issued on subsequent teacher or special services

license renewals provided all renewal requirements specified in section 7.00 of

these rules have been met.

2.02(3)

Certificates, licenses and authorizations which have expired are not valid

unless the applicant has submitted a complete and qualifying application to the

Department prior to the expiration date identified on the certificate, license or

authorization.

2.03 General Requirements for Colorado Licenses

2.03(1)

Degree. Each applicant for a Colorado license must hold the appropriate

academic degree for the license and/or endorsement sought from an accepted

institution of higher education.

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2.03(1)(a)

It will be determined that an applicant “holds” or “has been

awarded” the bachelor's or higher degree when the registrar of the

accepted institution of higher education certifies that the applicant has met

all institutional requirements for graduation with the degree, whether or not

the degree has been conferred upon the applicant in formal ceremonies or

otherwise conveyed to the individual

(1)(a)

It will be determined that an applicant “holds” or “has been

awarded” the bachelor's or higher degree when the registrar of the

accepted institution of higher education certifies that the applicant has met

all institutional requirements for graduation with the degree, whether or not

the degree has been conferred upon the applicant in formal ceremonies or

otherwise conveyed to the individual.

2.03(1)(b)

The Department and accepted institutions of higher education may

recognize credits and degrees earned in foreign institutions of higher

education if, after appropriate evaluation by an established credentials

evaluation service as selected by the Department, there is evidence that

such credits and degrees are the equivalent of those approved as fulfilling

the specific license requirements.

2.03(2)

Approved program of preparation. An initial license may be issued upon

satisfactory completion of an approved program of preparation, an alternative

teacher program, an alternative principal program, an individualized alternative

principal program, an approved Colorado teacher degree apprenticeship program

or an out-of-state educator preparation program approved or authorized by a

state other than Colorado as defined in section 2.03(3)(b) of these rules, and

upon demonstration of required competencies as specified in these rules.

Applicants who completed an approved program in a state other than Colorado

must meet the requirements in section 2.03(3) of these rules.

2.03(3)

Out-of-state applicants

am

or an out-of-state educator preparation program approved or authorized by a

state other than Colorado as defined in section 2.03(3)(b) of these rules, and

upon demonstration of required competencies as specified in these rules.

Applicants who completed an approved program in a state other than Colorado

must meet the requirements in section 2.03(3) of these rules.

2.03(3)

Out-of-state applicants. An initial license may be issued to an applicant

from another state or country whose qualifications meet or exceed the

requirements of the State Board of Education and who has met the following

requirements:

2.03(3)(a)

has completed the appropriate degree, experiences and

educational level for the license and endorsement(s) requested as

specified in these rules;

2.03(3)(b)

has successfully completed an educator preparation program

approved or authorized by a state other than Colorado, including a

program at an accepted institution of higher education in the endorsement

area sought or another educator preparation program, including an

alternative teacher preparation program;

2.03(3)(c)

has successfully completed a clinical experience that meets or

exceeds Colorado’s field-based experience requirement as specified in

11.02 of these rules;

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2.03(3)(d)

holds a standard license issued by the state education agency of

another state or country, is eligible to hold a standard license issued by

the state education agency of the preparing state, or meets the official

requirements of the legally designated licensing agency of the preparing

state; and

2.03(3)(e)

has demonstrated professional competencies and depth of content

knowledge appropriate to the license and endorsement requested, as

specified in 2.03(4) of these rules

tate or country, is eligible to hold a standard license issued by

the state education agency of the preparing state, or meets the official

requirements of the legally designated licensing agency of the preparing

state; and

2.03(3)(e)

has demonstrated professional competencies and depth of content

knowledge appropriate to the license and endorsement requested, as

specified in 2.03(4) of these rules.

2.03(4)

An out-of-state applicant must meet the subject matter knowledge

requirements for every endorsement sought by demonstrating professional

competencies and depth of content knowledge for each endorsement or by

providing evidence of completion of three or more years of successful full-time,

fully licensed, evaluated, post-preparation experience in the endorsement area(s)

sought within the previous seven years as a teacher, special services provider,

principal or administrator in an established elementary or secondary school in

another state or country.

2.03(4)(a)

Applicants who satisfy the requirements of sections 2.03(3)(a)-(d)

but not 2.03(3)(e) may be eligible for an interim authorization as provided

in section 3.19 of these rules.

2.03(4)(b)

Applicants who satisfy the requirements in sections 2.03(3)(a)-(d)

but not 2.03(3)(e) and who provide evidence of completion of three or

more years of successful full-time, fully licensed, evaluated post-

preparation experience within the previous seven years as a teacher,

special services provider, principal, or administrator in an established

elementary or secondary school in another state or country, may be

eligible for a Colorado professional license.

2.03(5)

The State Board of Education may enter into interstate reciprocal

agreements whereby the Department agrees to issue initial licenses to persons

licensed in other states and such states agree to issue licenses to Colorado

license-holders. Such agreements must not be inconsistent with section 2.03(3)

of these rules

nother state or country, may be

eligible for a Colorado professional license.

2.03(5)

The State Board of Education may enter into interstate reciprocal

agreements whereby the Department agrees to issue initial licenses to persons

licensed in other states and such states agree to issue licenses to Colorado

license-holders. Such agreements must not be inconsistent with section 2.03(3)

of these rules.

2.03(6)

Pursuant to section 22-60.5-201(3)(c), C.R.S., the state board may

annually designate teacher shortage areas and modify the requirements for

licensure and endorsement in such shortage areas for the purpose of issuing

initial teacher licenses or interim authorizations as outlined in these rules to

applicants.

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2.03(7)

Pursuant to section 22-60.5-201(3.5), C.R.S., the Department may issue

professional teacher licenses to applicants who have earned and present

certificates issued by the National Board for Professional Teaching Standards.

2.04 Application Procedures

2.04(1)

Prior to submitting to the Department an application for a license,

authorization, or endorsement, or for the renewal of a license or authorization,

the applicant must submit to the Colorado Bureau of Investigation (CBI) a

complete set of his or her fingerprints taken by a qualified law enforcement

agency, an authorized employee of a school district or BOCES using

fingerprinting equipment that meets the Federal Bureau of Investigation image

quality standards, or any third party approved by the CBI for the purpose of

obtaining a criminal history record check, and any fingerprint processing fee(s).

2.04(1)(a)

The applicant must give his or her social security number, if any, to

the CBI and must indicate to the CBI that the criminal history is to be

forwarded to the Department. An applicant who holds an ITIN but not a

social security number may contact CDE to initiate the criminal history

record check process

of

obtaining a criminal history record check, and any fingerprint processing fee(s).

2.04(1)(a)

The applicant must give his or her social security number, if any, to

the CBI and must indicate to the CBI that the criminal history is to be

forwarded to the Department. An applicant who holds an ITIN but not a

social security number may contact CDE to initiate the criminal history

record check process.

2.04(1)(a)(i) If an individual submits an application or renewal application

after the expiration of a credential, the individual must submit a

new, complete set of fingerprints to the CBI.

2.04(1)(a)(ii) If an applicant previously submitted a complete set of

fingerprints to the CBI pursuant to section 22-2-119.3, C.R.S., the

individual need not submit a new set of fingerprints unless: (1) he or

she has not continuously resided in Colorado for more than one full

year; (2) he or she submits an application or renewal application

after the expiration of a credential from the Department; or (3) the

individual has been convicted of a felony or misdemeanor, other

than a misdemeanor traffic offense or traffic infraction, subsequent

to the educator's licensure or authorization.

2.04(2)

An applicant must submit a complete application to the Department via its

online system, which includes all required information and documentation as set

forth in these rules, the application form, and any other application instructions

published by the Department on its website. Required information and

documentation includes that which the applicant is responsible for submitting and

any other information and documentation that may be required from other

sources to support the application, including but not limited to the following:

2.04(2)(a)

The applicant must provide official transcripts showing conferral of

the degree required for the license and endorsement sought:

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responsible for submitting and

any other information and documentation that may be required from other

sources to support the application, including but not limited to the following:

2.04(2)(a)

The applicant must provide official transcripts showing conferral of

the degree required for the license and endorsement sought:

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2.04(2)(a)(i) Each transcript must be authentic, original or photocopy,

bearing the printed or embossed seal of the institution and the

signature of the registrar, and include descriptive titles, course

numbers, credits and grades for each course listed and degrees

conferred, if any. For the purpose of these rules, credits must be in

semester hours. Quarter, trimester, unit or term credits will be

converted to semester hours at the time of evaluation. Submission

of an incomplete, unofficial or illegible transcript will render an

application incomplete.

2.04(2)(a)(ii) Transcripts from institutions of higher education outside the

United States must be evaluated by an established credential

evaluation service, selected by the Department, for course

equivalence.

2.04(2)(a)(iii) Copies of official transcripts submitted with an application

become part of the applicant's record with the Department and are

not returnable.

2.04(2)(b)

The applicant must provide an institutional recommendation from

the educator preparation program, appropriate to the license sought and

on the Department’s program verification form, which at a minimum

confirms: the date of completion of an educator preparation program;

endorsement area(s) and grade level(s); completion of student teaching,

clinical experience or practicum; that the applicant holds or is eligible to

hold a license in the preparing state or territory; and any additional

information requested on the Department form

on the Department’s program verification form, which at a minimum

confirms: the date of completion of an educator preparation program;

endorsement area(s) and grade level(s); completion of student teaching,

clinical experience or practicum; that the applicant holds or is eligible to

hold a license in the preparing state or territory; and any additional

information requested on the Department form.

2.04(2)(b)(i) The recommendation must certify that the applicant

completed the educator preparation program in a satisfactory

manner and is in good standing; and

2.04(2)(b)(ii) The recommendation must indicate the subject and level or

grades of student teaching, the number of hours of field-based

experience performed, and the area of recommended endorsement

as defined in section 4.00 of these rules.

2.04(2)(b)(iii) An individual applying for an initial license or professional

license for the first time who holds a valid license or certificate in

another state and demonstrates three or more years of successful

full-time, evaluated, fully licensed teaching experience (post

completion of an educator preparation program) within the previous

seven years may be exempt from the institutional recommendation

requirement.

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2.04(2)(c)

When demonstrating professional competencies and depth of

content knowledge by approved content test(s), the applicant must provide

a copy of the official test score report(s). Submission of a score report for

a test not approved by the state board at the time of application will render

the application incomplete. When demonstrating professional

competencies and depth of content knowledge by portfolio submission,

achievement of sufficiently high education course work grades of B minus

or better, or a combination of methods, failure to submit the

documentation or other evidence required by state board rule for the

license sought will render the application incomplete

n will render

the application incomplete. When demonstrating professional

competencies and depth of content knowledge by portfolio submission,

achievement of sufficiently high education course work grades of B minus

or better, or a combination of methods, failure to submit the

documentation or other evidence required by state board rule for the

license sought will render the application incomplete.

2.04(2)(d)

Out-of-state applicants must include a copy of any and all educator

credentials held (valid or expired) in other states or territories.

2.04(2)(e)

The applicant must submit the following to verify their identity:

2.04(2)(e)(i) the applicant’s name and mailing address; and

2.04(2)(e)(ii) applicant’s social security number, or if unavailable, the

individual taxpayer identification number, and one of the following

documents verifying the applicant’s identity: a clear copy of one of

the following forms of government- issued photo identification: a

valid passport or passport card; a valid driver’s license from any

state; an identification card or document from any state; a United

States military card or a military dependent identification card; a

United States Coast Guard Merchant Mariner card; or a Native

American tribal document.

2.04(2)(f)

The applicant must submit a complete and accurate response,

including but not limited to every required disclosure, form and supporting

document, to every applicable section of the online application and attest

that all information submitted is true and complete to the best of the

applicant’s knowledge.

2.04(3)

The fee for the evaluation and review of an application is established by

the State Board of Education and shall be nonrefundable.

2.04(4)

In any application for licensure, the applicant must indicate all

endorsements sought and pay the established fees for the requested

endorsement(s) at the time of submission of the application

true and complete to the best of the

applicant’s knowledge.

2.04(3)

The fee for the evaluation and review of an application is established by

the State Board of Education and shall be nonrefundable.

2.04(4)

In any application for licensure, the applicant must indicate all

endorsements sought and pay the established fees for the requested

endorsement(s) at the time of submission of the application. If an applicant fails

to indicate an endorsement(s) sought in a license application and subsequently

seeks an endorsement, the Department will not consider the endorsement

request until the applicant submits a complete added endorsement application

and all required fees.

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2.04(5)

An application is deemed complete when all required information,

documentation and fees are received by the Department. An application that fails

to include required information, documentation or fees will be deemed

incomplete. Within 45 business days of submission, an applicant whose

application is deemed incomplete will be notified and may cure the deficiency or

submit to the Department a written request for reconsideration which states the

basis for reconsideration. An applicant who fails to cure the deficiency or request

reconsideration within 60 days of notification will be deemed to have withdrawn

the application and such withdrawal shall not be subject to appeal or review. The

Department will issue a written determination to an applicant in response to any

request for reconsideration within 30 days of its receipt of the request.

2.04(6)

Applications that are initiated in the Department’s online system but not

submitted will be closed and deemed withdrawn 14 days after initiation. Such

closed and withdrawn applications shall not be subject to appeal or review.

2.04(7)

The Department will promptly act upon complete applications

cant in response to any

request for reconsideration within 30 days of its receipt of the request.

2.04(6)

Applications that are initiated in the Department’s online system but not

submitted will be closed and deemed withdrawn 14 days after initiation. Such

closed and withdrawn applications shall not be subject to appeal or review.

2.04(7)

The Department will promptly act upon complete applications. The

Department may require additional information and documentation from an

applicant to determine compliance with applicable laws and rules or to verify any

information and documentation submitted.

3.00 License, Master Certificate, Authorization & Endorsement Qualifications

This section 3.00 sets forth the general requirements for endorsements and adding

subsequent endorsements to a teacher, special services or administrator license, as

well as the discontinuation and establishing endorsements. Requirements for an initial

endorsement issued on a teacher, special services, principal or administrator license or

authorization are set forth in rules 3.01-3.29.

3.00(1) Review of license and endorsement standards:

3.00(1)(a) Pursuant to 22-2-109(1)(g)-(i), C.R.S., the standards of qualification,

preparation and experience required for the issuance of licenses and

which prescribe standards for endorsement appropriate for licenses must

be reviewed periodically for currency.

3.00(1)(b) The Colorado State Board of Education shall establish by rule and

regulation appropriate endorsements and the criteria for such

endorsements; and

3.00(1)(c) The Colorado State Board of Education must establish a schedule for

the review of all license/endorsement standards.

3.00(2) Development and approval of new endorsement areas and the discontinuance

of endorsement areas:

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by rule and

regulation appropriate endorsements and the criteria for such

endorsements; and

3.00(1)(c) The Colorado State Board of Education must establish a schedule for

the review of all license/endorsement standards.

3.00(2) Development and approval of new endorsement areas and the discontinuance

of endorsement areas:

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3.00(2)(a) The Department must utilize appropriate content area representatives

from among the education community and interested stakeholders to

develop the recommendations for consideration by the state board with

regard to the adoption of new endorsement areas or the discontinuance of

endorsement areas that are no longer relevant or applicable to student

needs.

License-holders may qualify for additional endorsements as follows:

3.00(3)

Second or subsequent endorsements to a teacher license may be

awarded by the department based on one of the following:

3.00(3)(a)

completion of an approved program of teacher preparation at an

accepted institution of higher education, which includes completion of field

experiences, student teaching or practicum or internship, unless waived

by the approved institution pursuant to the following:

3.00(3)(a)(i) a waiver of field experience, student teaching, practicum or

internship may be granted upon verification of satisfactory

experience in the area of endorsement being sought. Waivers of

coursework or other program requirements may also be granted for

work experience, including teaching or administrative experience in

schools.

3.00(3)(a)(ii) institutions of higher education must have written criteria,

procedures and due- process procedures for the recognition of

competencies acquired through experience. Such criteria and due-

process procedures must include a process for appealing the denial

of a request for waiver of field experience, student teaching,

practicum, internship or other coursework or program requirements

.

3.00(3)(a)(ii) institutions of higher education must have written criteria,

procedures and due- process procedures for the recognition of

competencies acquired through experience. Such criteria and due-

process procedures must include a process for appealing the denial

of a request for waiver of field experience, student teaching,

practicum, internship or other coursework or program requirements.

3.00(3)(a)(iii) applicants who complete approved programs for additional

endorsements must provide evidence of successful completion of

the Colorado State Board of Education– approved assessment of

content area knowledge in the endorsement area being sought,

where required.

3.00(3)(b)

academic preparation, experience or assessment for endorsements

in section 4.00 of these rules:

3.00(3)(b)(i) for elementary education (grades k-6) or early childhood

education (ages 0-8):

3.00(3)(b)(i)(A)

passage of the Colorado State Board of

Education-approved content exam(s) for the specified

endorsement; or

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3.00(3)(b)(i)(B)

submitting evidence of achieving coursework in

the endorsement area sought, as defined by the department

and specified in rule 3.01(1)(e)(iv), with a minimum grade of

B minus;

3.00(3)(b)(ii) for special education generalist (ages 5-21) and early

childhood special education (ages 0-8):

3.00(3)(b)(ii)(A)

completion of an approved preparation

program or verification of 24 semester hours of specific

coursework completed at an accepted institution of higher

education, of which up to six semester hours may be fulfilled

via verified relevant teaching experience or professional

development activities, as determined by the department;

and

3.00(3)(b)(ii)(B)

passage of the Colorado State Board of

Education-approved exams for the specified endorsement;

or

3.00(3)(b)(ii)(C)

submitting evidence of achieving coursework in

the endorsement area sought, as defined by the department

and specified in rule 3.01(1)(e)(iv), with a minimum grade of

B minus

ing experience or professional

development activities, as determined by the department;

and

3.00(3)(b)(ii)(B)

passage of the Colorado State Board of

Education-approved exams for the specified endorsement;

or

3.00(3)(b)(ii)(C)

submitting evidence of achieving coursework in

the endorsement area sought, as defined by the department

and specified in rule 3.01(1)(e)(iv), with a minimum grade of

B minus.

3.00(3)(b)(iii) for secondary (grades 6-12), middle school mathematics

(grades 6-8) and any K-12 and other endorsements not identified in

rule 3.00(1)(b)(iv)-(xi):

3.00(3)(b)(iii)(A)

a bachelor’s or higher degree in the

endorsement area; or

3.00(3)(b)(iii)(B)

verification of 24 semester hours of specific

coursework completed at an accepted institution of higher

education, of which up to six semester hours may be fulfilled

via verified relevant teaching experience or professional

development activities, as determined by the Department; or

3.00(3)(b)(iii)(C)

passage of the Colorado State Board of

Education-approved exam for the specified endorsement.

3.00(3)(b)(iv) for culturally and linguistically diverse education (grades K-

12):

3.00(3)(b)(iv)(A)

a valid Colorado teacher license; and

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3.00(3)(b)(iv)(B)

completion of an approved preparation

program as specified in 4.21 of these rules or verification of

24 semester hours of specific coursework completed at an

accepted institution of higher education, for which up to six

semester hours may be fulfilled via verified relevant teaching

experience of professional development activities, as

determined by the department;

3.00(3)(b)(v) for culturally and linguistically diverse education bilingual

specialist (grades K-12):

3.00(3)(b)(v)(A)

a valid Colorado teacher license with a

culturally and linguistically diverse education endorsement;

and

3.00(3)(b)(v)(B)

completion of an approved program for

culturally and linguistically diverse bilingual specialists as

specified in 4.22 of these rules or demons

the department;

3.00(3)(b)(v) for culturally and linguistically diverse education bilingual

specialist (grades K-12):

3.00(3)(b)(v)(A)

a valid Colorado teacher license with a

culturally and linguistically diverse education endorsement;

and

3.00(3)(b)(v)(B)

completion of an approved program for

culturally and linguistically diverse bilingual specialists as

specified in 4.22 of these rules or demonstration of the

standards, as determined by the department.

3.00(3)(b)(vi) for mentor teacher (grades K-12):

3.00(3)(b)(vi)(A)

a valid Colorado teacher license;

3.00(3)(b)(vi)(B)

completion of an approved mentor teacher

training program as specified in 4.24 of these rules; and

3.00(3)(b)(vi)(C)

completion of one full school year of successful

experience serving as a mentor teacher for a teacher

candidate who is participating in clinical practice or for a

novice teacher.

3.00(3)(b)(vii)

for gifted education (ages 4-21);

3.00(3)(b)(vii)(A)

a valid Colorado teacher license; and

3.00(3)(b)(vii)(B)

completion of an approved program as

specified in 4.29 of these rules.

3.00(3)(b)(viii)

for mathematics specialist (grades K-12);

3.00(3)(b)(viii)(A)

a valid Colorado teacher license with an

elementary education (grades K-6), middle school

mathematics (grades 6-8) or mathematics (grades 6-12)

endorsement;

3.00(3)(b)(viii)(B)

three years’ full-time, demonstrated classroom

teaching experience; and

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(3)(b)(viii)

for mathematics specialist (grades K-12);

3.00(3)(b)(viii)(A)

a valid Colorado teacher license with an

elementary education (grades K-6), middle school

mathematics (grades 6-8) or mathematics (grades 6-12)

endorsement;

3.00(3)(b)(viii)(B)

three years’ full-time, demonstrated classroom

teaching experience; and

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3.00(3)(b)(viii)(C)

completion of an approved program for

mathematics specialists as outlined in 4.30 of these rules,

which includes a supervised practicum or internship as a

mathematics specialist.

3.00(3)(b)(ix) for teacher librarian (grades K-12):

3.00(3)(b)(ix)(A)

a valid Colorado teacher license; and

3.00(3)(b)(ix)(B)

completion of an approved program as

specified in 4.31 of these rules.

3.00(3)(b)(x) for adapted physical education (ages 3-21):

3.00(3)(b)(x)(A)

a valid Colorado teacher license with a

physical education endorsement earned via completion of an

approved physical education program as specified in 4.16 of

these rules; and

3.00(3)(b)(x)(B)

completion of an approved adapted physical

education program for school-aged children, including a 200-

hour practicum across elementary and secondary grade

levels, as specified in 4.32 of these rules.

3.00(3)(b)(xi) for reading specialist (grades K-12);

3.00(3)(b)(xi)(A)

a valid Colorado teacher license;

3.00(3)(b)(xi)(B)

an earned master’s degree in reading;

3.00(3)(b)(xi)(C)

three years’ full-time teaching experience; and

3.00(3)(b)(xi)(D)

completion of an approved reading specialist

program, including a supervised practicum or internship, as

specified in 4.33 of these rules.

3.00(3)(c)

If the annual 1,000-limit of portfolio reviews as described in

3.01(1)(e)(iii) has not been reached, licensed Colorado teachers seeking

additional endorsements may demonstrate professional competencies

using the multiple measures set forth in 3.01(1)(e)

pletion of an approved reading specialist

program, including a supervised practicum or internship, as

specified in 4.33 of these rules.

3.00(3)(c)

If the annual 1,000-limit of portfolio reviews as described in

3.01(1)(e)(iii) has not been reached, licensed Colorado teachers seeking

additional endorsements may demonstrate professional competencies

using the multiple measures set forth in 3.01(1)(e).

3.00(4)

Second or subsequent special services endorsements may be awarded by

the department upon fulfilling the requirements per specialty as specified in 3.02

of these rules.

3.00(5)

Second or subsequent administrator endorsements may be awarded by

the department upon fulfilling the requirements per endorsement as specified in

3.04 of these rules.

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3.00(6)

In the event that the State Board of Education discontinues an

endorsement, individuals who at the time of discontinuance are actively enrolled

in a Colorado program for the discontinued endorsement have five years from

the date the endorsement is discontinued to complete their program and apply to

the Colorado Department of Education for the endorsement.

3.00(7)

Applicants will have a maximum of five years from the date of a

discontinued content exam to submit an application with the successful content

exam score report to satisfy exam criteria for that endorsement.

3.01 Initial Teacher License

An initial teacher license is valid for three years from the date of issuance and may be

renewed as provided in section 7.01 of these rules

he endorsement.

3.00(7)

Applicants will have a maximum of five years from the date of a

discontinued content exam to submit an application with the successful content

exam score report to satisfy exam criteria for that endorsement.

3.01 Initial Teacher License

An initial teacher license is valid for three years from the date of issuance and may be

renewed as provided in section 7.01 of these rules.

3.01(1)

An initial teacher license may be issued to an applicant who:

3.01(1)(a)

holds an earned bachelor’s or higher degree from an accepted

institution of higher education;

3.01(1)(b)

has completed an approved program of preparation at an accepted

institution of higher education or state-approved alternative preparation

program, including the clinical experience as specified in 11.02 of these

rules;

3.01(1)(c)

has provided an institutional recommendation which meets the

requirements outlined in 2.04(2)(b) and:

3.01(1)(c)(i) verifies satisfactory completion of the approved program;

3.01(1)(c)(ii) specifies the grade/developmental level(s) and endorsement

area(s) or specialization(s) completed by the applicant;

3.01(1)(c)(iii) verifies successful completion of student teaching, internship

or practicum as specified in 2.01(41) of these rules; the

grade/developmental level(s) and endorsement/specialization areas

of the experience; and

3.01(1)(c)(iv) certifies that the applicant has demonstrated thorough

knowledge of the subject matter to be taught and has the

competencies essential for educational service as specified in

3.01(1)(e) of these rules.

3.01(1)(d)

has submitted a complete application for a license as defined in

section 2.04 of these rules; and

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01(1)(c)(iv) certifies that the applicant has demonstrated thorough

knowledge of the subject matter to be taught and has the

competencies essential for educational service as specified in

3.01(1)(e) of these rules.

3.01(1)(d)

has submitted a complete application for a license as defined in

section 2.04 of these rules; and

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3.01(1)(e)

has demonstrated professional competencies and depth of content

knowledge necessary for teaching in the endorsement area as outlined

below:

3.01(1)(e)(i) for an early childhood education (ages birth-8), early

childhood special education (ages birth-8), elementary education

endorsement (grades K-6) or special education generalist (ages 5-

21) endorsement:

3.01(1)(e)(i)(A)

passage of the Colorado State Board of

Education-approved content exam(s); or

3.01(1)(e)(i)(B)

an approved submission of demonstrated

professional competencies and depth of content knowledge

necessary for teaching in the endorsement area, as

determined by the department, as specified in 3.01(1)(e)(iii)

of these rules.

3.01(1)(e)(ii) for a secondary (grades 6-12), middle school mathematics

(grades 6-8) and K-12 or other endorsement areas not specified in

3.01(1)(b)(vi)-(xi) of these rules:

3.01(1)(e)(ii)(A)

an earned bachelor’s or higher degree from an

accepted institution of higher education in the endorsement

area;

3.01(1)(e)(ii)(B)

verification of 24 semester hours of qualifying

coursework in the endorsement area sought, as defined by

the department, with a minimum grade of B minus,

completed at an accepted institution of higher education;

3.01(1)(e)(ii)(C)

passage of the Colorado State Board of

Education-approved content exam; or

3.01(1)(e)(ii)(D)

an approved submission of demonstrated

professional competencies and depth of content knowledge

necessary for teaching in the endorsement area, as

determined by the Department, as specified in 3.01(1)(e)(iii)

of these rules

minus,

completed at an accepted institution of higher education;

3.01(1)(e)(ii)(C)

passage of the Colorado State Board of

Education-approved content exam; or

3.01(1)(e)(ii)(D)

an approved submission of demonstrated

professional competencies and depth of content knowledge

necessary for teaching in the endorsement area, as

determined by the Department, as specified in 3.01(1)(e)(iii)

of these rules.

3.01(1)(e)(iii) approval of a portfolio of coursework reviewed by the

Department or its designee. This option is available for up to 1,000

applicants per fiscal year on a first-come, first-served basis. The

Department will publicly post on its website when the 1,000 limit

has been reached;

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3.01(1)(e)(iii)(A)

A portfolio of coursework will consist of

coursework and teaching-based artifacts and evidence that

demonstrate professional competencies and depth of

content knowledge, including, but not limited to, live teaching

videos, copies of lessons developed by the applicant, syllabi

and other curricular materials developed by the applicant,

papers written by the applicant, demonstrated classroom

experience in which a rubric review was utilized, and/or

professional development assessment of content

knowledge, etc.

3.01(1)(e)(iii)(B)

Portfolio artifacts and evidence must be

submitted with a content matter worksheet(s) for the

endorsement sought and demonstrate competency in the

endorsement area as defined by the endorsement area

standards in section 4.00 of these rules.

3.01(1)(e)(iii)(C)

Portfolio coursework artifacts and evidence of

depth of content knowledge will be evaluated based on the

degree to which they demonstrate competency in the

endorsement area sought, as outlined below, and applicants

will receive ratings of “met” or “not met” based on the

alignment of the artifacts and evidence to the endorsement

area standards in section 4.00 of these rules

ules.

3.01(1)(e)(iii)(C)

Portfolio coursework artifacts and evidence of

depth of content knowledge will be evaluated based on the

degree to which they demonstrate competency in the

endorsement area sought, as outlined below, and applicants

will receive ratings of “met” or “not met” based on the

alignment of the artifacts and evidence to the endorsement

area standards in section 4.00 of these rules. Each

applicable endorsement standard will be evaluated as

follows:

3.01(1)(e)(iii)(C)(I) No evidence = No evidence provided or

provided evidence does not align to the endorsement

standard;

3.01(1)(e)(iii)(C)(II) Insufficient evidence = Evidence

provided does not fully demonstrate attainment of the

standard; and

3.01(1)(e)(iii)(C)(III) Adequate evidence = Evidence provided

demonstrates attainment of the standard;

3.01(1)(e)(iv) submitting evidence of achieving coursework in the

endorsement area sought, as defined by the Department, with a

minimum grade of B minus; or

3.01(1)(e)(v) a combination of the measures outlined in 3.01(1)(e).

3.01(2)

An initial teacher license may be issued to an applicant who has

completed an alternative teacher program and who:

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3.01(2)(a)

holds an alternative teacher license as prescribed in section 3.12 of

these rules or an interim authorization as prescribed in section 3.19(2) of

these rules;

3.01(2)(b)

has completed an alternative teacher program as defined in section

2.01(6) of these rules;

3.01(2)(c)

has submitted a complete application for an initial license as

defined in section 2.04 of these rules;

3.01(2)(d)

has provided an institutional recommendation from the approved

designated agency and which meets the requirements outlined in

2.04(2)(b), and:

3.01(2)(d)(i) verifies satisfactory completion of the alternative teacher

program;

3.01(2)(d)(ii) verifies employment as an alternative teacher as provided in

sections 22-60.5-201 and 22-60.5-205, C.R.S., in the endorsement

area sought; and

3.01(2)(d)(iii) cert

provided an institutional recommendation from the approved

designated agency and which meets the requirements outlined in

2.04(2)(b), and:

3.01(2)(d)(i) verifies satisfactory completion of the alternative teacher

program;

3.01(2)(d)(ii) verifies employment as an alternative teacher as provided in

sections 22-60.5-201 and 22-60.5-205, C.R.S., in the endorsement

area sought; and

3.01(2)(d)(iii) certifies that the applicant has demonstrated thorough

knowledge of the subject matter to be taught and has demonstrated

the competencies essential for educational service.

3.01(2)(e)

has demonstrated subject matter knowledge necessary for teaching

in the endorsement area as specified in 3.01(1)(e) of these rules.

3.01(3)

An initial teacher license may be issued to an applicant who has

completed a Colorado State Board of Education-approved Teacher Degree

Apprenticeship Program and who:

3.01(3)(a)

holds a teacher degree apprenticeship authorization as prescribed

in 3.29 of these rules;

3.01(3)(b)

has submitted a complete application for an initial teacher license

as defined in 2.04 of these rules;

3.01(3)(c)

has received a recommendation for initial licensure from the

Teacher Degree Apprenticeship Program sponsor, which verifies the

candidate has:

3.01(3)(c)(i) satisfied all requirements to earn a bachelor’s degree;

3.01(3)(c)(ii) satisfactorily completed the Level 4 one-year teacher of

record requirement;

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e rules;

3.01(3)(c)

has received a recommendation for initial licensure from the

Teacher Degree Apprenticeship Program sponsor, which verifies the

candidate has:

3.01(3)(c)(i) satisfied all requirements to earn a bachelor’s degree;

3.01(3)(c)(ii) satisfactorily completed the Level 4 one-year teacher of

record requirement;

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3.01(3)(c)(iii) satisfactorily reached Level 5 to complete the Teacher

Degree Apprenticeship Program; and

3.01(3)(d)

has demonstrated professional competencies and depth of content

knowledge necessary for teaching in the endorsement area as specified in

3.01(1)(e) of these rules.

3.01(3)(e)

An applicant who competes an approved induction program and

receives a certificate of apprenticeship completion from the Teacher

Degree Apprenticeship Program sponsor may qualify for a professional

teacher license, as specified in 3.05(4) of these rules.

3.02 Initial Special Services License

An initial special services license is valid for three years from the date of issuance and

may be renewed as provided in section 7.01 of these rules.

3.02(1)

An initial special services license may be issued to an applicant who:

3.02(1)(a)

meets the requirements for the specialty area specified in 3.02 of

these rules:

3.02(1)(b)

has supplied an institutional recommendation which meets the

requirements outlined in 2.04(2), and:

3.02(1)(c)

verifies satisfactory completion of the appropriate degree for the

specialization from an accepted institution of higher education;

3.02(1)(d)

specifies the area(s) of specialization completed by the applicant;

3.02(1)(d)(i) verifies successful completion of internship or practicum in a

school setting or other appropriate setting, as specified by rule for

the specialization area sought for licensure;

3.02(2)(d)(ii) certifies that the applicant has demonstrated thorough

knowledge of the special service area and has the professional

competencies essential for educational service; and

3.02(1)(e)

has submitted a

1)(d)(i) verifies successful completion of internship or practicum in a

school setting or other appropriate setting, as specified by rule for

the specialization area sought for licensure;

3.02(2)(d)(ii) certifies that the applicant has demonstrated thorough

knowledge of the special service area and has the professional

competencies essential for educational service; and

3.02(1)(e)

has submitted a complete application for a license as defined in

section 2.04 of these rules.

3.02(2)

An initial special services license may be issued in one or more of the

following specializations:

3.02(2)(a)

School Audiologist (Ages Birth-21)

3.02(2)(a)(i) holds a clinical doctorate in audiology from an accepted

institution of higher education;

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23

3.02(2)(a)(i)(A)

for candidates who graduated before July 1,

2007, a master’s degree in audiology meets this

requirement;

3.02(2)(a)(ii) has successfully completed an accredited audiology

program and

3.02(2)(a)(iii) has passed the state-approved audiology exam.

3.02(2)(a)(iv) An individual who provides a valid license to practice

audiology in Colorado pursuant to the Audiologists Practice Act

(section 12-210-101, et. seq., C.R.S.) or a valid license issued by

another state and is able to practice audiology in Colorado pursuant

to the audiology and speech-language pathology interstate

compact (section 24-60-4202, C.R.S.) satisfies the requirements

specified in section 3.02(2)(a)(ii)-(iii)

ovides a valid license to practice

audiology in Colorado pursuant to the Audiologists Practice Act

(section 12-210-101, et. seq., C.R.S.) or a valid license issued by

another state and is able to practice audiology in Colorado pursuant

to the audiology and speech-language pathology interstate

compact (section 24-60-4202, C.R.S.) satisfies the requirements

specified in section 3.02(2)(a)(ii)-(iii).

3.02(2)(b)

School Occupational Therapist (Ages Birth-21)

3.02(2)(b)(i) holds an earned bachelor’s or higher degree in occupational

therapy from an Accreditation Council for Occupational Therapy

Education-accredited program;

3.02(2)(b)(ii) has successfully completed a practicum or internship, as

required by the school of occupational therapy attended, which may

be held in a variety of settings;

3.02(2)(b)(iii) has passed the occupational therapy national registration

examination administered by the national board for certification in

occupational therapy; and

3.02(2)(b)(iv) holds a valid license to practice in Colorado pursuant to the

Occupational Therapy Practice Act (section 12-270-101, et. seq.,

C.R.S.) or a valid licensed issued by another state and able to

practice in Colorado pursuant to the occupational therapy licensure

interstate compact (section 24-60-4101, C.R.S.).

3.02(2)(c)

School Orientation & Mobility Specialist (Ages Birth-21)

3.02(2)(c)(i) holds an earned bachelor’s or higher degree from an

accepted institution of higher education;

3.02(2)(c)(ii) has successfully completed an approved preparation

program for orientation and mobility specialists;

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t (section 24-60-4101, C.R.S.).

3.02(2)(c)

School Orientation & Mobility Specialist (Ages Birth-21)

3.02(2)(c)(i) holds an earned bachelor’s or higher degree from an

accepted institution of higher education;

3.02(2)(c)(ii) has successfully completed an approved preparation

program for orientation and mobility specialists;

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24

3.02(2)(c)(iii) has successfully completed a practicum or internship in a

school setting, equivalent to a minimum of 320 full-time hours under

the supervision of an Academy for Certification of Vision

Rehabilitation and Education Professionals (ACVREP)-certified

orientation and mobility specialist;

3.02(2)(c)(iv) has passed the ACVREP orientation and mobility specialist

exam; and

3.02(2)(c)(v) holds valid ACVREP Certified Orientation and Mobility

Specialist (COMS) -certification.

3.02(2)(vi)

An applicant who provides valid ACVREP COMS

certification and who meets the practicum experience requirements

stated above satisfies the requirements specified in 3.02(2)(c)(ii)-

(v).

3.02(2)(d)

School Physical Therapist (Ages Birth-21)

3.02(2)(d)(i) holds an earned bachelor’s or higher degree from an

accepted institution of higher education;

3.02(2)(d)(ii) has completed a physical therapy program accredited by the

American Physical Therapy Association’s (APTA) Commission on

Accreditation in Physical Therapy Education (CAPTE); and

3.02(2)(d)(iii) holds a valid license to practice in Colorado pursuant to the

Physical Therapy Practice Act (section 12-285-101, et. seq.,

C.R.S.) or a valid license issued by another state and able to

practice in Colorado pursuant to the physical therapy licensure

compact (section 24-60-3702, C.R.S.).

3.02(2)(e)

School Nurse (Ages Birth-21)

3.02(2)(e)(i) holds an associate’s or higher degree in nursing from an

accepted institution of higher education or one recognized by the

U.S

al Therapy Practice Act (section 12-285-101, et. seq.,

C.R.S.) or a valid license issued by another state and able to

practice in Colorado pursuant to the physical therapy licensure

compact (section 24-60-3702, C.R.S.).

3.02(2)(e)

School Nurse (Ages Birth-21)

3.02(2)(e)(i) holds an associate’s or higher degree in nursing from an

accepted institution of higher education or one recognized by the

U.S. Secretary of Education as a specialized accrediting agency;

and

3.02(2)(e)(ii) holds a valid license to practice professional nursing

pursuant to the Nurse Practice Act (section 12-255-101, et. seq.,

C.R.S.) or a valid multi-state license and able to practice in

Colorado pursuant to the nurse licensure compact (section 24-60-

3802, C.R.S.)

3.02(2)(f)

School Social Worker (Ages Birth-21)

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25

3.02(2)(f)(i) holds an earned master’s or higher degree in social work

from an accepted institution of higher education;

3.02(2)(f)(ii) has completed a supervised, 900-clock hour practicum in the

field of social work, which must have been completed in a school,

social service agency, mental health clinic or facility and/or hospital

setting and which provided the social worker opportunities to

synthesize and apply a broad range of relevant knowledge and

skills, as well as analyze intervene and evaluate in ways that were

highly differentiated, discriminating and self-critical, and

differentially refine the candidate’s communication skills with a

variety of client populations, colleagues and members of the

community;

3.02(2)(f)(iii) has successfully completed at least 200 hours working with

school-age children/students;

3.02(2)(f)(iv) has documented evidence of completion of coursework in

school and special education law, including content covering

functional behavior assessment and the development of behavior

intervention plans

lls with a

variety of client populations, colleagues and members of the

community;

3.02(2)(f)(iii) has successfully completed at least 200 hours working with

school-age children/students;

3.02(2)(f)(iv) has documented evidence of completion of coursework in

school and special education law, including content covering

functional behavior assessment and the development of behavior

intervention plans.

3.02(2)(f)(v) An applicant who provides valid Certified School Social Work

(C-SSWS) certification from the National Association of Social

Workers satisfies the in 3.02(f)(ii)-(iv).

3.02(2)(f)(vi) An applicant who holds a license to practice in Colorado

pursuant to Part Four of the Mental Health Practice Act (section 12-

245-401, et. seq., C.R.S.) may meet endorsement requirements

upon completion of coursework in school law and special education

law, functional behavior assessments and the development of

behavior intervention plans.

3.02(2)(g)

School Speech-Language Pathologist (Ages Birth-21)

3.02(2)(g)(i) holds an earned master’s or higher degree in communication

disorders or speech-language pathology from an American

Speech-Language-Hearing Association (ASHA)-approved Council

on Academic Accreditation-accredited program at an accepted

institution of higher education; and

3.02(2)(g)(ii) has successfully completed a practicum or internship with

children/students ages birth-21 in a school setting, equivalent to a

minimum of eight weeks full-time, under the supervision of a

professionally licensed school speech-language pathologist.

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program at an accepted

institution of higher education; and

3.02(2)(g)(ii) has successfully completed a practicum or internship with

children/students ages birth-21 in a school setting, equivalent to a

minimum of eight weeks full-time, under the supervision of a

professionally licensed school speech-language pathologist.

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26

3.02(2)(g)(iii) An applicant who holds valid ASHA Certificate of Clinical

Competence (CCC-SLP), a valid license to practice in Colorado as

a speech-language pathologist pursuant to the Speech-language

Pathology Practice Act (section 12-305-101, et. seq., C.R.S.) or a

valid license issued by another state and able to practice in

Colorado pursuant to the audiology and speech-language

pathology interstate compact (section 24-60-4202, et. seq., C.R.S.)

– and who also meets the practicum experience requirement above

– satisfies the requirements specified in 3.02(2)(g)(i)-(ii).

3.02(2)(h)

School Psychologist (Ages Birth-21)

3.02(1)(h)(i) has completed an approved Education Specialist (Ed.S.)

program with a minimum of 60 graduate semester hours or a

doctoral program for the preparation of school psychologists

serving students ages 0-21 at an accepted institution of higher

education; that includes:

3.02(2)(h)(i)(A)

practicums consisting of a sequence of closely

supervised on campus or field-based activities, designed to

develop and evaluate a candidate’s mastery of district

professional skills, consistent with the program and/or

course goals;

3.02(2)(h)(i)(B)

an internship consisting of a full-time

experience over one year or half-time experience over two

consecutive years, with a minimum of 1,200 clock hours, of

which at least 600 hours must be in a school setting and

which requires a candidate to demonstrate, under

supervision, the ability to provide a wide range of outcome-

based school psychological services, and 600 hours in other

acceptable internship experiences including private, state-

approved education programs o

time experience over two

consecutive years, with a minimum of 1,200 clock hours, of

which at least 600 hours must be in a school setting and

which requires a candidate to demonstrate, under

supervision, the ability to provide a wide range of outcome-

based school psychological services, and 600 hours in other

acceptable internship experiences including private, state-

approved education programs or other appropriate mental

health or education-related programs;

3.02(2)(h)(ii) has passed the state-approved content exam; and

3.02(2)(h)(iii) has successfully fulfilled the requirements specified in

section 5.01 of these rules.

3.02(2)(h)(iv) An applicant who provides a valid Nationally Certified

School Psychologist (NCSP) credential satisfies the requirements

specified in 3.02(h)(ii)-(iii).

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3.02(2)(h)(v) An applicant who holds a valid license to practice in

Colorado pursuant to Part Three of the Mental Health Practice Act

(section 12-245-301, et. seq, C.R.S.) or a valid license issued by

another state and able to practice in Colorado pursuant to the

Psychology Interjurisdictional Compact (section 24-60-3902, et.

seq., C.R.S), or is eligible to sit for licensure examinations to obtain

these credentials, may provide an institutional recommendation

from an accredited school psychology program verifying the

applicant’s acquisition of the competencies listed in section 5.01 of

these rules, including completion of an appropriate internship and a

passing score on the state-approved content exam, to satisfy the

requirements specified in 3.02(2)(h)(i)(A)-3.02(h)(iii)

inations to obtain

these credentials, may provide an institutional recommendation

from an accredited school psychology program verifying the

applicant’s acquisition of the competencies listed in section 5.01 of

these rules, including completion of an appropriate internship and a

passing score on the state-approved content exam, to satisfy the

requirements specified in 3.02(2)(h)(i)(A)-3.02(h)(iii).

3.02(2)(i)

School Counselor (PreK-12)

3.02(2)(i)(i) holds a master's or higher degree in school counseling from

an accepted institution of higher education or from a Council for

Accreditation of Counseling and Related Educational Programs-

accredited program, including;

3.02(2)(i)(i)(A)

a minimum 100 clock-hour practicum,

scheduled throughout the program;

3.02(2)(i)(i)(B)

a 600 clock-hour internship, supervised by a

licensed school counselor in a school setting with multiple

grade levels of students that provides opportunities for the

candidate, to engage in a variety of activities that an

effective school counselor would be expected to perform;

3.02(2)(i)(ii) has passed the state-approved school counseling

assessment; and

3.02(2)(i)(iii) has successfully fulfilled the requirements specified in

section 5.02 of these rules.

3.03 Initial Principal License

An initial principal license is valid for three years from the date of issuance and may be

renewed as provided in section 7.01 of these rules.

3.03(1)

An initial principal license may be issued to an applicant who:

3.03(1)(a)

holds an earned bachelor’s or higher degree from an accepted

institution of higher education;

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nse

An initial principal license is valid for three years from the date of issuance and may be

renewed as provided in section 7.01 of these rules.

3.03(1)

An initial principal license may be issued to an applicant who:

3.03(1)(a)

holds an earned bachelor’s or higher degree from an accepted

institution of higher education;

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3.03(1)(b)

has completed an approved principal preparation program at an

accepted institution of higher education, including the required clinical

experience as specified in 11.02 of these rules, an individualized

alternative principal program as defined in sections 22-60.5-305.5 and 22-

60.5-111(14), C.R.S., an alternative principal program created by a

designated agency and approved by the State Board of Education

pursuant to section 22-60.5-305.5(6)(a), C.R.S., or has evidence of partial

completion of an approved principal preparation program in each of two or

more accepted institutions of higher education. Upon a finding by the

Department of completion of the equivalent of any one program by

combining work completed at different programs, the requested license

may be issued, assuming all requirements set forth in these rules have

been met;

3.03(1)(c)

has provided an institutional recommendation from the principal

preparation program, appropriate to the license sought and on the

Department’s program verification form, which at a minimum confirms:

3.03(1)(c)(i) the date of satisfactory completion of an approved principal

program and the associated grade levels;

3.03(1)(c)(ii) successful completion of internship or practicum in a school

setting; and

3.03(1)(c)(iii) that the applicant has demonstrated thorough knowledge of

the Principal Quality Standards specified in section 6.01 of these

rules and has the competencies essential for educational service

(i) the date of satisfactory completion of an approved principal

program and the associated grade levels;

3.03(1)(c)(ii) successful completion of internship or practicum in a school

setting; and

3.03(1)(c)(iii) that the applicant has demonstrated thorough knowledge of

the Principal Quality Standards specified in section 6.01 of these

rules and has the competencies essential for educational service.

3.03(1)(d)

provides documented evidence of three or more years of full-time,

successful experience working with students as a licensed or certificated

professional in a public or nonpublic elementary or secondary school in

this state or another state or has three or more years of experience

working with students as a professional in a nonpublic school;

3.03(1)(e)

has submitted a complete application for an initial license as

defined in section 2.04 of these rules; and

3.03(1)(f)

has demonstrated professional competencies as evidenced by a

passing score on the State Board of Education-approved content test.

3.03(2)

An initial principal license must be valid in any school district, BOCES,

nonpublic or charter school which provides, participates in or has been granted a

waiver from providing an approved induction program for principals as described

in section 9.00 of these rules.

3.03(3)

An initial principal license must be valid for occasional teaching, which

must not constitute more than one-half of a typical teaching assignment.

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ol which provides, participates in or has been granted a

waiver from providing an approved induction program for principals as described

in section 9.00 of these rules.

3.03(3)

An initial principal license must be valid for occasional teaching, which

must not constitute more than one-half of a typical teaching assignment.

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29

3.04 Initial Administrator License

An initial administrator license is valid for three years from the date of issuance and may

be renewed as provided in section 7.01 of these rules.

3.04(1)

An initial administrator license may be issued to an applicant who:

3.04(1)(a)

holds an earned bachelor’s or higher degree from an accepted

institution of higher education;

3.04(1)(b)

has completed an approved program for district-level administrators

at an accepted institution of higher education or has evidence of partial

completion of an approved administrator preparation program in each of

two or more accepted institutions of higher education. Upon the

Department’s determination of completion of the equivalent of any one

program by combining coursework completed at different programs, the

requested license may be issued, assuming all requirements set forth in

these rules have been met;

3.04(1)(c)

has supplied an institutional recommendation from the preparing

administrator preparation program, appropriate to the license sought and

on the Department’s program verification form, which at a minimum

confirms:

3.04(1)(c)(i) the date of satisfactory completion of an approved

administrator program and the associated grade levels;

3.04(1)(c)(ii) the area(s) of endorsement/specialization completed by the

applicant;

3.04(1)(c)(iii) successful completion of internship, or practicum in a school

setting or other appropriate setting in the

endorsement/specialization area sought for licensure; and

3.04(1)(c)(iv) that the applicant has demonstrated thorough knowledge of

the Administrator Quality Standards specified in section 6.02(1) of

thes

(ii) the area(s) of endorsement/specialization completed by the

applicant;

3.04(1)(c)(iii) successful completion of internship, or practicum in a school

setting or other appropriate setting in the

endorsement/specialization area sought for licensure; and

3.04(1)(c)(iv) that the applicant has demonstrated thorough knowledge of

the Administrator Quality Standards specified in section 6.02(1) of

these rules and has the competencies essential for educational

service.

3.04(1)(d)

has submitted a complete application for an initial license as

defined in section 2.04 of these rules; and

3.04(1)(e)

has demonstrated professional competencies as evidenced by a

passing score on the State Board of Education-approved content test for

administrators.

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30

3.04(2)

An initial administrator license must be valid in any school district,

BOCES, nonpublic school or charter school, which provides, participates in or

has been granted a waiver from providing an approved induction program for

administrators as described in section 9.00 of these rules.

3.04(3)

A holder of an initial administrator license who has completed three or

more years of full-time, continuous, successful experience working with students

as a licensed professional in a public or nonpublic elementary or secondary

school in this state or another state may function as an occasional teacher. For

purposes of this section, occasional teaching is defined as no more than one-half

of a typical teaching assignment

dministrator license who has completed three or

more years of full-time, continuous, successful experience working with students

as a licensed professional in a public or nonpublic elementary or secondary

school in this state or another state may function as an occasional teacher. For

purposes of this section, occasional teaching is defined as no more than one-half

of a typical teaching assignment.

3.04(4)

The applicant for an initial administrator license with a director of gifted

education endorsement must:

3.04(4)(a)

hold a master’s or higher degree from an accepted institution of

higher education and a professional teacher license with a gifted

education endorsement (or demonstrate knowledge and application of

standards for the gifted education endorsement, as determined upon

evaluation by the Department);

3.04(4)(b)

have a minimum of two years’ full-time experience working with

students with exceptional academic and talent aptitude;

3.04(4)(c)

have completed an approved program for the preparation of

directors of gifted education, which must include a supervised field-based

experience, as confirmed on the institutional recommendation from the

preparing program;

3.04(4)(d)

have demonstrated professional competencies as evidenced by a

passing score on the Colorado State Board of Education-approved

content test for administrators; and

3.04(4)(e)

meet the professional competencies outlined in section 6.02(3) of

these rules.

3.04(5)

The applicant for an initial administrator license with a director of special

education endorsement must meet requirements as outlined in either pathway

detailed in rule 3.04(5)(a) or 3.04(5)(b) below:

3.04(5)(a)

holders of a bachelor’s or higher degree in special education from

an accepted institution of higher education or a department-issued special

services professional license with endorsement as a speech-language

pathologist or school psychologist must:

3.04(5)(a)(i) have a minimum of two years’ full-time experience working

with students with special needs;

3.04(5)(a) or 3.04(5)(b) below:

3.04(5)(a)

holders of a bachelor’s or higher degree in special education from

an accepted institution of higher education or a department-issued special

services professional license with endorsement as a speech-language

pathologist or school psychologist must:

3.04(5)(a)(i) have a minimum of two years’ full-time experience working

with students with special needs;

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31

3.04(5)(a)(ii) have completed an approved program for the preparation of

directors of special education, which must include a supervised

field-based experience, as confirmed on the institutional

recommendation from the preparing program;

3.04(5)(a)(iii) have a passing score on the Colorado State Board of

Education-approved content test for administrators; and

3.04(5)(a)(iv) meet the professional competencies outlined in section

6.02(2) of these rules.

3.04(5)(b)

holders of a department-issued professional special services

license with an endorsement as a school audiologist, counselor, nurse,

occupational therapist, orientation and mobility specialist, physical

therapist or social worker must:

3.04(5)(b)(i) have five years’ full-time experience under the professional

license in their specialty;

3.04(5)(b)(ii) have three years’ full-time experience as a special education

administrator (such as a special education coordinator), which

included supervision and evaluation of special education teachers

and special service providers;

3.04(5)(b)(iii) have verified experience, supervision and execution of

responsibilities for the special education administration as required

by the federal Individuals With Disabilities Education Act and

Colorado Exceptional Children’s Education Act, including:

3.04(5)(b)(iii)(A)

special education program supervision and

evaluation, funding requirements, budget development,

implementation costs and accountability, including

maintenance of effort;

3.04(5)(b)(iii)(B)

assurance and implementation of Child Find;

3.04(5)(b)

tion as required

by the federal Individuals With Disabilities Education Act and

Colorado Exceptional Children’s Education Act, including:

3.04(5)(b)(iii)(A)

special education program supervision and

evaluation, funding requirements, budget development,

implementation costs and accountability, including

maintenance of effort;

3.04(5)(b)(iii)(B)

assurance and implementation of Child Find;

3.04(5)(b)(iii)(C)

knowledge and understanding of the

criteria for special education eligibility categories and special

education referral, evaluation, eligibility determination and

re- evaluation processes;

3.04(5)(b)(iii)(D)

general requirements for the provision of

a free and appropriate education and obligations to students

with disabilities in all education settings;

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3.04(5)(b)(iii)(E)

development, implementation and evaluation of

Individualized Education Programs, including a strong depth

of knowledge in curriculum and instruction as it pertains to

the delivery of specially designed instruction as defined in

the Individuals With Disabilities Education Act;

3.04(5)(b)(iii)(F)

student discipline procedures and

confidentiality, procedural safeguards and dispute resolution

processes for parents and children;

3.04(5)(b)(iii)(G)

the integration of general and special

education, including curriculum, instructional strategies,

assessments, individualized instruction in support of

academic achievement for all students; and

3.04(5)(b)(iii)(H)

knowledge and supervision of the birth-21

continuum of services offered by school, district or BOCES;

and

3.04(5)(b)(iv) have completed an approved program for the preparation of

directors of special education, which must include a supervised

field-based experience, as confirmed on the institutional

recommendation from the preparing program;

3.04(5)(b)(v) have a passing score on the approved content test for

administrators; and

3.04(5)(b)(vi) meet the professional competencies outlined in section

6.02(2) of these

) have completed an approved program for the preparation of

directors of special education, which must include a supervised

field-based experience, as confirmed on the institutional

recommendation from the preparing program;

3.04(5)(b)(v) have a passing score on the approved content test for

administrators; and

3.04(5)(b)(vi) meet the professional competencies outlined in section

6.02(2) of these rules.

3.05 Professional Teacher or Special Services License

A professional teacher or special services license is valid for a period of seven years

from the date of issuance and may be renewed as provided in section 7.02 of these

rules.

3.05(1)

A professional teacher or special services license may be issued to an

applicant who:

3.05(1)(a)

holds a Colorado initial teacher license or Colorado initial special

services license;

3.05(1)(b)

has successfully completed an approved teacher or special

services induction program as prescribed in section 8.00 of these rules

and/or has been recommended for the professional teacher or special

services license by the district or BOCES providing such induction

program; and

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3.05(1)(c)

has submitted a complete application for a professional teacher or

professional special services license as defined in rule 2.04.

3.05(2)

Notwithstanding the provisions in 3.05(1)(b), the Department may issue a

professional teacher license if the applicant meets the requirements for an initial

teacher license and previously completed an induction program while teaching

under an adjunct instructor authorization, an emergency authorization, an interim

authorization, a temporary educator eligibility authorization or alternative teacher

license

tanding the provisions in 3.05(1)(b), the Department may issue a

professional teacher license if the applicant meets the requirements for an initial

teacher license and previously completed an induction program while teaching

under an adjunct instructor authorization, an emergency authorization, an interim

authorization, a temporary educator eligibility authorization or alternative teacher

license. If the applicant is employed by a school district, charter school, the

institute, nonpublic school or BOCES that has obtained a waiver of the induction

program requirement, the applicant must demonstrate completion of any

requirements specified in the school district’s, charter school’s, the institute’s,

nonpublic school’s or BOCES’s plan for support, assistance and training of an

initially licensed educator.

3.05(3)

Notwithstanding the provisions in 3.05(1)(b), the Department may issue a

professional special services license if the applicant meets the requirements for

an initial special services license and previously completed an induction program

while serving under an emergency authorization or a temporary educator

eligibility authorization. If the applicant is employed by a school district, charter

school, the institute, nonpublic school or BOCES that has obtained a waiver of

the induction program requirement, the applicant must demonstrate completion

of any requirements specified in the school district’s, charter school’s, the

institute’s, nonpublic school’s or BOCES’s plan for support, assistance and

training of an initially licensed educator.

3.05(4)

Notwithstanding the provisions in 3.05(1), the Department may issue a

professional teacher license to an applicant who holds a certificate of

apprenticeship completion from an approved teacher degree apprenticeship

program

d in the school district’s, charter school’s, the

institute’s, nonpublic school’s or BOCES’s plan for support, assistance and

training of an initially licensed educator.

3.05(4)

Notwithstanding the provisions in 3.05(1), the Department may issue a

professional teacher license to an applicant who holds a certificate of

apprenticeship completion from an approved teacher degree apprenticeship

program.

3.05(5)

An applicant for a professional teacher license who did not demonstrate

professional competencies prior to obtaining an initial teacher license may

demonstrate professional competencies and depth of content knowledge as

provided in rule 3.01(1)(e).

3.06 Professional Principal License

A professional principal license is valid for a period of seven years from the date of

issuance and may be renewed as provided in section 7.02 of these rules.

3.06(1)

A professional principal license may be issued to an applicant who:

3.06(1)(a)

holds:

3.06(1)(a)(i) an earned master’s degree from an accepted institution of

higher education and has successfully completed an approved

principal preparation program at an accepted institution of higher

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34

education, an alternative principal program or an individualized

alternative principal program; and

3.06(1)(a)(ii) an initial principal license;

3.06(1)(b)

has successfully completed an approved principal induction

program as described in section 9.00 of these rules;

3.06(1)(c)

has been recommended for a professional license by the school

district(s), BOCES, nonpublic school, charter school or the institute which

provided the induction program; and

3.06(1)(d)

has submitted a complete application for a professional license as

defined in rule 2.04

)(b)

has successfully completed an approved principal induction

program as described in section 9.00 of these rules;

3.06(1)(c)

has been recommended for a professional license by the school

district(s), BOCES, nonpublic school, charter school or the institute which

provided the induction program; and

3.06(1)(d)

has submitted a complete application for a professional license as

defined in rule 2.04.

3.06(2)

Notwithstanding the provisions in 3.06(1)(b), the Department may issue a

professional principal license if the applicant meets the requirements for an initial

principal license and completed an approved principal induction program while

employed under an emergency authorization, interim authorization or principal

authorization. The applicant need not complete an approved induction program

as an initial principal license-holder if the applicant previously completed an

induction program while employed under an emergency authorization, interim

authorization, or a principal authorization or if the school district, BOCES,

nonpublic school, charter school or the institute in which the applicant is

employed has obtained waiver of the induction program requirement pursuant to

section 22-60.5-114(2), C.R.S.

3.06(3)

A professional principal license is valid for occasional teaching, which

must not constitute more than one-half of a typical teaching assignment.

3.07 Professional Administrator License

A professional administrator license is valid for a period of seven years from the date of

issuance and may be renewed as provided in section 7.02 of these rules.

3.07(1)

A professional administrator license may be issued to an applicant who:

3.07(1)(a)

holds:

3.07(1)(a)(i) an earned master’s degree from an accepted

institution of higher education and has completed an

approved administrator program at an accepted institution of

higher education; and

3.07(1)(a)(ii) a valid initial administrator license;

3.07(1)(b)

completes an approved administrator induction program;

professional administrator license may be issued to an applicant who:

3.07(1)(a)

holds:

3.07(1)(a)(i) an earned master’s degree from an accepted

institution of higher education and has completed an

approved administrator program at an accepted institution of

higher education; and

3.07(1)(a)(ii) a valid initial administrator license;

3.07(1)(b)

completes an approved administrator induction program;

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3.07(1)(c)

has been recommended for professional licensure by the

school

district, charter school, the institute, nonpublic school or BOCES that

provided such an induction program; and

3.07(1)(d)

has submitted a complete application for a professional

license as defined in rule 2.04.

3.07(2)

Notwithstanding the provisions of section 3.07(1)(a)(ii), the Department

may issue a professional administrator license if an applicant meets the

requirements for an initial administrator license and completed an approved

administrator induction program while employed under an emergency

authorization, interim authorization or a temporary educator eligibility

authorization. The applicant need not complete an approved induction program

as an initial license-holder if the applicant previously completed an induction

program while employed under an emergency authorization, interim

authorization, or a temporary educator eligibility authorization or if the school

district, BOCES, nonpublic school, charter school or the institute in which the

applicant is employed has obtained waiver of the induction program requirement

pursuant to section 22-60.5-306(1)(b)(C), C.R.S.

3.07(3)

A holder of professional administrator licenses who has completed three

or more years of full- time, continuous, successful, evaluated experience working

with students as a licensed or certificated professional in a public or nonpublic

elementary or secondary school in this state or another state may function as an

occasional teacher

irement

pursuant to section 22-60.5-306(1)(b)(C), C.R.S.

3.07(3)

A holder of professional administrator licenses who has completed three

or more years of full- time, continuous, successful, evaluated experience working

with students as a licensed or certificated professional in a public or nonpublic

elementary or secondary school in this state or another state may function as an

occasional teacher. For purposes of this section, occasional teaching is defined

as no more than one-half of a typical teaching assignment.

3.08 Master Certificate - Teacher

A master certificate represents achievements and contributions over and above

expectations in the Teacher Quality Standards outlined in section 4.00of these rules. A

master certificate is valid for the period of time for which the applicant's professional

teacher license is valid and is renewable upon renewal of the professional license as

provided in section 7.02 of these rules.

3.08(1)

A master certificate may be issued to an applicant who holds a valid

Colorado professional teacher license and who has demonstrated advanced

teaching competencies or expertise through:

3.08(1)(a)

the attainment of National Board for Professional Teaching

Standards certification; or

3.08(1)(b)

demonstrated excellence in the following standards:

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3.08(1)(b)(i) Standard 1: The master teacher develops a personal

leadership vision focused on the successful learning and

development of each student.

 Element A: The master teacher develops a leadership

mission that promotes whole-child success and the well-

being of each student.

 Element B: The master teacher articulates, advocates for,

and cultivates core values that promote student-centered

education, high expectations, learner support, equity,

inclusiveness, social justice, openness, caring, trust, and

continuous improvement

ach student.

 Element A: The master teacher develops a leadership

mission that promotes whole-child success and the well-

being of each student.

 Element B: The master teacher articulates, advocates for,

and cultivates core values that promote student-centered

education, high expectations, learner support, equity,

inclusiveness, social justice, openness, caring, trust, and

continuous improvement.

 Element C: The master teacher strategically develops,

implements and evaluates actions to achieve one’s personal

leadership mission and vision.

 Element D: The master teacher anticipates, identifies and

addresses barriers to achieving one’s leadership vision and

mission.

 Element E: The master teacher models one’s leadership

mission, vision and core values in all interactions with

students, colleagues, parents and community members.

3.08(1)(b)(ii) Standard 2: The master teacher understands the principles

of adult learning and knows how to develop a collaborative culture

of collective responsibility in the school. The master teacher uses

this knowledge to promote an environment of collegiality, trust and

respect that focuses on continuous improvement in instruction and

student learning.

 Element A: The master teacher utilizes group processes to help

colleagues (for the purposes of this section, including all members

of the school community involved in the education of children) work

collaboratively to solve problems, make decisions, manage conflict

and promote meaningful change.

 Element B: The master teacher models effective skills in listening,

presenting ideas, leading discussions, clarifying, mediating and

identifying the needs of self and others to advance shared goals

and professional learning.

 Element C: The master teacher facilitates the creation of trust

among colleagues, development of collective wisdom, building

ownership and action that supports collective efficacy and student

learning.

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, clarifying, mediating and

identifying the needs of self and others to advance shared goals

and professional learning.

 Element C: The master teacher facilitates the creation of trust

among colleagues, development of collective wisdom, building

ownership and action that supports collective efficacy and student

learning.

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 Element D: The master teacher uses knowledge and understanding

of different backgrounds, races, ethnicities, cultures, and languages

to create an inclusive culture and promote effective interactions

among colleagues.

3.08(1)(b)(iii) Standard 3: The master teacher understands how research

creates new knowledge, informs policies and practices and

improves teaching and learning. The master teacher models and

facilitates the use of systematic inquiry as a critical component of

teachers’ ongoing learning and development.

 Element A: The master teacher assists colleagues in accessing and

using research to select appropriate strategies to improve student

learning.

 Element B: The master teacher models and facilitates analysis of

student learning data, collaborative interpretation of results and

application of findings to improve teaching and learning.

 Element C: The master teacher supports colleagues in

collaborating with higher education institutions and other

organizations engaged in researching critical education issues.

 Element D: The master teacher teaches and supports colleagues to

collect, analyze, and communicate data from their classrooms to

improve teaching and learning.

 Element E: The master teacher collaborates with colleagues to

identify promising, innovative practices and conduct action research

to determine effectiveness and expansion possibilities.

3.08(1)(b)(iv) Standard 4: The master teacher understands the evolving

nature of teaching and learning, established and emerging

technologies, and the school community

lassrooms to

improve teaching and learning.

 Element E: The master teacher collaborates with colleagues to

identify promising, innovative practices and conduct action research

to determine effectiveness and expansion possibilities.

3.08(1)(b)(iv) Standard 4: The master teacher understands the evolving

nature of teaching and learning, established and emerging

technologies, and the school community. The master teacher uses

this knowledge to promote, design and facilitate job-embedded

professional learning aligned with school improvement goals.

 Element A: The master teacher collaborates with colleagues and

school administrators to plan professional learning that is team-

based, job-embedded, sustained over time, aligned with content

standards and linked to school/district improvement goals.

 Element B: The master teacher uses information about adult

learning to respond to the diverse learning needs of colleagues by

identifying, promoting and facilitating varied and personalized

professional learning.

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 Element C: The master teacher identifies and uses appropriate

technologies to promote collaborative and personalized

professional learning.

 Element D: The master teacher works with colleagues to collect,

analyze, and disseminate data related to the quality of professional

learning and its effect on teaching and student learning.

 Element E: The master teacher advocates for sufficient preparation,

time, and support for colleagues to work in teams to engage in job-

embedded professional learning.

 Element F: The master teacher provides constructive feedback to

colleagues to strengthen teaching practice and improve student

learning.

 Element G: The master teacher uses information about emerging

education, economic, and social trends in planning and facilitating

professional learning

ration,

time, and support for colleagues to work in teams to engage in job-

embedded professional learning.

 Element F: The master teacher provides constructive feedback to

colleagues to strengthen teaching practice and improve student

learning.

 Element G: The master teacher uses information about emerging

education, economic, and social trends in planning and facilitating

professional learning.

3.08(1)(b)(v) Standard 5: The master teacher demonstrates a deep

understanding of the teaching and learning processes and uses this

knowledge to advance the professional skills of colleagues by being

a continuous learner and modeling reflective practice based on

student results. The master teacher works collaboratively with

colleagues to ensure instructional practices are aligned to a shared

vision, mission and goals.

 Element A: The master teacher models, facilitates and enhances

the process for collection, analysis, and use of classroom-and

school- based data to identify opportunities to improve curriculum,

instruction, assessment, school organization and school culture.

 Element B: The master teacher engages in reflective dialogue with

colleagues based on student learning and helps make connections

to research-based effective practices.

 Element C: The master teacher serves as a team leader to harness

the skills, expertise, and knowledge of colleagues to address

curricular expectations and student learning needs.

 Element D: The master teacher uses knowledge of existing and

emerging learning innovations to guide colleagues in helping

students skillfully and appropriately navigate the universe of

knowledge available on the Internet, use social media to promote

collaborative learning and connect with people and resources

around the globe.

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nt D: The master teacher uses knowledge of existing and

emerging learning innovations to guide colleagues in helping

students skillfully and appropriately navigate the universe of

knowledge available on the Internet, use social media to promote

collaborative learning and connect with people and resources

around the globe.

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 Element E: The master teacher supports instructional strategies

that respect issues of diversity and equity in the classroom and that

promote equitable outcomes for all students.

3.08(1)(b)(vi) Standard 6: The master teacher is knowledgeable about

current research on classroom- and school-based data and the

design and selection of appropriate formative and summative

assessment methods. The master teacher shares this knowledge

and collaborates with colleagues to use assessment and other data

to make informed decisions that improve learning for all students

and to inform school and district improvement strategies.

 Element A: The master teacher increases the capacity of

colleagues to identify and use multiple assessment tools aligned to

state and local standards.

 Element B: The master teacher collaborates with colleagues in

assessment design, implementation, scoring and interpreting

student data to improve educational practice and student learning.

 Element C: The master teacher creates a climate of trust and

critical reflection to engage colleagues in challenging conversations

about student learning data that lead to solutions to identified

issues.

 Element D: The master teacher works with colleagues to use

assessment and data findings at multiple levels to promote

changes in instructional practices or organizational structures to

improve student learning.

 Element E: The master teacher collaborates with colleagues to

design opportunities to collect, analyze, and use qualitative data to

improve teaching and learning

s to identified

issues.

 Element D: The master teacher works with colleagues to use

assessment and data findings at multiple levels to promote

changes in instructional practices or organizational structures to

improve student learning.

 Element E: The master teacher collaborates with colleagues to

design opportunities to collect, analyze, and use qualitative data to

improve teaching and learning.

 Element F: The master teacher collaborates with colleagues to lead

students to evaluate their own data and set relevant goals.

3.08(1)(b)(vii)

Standard 7: The master teacher understands that

families, cultures, and communities have a significant impact on

educational processes and student learning. The master teacher

works with colleagues to promote ongoing systematic collaboration

with families, community members, business and community

leaders and other stakeholders to improve the educational system

and expand opportunities for student learning.

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 Element A: The master teacher uses knowledge and understanding

of the different backgrounds, ethnicities, races, cultures and

languages in the school community to promote effective

interactions among colleagues, families and the larger community.

 Element B: The master teacher models and teaches effective

communication and collaboration skills with families and other

stakeholders focused on attaining equitable achievement for

students of all backgrounds and circumstances.

 Element C: The master teacher facilitates colleagues’ self-

examination of their own biases and understandings of community

culture and diversity and how they can develop an asset-oriented

mindset along with culturally responsive strategies to enrich the

educational experiences of students and achieve high levels of

learning for all students.

 Element D: The master teacher develops a shared understanding

among colleagues of the diverse educational needs of families and

the community

ses and understandings of community

culture and diversity and how they can develop an asset-oriented

mindset along with culturally responsive strategies to enrich the

educational experiences of students and achieve high levels of

learning for all students.

 Element D: The master teacher develops a shared understanding

among colleagues of the diverse educational needs of families and

the community.

 Element E: The master teacher collaborates with families,

communities, and colleagues to develop comprehensive strategies

to address the diverse educational needs of families and the

community.

3.08(1)(b)(viii)

Standard 8: The master teacher understands how

educational policy is made at the local, state, and national level, as

well as the roles school leaders, boards of education, legislators

and other stakeholders have in formulating those policies.

 Element A: The master teacher shares information with colleagues

within and/or beyond the district regarding how local, state and

national trends and policies can impact classroom practices and

expectations for student learning.

 Element B: The master teacher works with colleagues to identify

and use research to advocate for teaching and learning processes

that meet the needs of all students.

 Element C: The master teacher collaborates with colleagues to

select appropriate opportunities to advocate for the rights and/or

needs of students, to secure additional resources within the

building or district that support student learning, and to

communicate effectively with targeted audiences, such as parents

and community members.

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e master teacher collaborates with colleagues to

select appropriate opportunities to advocate for the rights and/or

needs of students, to secure additional resources within the

building or district that support student learning, and to

communicate effectively with targeted audiences, such as parents

and community members.

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41

 Element D: The master teacher advocates for access to

professional resources, including financial support and human and

other material resources, that allow colleagues to spend significant

time learning about effective practices and developing a

professional learning community focused on school improvement

goals and student success.

 Element E: The master teacher represents and advocates for the

profession in contexts inside and outside of the classroom.

3.09 Master Certificate - Special Services

A master certificate represents achievements and contributions over and above

expectations in the Special Services Provider Quality Standards outlined in section 5.0

of these rules. A master certificate is valid for the period of time for which the applicant's

professional special services license is valid and is renewable upon renewal of the

professional license as provided in section 7.02 of these rules.

3.09(1)

A master certificate may be issued to an applicant who:

3.09(1)(a)

is employed in a Colorado school district in the area of

specialization;

3.09(1)(b)

has been involved in ongoing professional development and

training;

3.09(1)(c)

has demonstrated advanced competencies or expertise as

identified by the educator evaluation system employed in the district;

3.09(1)(d)

has been recognized for outstanding achievements in the field of

specialization; and

3.09(1)(e)

meets the following requirements for the area(s) of specialization:

3.09(1)(e)I(i) School Audiologist:

3.09(1)(e)(i)(A)

holds national certification in audiology;

3.09(1)(e)(i)(B)

has completed at least five years of full-time,

continuous, successful, evalu

on system employed in the district;

3.09(1)(d)

has been recognized for outstanding achievements in the field of

specialization; and

3.09(1)(e)

meets the following requirements for the area(s) of specialization:

3.09(1)(e)I(i) School Audiologist:

3.09(1)(e)(i)(A)

holds national certification in audiology;

3.09(1)(e)(i)(B)

has completed at least five years of full-time,

continuous, successful, evaluated experience as a school

audiologist;

3.09(1)(e)(i)(C)

has completed additional graduate-level

university training in school audiology and related areas;

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42

3.09(1)(e)(i)(D)

has been involved in at least four of the

following areas: local, state or national professional

organizations; mentoring or supervision of peers; publication;

professional presentations; funded grants; professional

leadership; community activities and organizations; and

3.09(1)(e)(i)(E)

has been granted an exemplary performance

evaluation by a team of peers.

3.09(1)(e)(ii) School Counselor:

3.09(1)(e)(ii)(A)

has held a Colorado professional special

services license in school counseling for a minimum of five

years;

3.09(1)(e)(ii)(B)

has demonstrated professional growth through

continuing education, professional leadership experiences

and exceptional program development;

3.09(1)(e)(ii)(C)

has demonstrated commitment to the school

counseling profession through professional organization

involvement, supervision and training of other school

counselors, publication of professional materials and

presentations at professional conferences; and

3.09(1)(e)(ii)(D)

has demonstrated active community

involvement, development of effective parent partnership

programs and promotion of cooperation with other

professional educators

e school

counseling profession through professional organization

involvement, supervision and training of other school

counselors, publication of professional materials and

presentations at professional conferences; and

3.09(1)(e)(ii)(D)

has demonstrated active community

involvement, development of effective parent partnership

programs and promotion of cooperation with other

professional educators.

3.09(1)(e)(iii) School Occupational Therapist:

3.09(1)(e)(iii)(A)

holds a master's degree in occupational

therapy from an accepted institution of higher education;

3.09(1)(e)(iii)(B)

has demonstrated outstanding contribution or

accomplishments to the profession through at least three of

the following: achieved certification or accreditation in an

area of specialization of occupational therapy; supervised

and mentored occupational therapy students; completed

graduate-level professional coursework; completed research

and/or publication in the area of school occupational therapy;

made presentations at professional meetings; wrote grants;

held or holds office in national, state or local professional

organizations or boards;

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3.09(1)(e)(iii)(C)

has received recognition for outstanding

achievements in occupational therapy; and

3.09(1)(e)(iii)(D)

is involved in community programs.

3.09(1)(e)(iv) School Orientation and Mobility Specialist:

3.09(1)(e)(iv)(A)

has demonstrated outstanding professional

activities in at least three of the following areas: authored

professional publications; juried articles, newsletters or

books; made presentations at professional meetings or

conferences; mentored other professionals and supervised

student practicum experiences; taught at the university or

school district in service levels; served as a model for

demonstrations; provided active community leadership by

promoting disability education and participation; or wrote

grant proposals which were funded; and

3.09(1)(e)(iv)(B)

has received recognition for demonstrate

al meetings or

conferences; mentored other professionals and supervised

student practicum experiences; taught at the university or

school district in service levels; served as a model for

demonstrations; provided active community leadership by

promoting disability education and participation; or wrote

grant proposals which were funded; and

3.09(1)(e)(iv)(B)

has received recognition for demonstrated

leadership in the field.

3.09(1)(e)(v) School Physical Therapist:

3.09(1)(e)(v)(A)

holds a master's degree in physical therapy;

3.09(1)(e)(v)(B)

has demonstrated outstanding contributions or

accomplishments to the profession through at least three of

the following: achieved certification or accreditation in an

area of specialization of physical therapy; supervised and

mentored physical therapy students; completed graduate-

level professional coursework; completed research and/or

publication in the area of school physical therapy; presented

at professional meetings; wrote grants; held or holds office in

national, state or local professional organizations or boards;

3.09(1)(e)(v)(C)

has received recognition for outstanding

achievements in physical therapy; and

3.09(1)(e)(v)(D)

has been involved in community programs.

3.09(1)(e)(vi) School Nurse:

3.09(1)(e)(vi)(A)

has completed additional preparation in

advanced practice in nursing or specialties in school health-

related fields or has earned additional certification in nursing

administration, vocational education or other certifications

applicable to school nursing;

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ommunity programs.

3.09(1)(e)(vi) School Nurse:

3.09(1)(e)(vi)(A)

has completed additional preparation in

advanced practice in nursing or specialties in school health-

related fields or has earned additional certification in nursing

administration, vocational education or other certifications

applicable to school nursing;

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3.09(1)(e)(vi)(B)

has demonstrated professional leadership

experiences and exceptional program development;

3.09(1)(e)(vi)(C)

has mentored school nurses and supervised

practicum students;

3.09(1)(e)(vi)(D)

has had active participation in school nurse

professional organizations; and

3.09(1)(e)(vi)(E)

has participated in teaching, research and/or

publishing to further the specialty of school nursing.

3.09(1)(e)(vii)

School Psychologist:

3.09(1)(e)(vii)(A)

has demonstrated commitment to the

profession of school psychology through active involvement

and leadership in local, state or national school psychology

organizations;

3.09(1)(e)(vii)(B)

has mentored school psychologists with an

initial license and supervised school psychology interns;

3.09(1)(e)(vii)(C)

has contributed to school and district program

development;

3.09(1)(e)(vii)(D)

has produced professional publications and

presentations; and

3.09(1)(e)(vii)(E)

has received recognition by peers for

outstanding performance.

3.09(1)(e)(viii)

School Social Worker:

3.09(1)(e)(viii)(A)

has demonstrated leadership in state school

social work organizations;

3.09(1)(e)(viii)(B)

has actively participated in leadership roles in

national social work organizations other community and

human service organizations;

3.09(1)(e)(viii)(C)

holds advanced credentials in the field (e.g.,

doctorate in social work, school social work specialist

credential, diplomate in clinical social work);

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3.09(1)(e)(viii)(B)

has actively participated in leadership roles in

national social work organizations other community and

human service organizations;

3.09(1)(e)(viii)(C)

holds advanced credentials in the field (e.g.,

doctorate in social work, school social work specialist

credential, diplomate in clinical social work);

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3.09(1)(e)(viii)(D)

has demonstrated outstanding skill in service

to schools and children, such as the creation of innovative

and successful programs and services to meet the needs of

students and mentoring and supervising school social

workers and other school professionals; and

3.09(1)(e)(viii)(E)

has received recognition by peers for

outstanding performance.

3.09(1)(e)(ix) Speech/Language Pathologist:

3.09(1)(e)(ix)(A)

has demonstrated professional growth through

professional leadership experiences and exceptional

program development;

3.09(1)(e)(ix)(B)

has demonstrated commitment through

involvement in local, state or national professional

organizations;

3.09(1)(e)(ix)(C)

has accepted additional responsibilities at the

school, district, state or national levels;

3.09(1)(e)(ix)(D)

has published appropriate materials at the

district, state or national levels;

3.09(1)(e)(ix)(E)

has presented original research and materials

at professional conferences;

3.09(1)(e)(ix)(F)

has supervised practicum and internship

students; and 3.09(1)(e)(ix)(G) has mentored and supervised

other speech/language pathologists.

3.10 Master Certificate - Principal

A master certificate represents achievements and contributions over and above the

expectations in the Principal Quality Standards outlined in section 6.0 of these rules. A

master certificate is valid for the period of time for which the applicant's professional

principal license is valid and is renewable upon renewal of the professional license as

provided in section 7.02 of these rules

Principal

A master certificate represents achievements and contributions over and above the

expectations in the Principal Quality Standards outlined in section 6.0 of these rules. A

master certificate is valid for the period of time for which the applicant's professional

principal license is valid and is renewable upon renewal of the professional license as

provided in section 7.02 of these rules.

3.10(1)

A master certificate may be issued to an applicant who:

3.10(1)(a)

has displayed excellence and depth in all of the content and

performance standards required for the professional principal license;

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3.10(1)(b)

displays depth in all content knowledge; has modeled sustained

commitment to improved student performance, to ongoing systemic

renewal and to strengthening the profession; and has demonstrated

superior performance through accomplishments having significant impact

on the school's educational community;

3.10(1)(b)(i) The master principal must demonstrate knowledge of:

3.10(1)(b)(i)(A)

systemic renewal strategies;

3.10(1)(b)(i)(B)

multiple models for school and district

management;

3.10(1)(b)(i)(C)

dynamic political and policy movements in the

state;

3.10(1)(b)(i)(D)

promising practices in the professional

development of educational leaders; and

3.10(1)(b)(i)(E)

leading research and writing on instructional

strategies, student learning, assessment methodology and

supervisory techniques

c renewal strategies;

3.10(1)(b)(i)(B)

multiple models for school and district

management;

3.10(1)(b)(i)(C)

dynamic political and policy movements in the

state;

3.10(1)(b)(i)(D)

promising practices in the professional

development of educational leaders; and

3.10(1)(b)(i)(E)

leading research and writing on instructional

strategies, student learning, assessment methodology and

supervisory techniques.

3.10(1)(b)(ii) The master principal must demonstrate the ability to:

3.10(1)(b)(ii)(A)

create a community of learners who focus on

student performance;

3.10(1)(b)(ii)(B)

translate vision into program excellence;

3.10(1)(b)(ii)(C)

provide value-added leadership to create an

organization that has purpose, direction and energy;

3.10(1)(b)(ii)(D)

implement programs in schools that result in

sustained improvement in student performance;

3.10(1)(b)(ii)(E)

integrate multiple instructional models to meet

diverse learning needs of both students and adults to

enhance student performance;

3.10(1)(b)(ii)(F)

imagine alternatives based on knowledge of

best practices and create those alternatives as a model for

others;

3.10(1)(b)(ii)(G)

engage a diverse school community in

sustained efforts for school improvement;

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3.10(1)(b)(ii)(H)

influence and provide a model for larger

systems (e.g., the district, BOCES or state);

3.10(1)(b)(ii)((I)

contribute to the development of the profession

through mentoring, teaching, writing and other modalities;

and

3.10(1)(b)(ii)(J)

capitalize on opportunities presented by

diverse stakeholders.

3.10(1)(c)

has demonstrated evidence of positive impacts on student

performance at the building level; and

3.10(1)(d)

has contributed to the education community through service as a

mentor, teacher, writer, researcher or other service-oriented activity

ion

through mentoring, teaching, writing and other modalities;

and

3.10(1)(b)(ii)(J)

capitalize on opportunities presented by

diverse stakeholders.

3.10(1)(c)

has demonstrated evidence of positive impacts on student

performance at the building level; and

3.10(1)(d)

has contributed to the education community through service as a

mentor, teacher, writer, researcher or other service-oriented activity.

3.11 Master Certificate - Administrator

A master certificate represents achievements and contributions over and above

expectations in the Administrator Quality Standards outlined in section 6.0 of these

rules. A master certificate is valid for the period of time for which the applicant's

professional administrator license is valid and is renewable upon renewal of the

professional license as provided in section 7.02 of these rules.

3.11(1)

A master certificate may be issued to an applicant who:

3.11(1)(a)

has displayed excellence and depth in all of the content and

performance standards required for the professional license;

3.11(1)(b)

has demonstrated excellence on all performance standards and

displays depth in all content knowledge; has modeled sustained

commitment to improved student performance, to ongoing systemic

renewal and to strengthening of profession; and has demonstrated

superior performance through accomplishments having significant impact

on an educational community;

3.11(1)(b)(i) The master administrator must demonstrate knowledge in

the following areas:

3.11(1)(b)(i)(A)

systemic renewal strategies;

3.11(1)(b)(i)(B)

multiple models for school and district

management;

3.11(1)(b)(i)(C)

dynamic political and policy movements in the

state;

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significant impact

on an educational community;

3.11(1)(b)(i) The master administrator must demonstrate knowledge in

the following areas:

3.11(1)(b)(i)(A)

systemic renewal strategies;

3.11(1)(b)(i)(B)

multiple models for school and district

management;

3.11(1)(b)(i)(C)

dynamic political and policy movements in the

state;

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3.11(1)(b)(i)(D)

promising practices in the professional

development of educational leaders;

3.11(1)(b)(i)(E)

leading research and writing on instructional

strategies, student learning, assessment methodology and

supervisory techniques; and

3.11(1)(b)(ii) The master administrator must demonstrate the ability to:

3.11(1)(b)(ii)(A)

initiate and sustain significant change in the

district directed toward predetermined goals, themes and

needs;

3.11(1)(b)(ii)(B)

create a community of learners who focus on

student performance;

3.11(1)(b)(ii)(C)

translate vision into program excellence;

3.11(1)(b)(ii)(D)

provide value added leadership to create an

organization that has shared purpose, direction and energy;

3.11(1)(b)(ii)(E)

provide incentives, direction and motivation for

development of programs that enhance student

performance;

3.11(1)(b)(ii)(F)

imagine alternatives based on knowledge of

best practices and create those alternatives as a model for

others;

3.11(1)(b)(ii)(G)

engage a diverse community in sustained

efforts for school improvement in the entire district;

3.11(1)(b)(ii)(H)

influence and provide a model for the larger

system (e.g., the district/BOCES or state);

3.11(1)(b)((ii)(I)

contribute to the development of the profession

through mentoring, teaching, writing and other modalities;

and

3.11(1)(b)(ii)(J)

capitalize on opportunities presented by

diverse stakeholders

verse community in sustained

efforts for school improvement in the entire district;

3.11(1)(b)(ii)(H)

influence and provide a model for the larger

system (e.g., the district/BOCES or state);

3.11(1)(b)((ii)(I)

contribute to the development of the profession

through mentoring, teaching, writing and other modalities;

and

3.11(1)(b)(ii)(J)

capitalize on opportunities presented by

diverse stakeholders.

3.11(1)(c)

has demonstrated evidence of positive impacts on student

performance throughout the district; and

3.11(1)(d)

has contributed to the education community through service as a

mentor, teacher, writer, researcher or other service-oriented activity.

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3.12 Alternative Teacher License

An alternative teacher license is valid for either a one-, two- or three-year period, as

outlined below. An alternative teacher license authorizes the holder to be employed only

as an alternative teacher while participating in an alternative teacher program, pursuant

to the terms of an alternative teacher contract, as provided by 22-60.5-201(1)(a), C.R.S.

3.12(1)

An alternative teacher license may be issued to an applicant who meets

the following criteria:

3.12(1)(a)

holds a bachelor's degree from an accepted institution of higher

education;

3.12(1)(b)

has submitted a complete application as defined in section 2.04 of

these rules;

3.12(1)(c)

has demonstrated, in a manner prescribed by rule 3.01(1)(e),

subject matter knowledge in the endorsement area; and

3.12(1)(d)

provides a statement of assurance signed by the employing school

or district, representative of the designated agency and the applicant

verifying that the applicant is enrolled in an approved alternative teacher

program, employed as a teacher or participating in a clinical experience,

and that the placement is in the endorsement area for which the teacher

has demonstrated appropriate subject matter knowledge

statement of assurance signed by the employing school

or district, representative of the designated agency and the applicant

verifying that the applicant is enrolled in an approved alternative teacher

program, employed as a teacher or participating in a clinical experience,

and that the placement is in the endorsement area for which the teacher

has demonstrated appropriate subject matter knowledge.

3.12(2)

An alternative teacher license also may be issued to an applicant who

meets the following criteria pursuant to 22-60.5-205(2)(d)(III)(A):

3.12(2)(a)

holds a Colorado Professional Teacher License;

3.12(2)(b)

has submitted a complete application as defined in section 2.04 of

these rules; and

3.12(2)(c)

provides a statement of assurance signed by the employing school

or district, representative of the designated agency and the applicant

verifying that the applicant is enrolled in an approved early childhood

special education or special education generalist added endorsement

alternative teacher program to obtain training and clinical experience while

employed as a general education teacher.

3.12(2)

An alternative teacher license is valid as follows:

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3.12(2)(a)

The alternative teacher license for a one-year program is valid for

one year from the date of issuance and may be renewed for one additional

year, but only upon written evidence of: (1) unforeseen circumstances;

and (2) that the employing school district, BOCES, charter school or

nonpublic school anticipates extending the alternative teacher’s contract

for one additional year pursuant to section 22-60.5-207(2), C.R.S.

3.12(2)(b)

The alternative teacher license for a two-year program is valid for

two years from the date of issuance.

3.12(2)(c)

A person may be employed as an alternative teacher for a total of

three years for the purpose of receiving a special education generalist or

early childhood special education endorsement

teacher’s contract

for one additional year pursuant to section 22-60.5-207(2), C.R.S.

3.12(2)(b)

The alternative teacher license for a two-year program is valid for

two years from the date of issuance.

3.12(2)(c)

A person may be employed as an alternative teacher for a total of

three years for the purpose of receiving a special education generalist or

early childhood special education endorsement.

3.12(3)

An alternative teacher license is valid in any school district, BOCES,

nonpublic school or charter school.

3.13 Teacher of Record License and Program

3.13(1)

Teacher of Record License. A teacher of record license is valid for two

years from the date of issuance and may be renewed once, but only if the holder

did not complete a bachelor’s degree due to unforeseen circumstances or

hardship.

3.13(1)(a)

A teacher of record license may be issued to an applicant who:

3.13(1)(a)(i) is enrolled in an accepted institution of higher education and

has no more than 36 credit hours remaining for completion of a

bachelor’s degree that leads to a teacher license, but has not yet

completed field-based experience requirements;

3.13(1)(a)(ii) is enrolled in a one- or two-year Teacher of Record Program

pursuant to section 22-60.5-208.7, C.R.S.; and

3.13(1)(a)(iii) is or will be employed by an LEP, in a position for which no

other qualified licensed teacher has applied, and for which the LEP

has determined that there is a critical teacher shortage as defined

in Rule 2.01(17).

3.13(1)(b)

The standards and competencies for an individual working under a

teacher of record license are those set forth in section 5.0 of these rules.

3.13(1)(c)

A teacher of record license may not be issued with an endorsement

in special education.

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that there is a critical teacher shortage as defined

in Rule 2.01(17).

3.13(1)(b)

The standards and competencies for an individual working under a

teacher of record license are those set forth in section 5.0 of these rules.

3.13(1)(c)

A teacher of record license may not be issued with an endorsement

in special education.

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3.13(2)

Teacher of Record Program. An LEP is authorized to implement a one-

or two-year teacher of record program and may employ a teacher of record only

when the individual will fill a vacant position in a critical teacher shortage area

and when no other qualified, licensed applicants applied for the posted vacant

position.

3.13(2)(a)

A teacher candidate employed in a teacher of record program

established pursuant to this section shall hold a teacher of record license

issued pursuant to section 22-60.5-201(1)(a.5), C.R.S., and section 3.13

of these rules.

3.13(2)(b)

To assist the teacher of record in meeting the Teacher Quality

Standards, established pursuant to section 22-2-109(3), C.R.S., and

section 5.0 of these rules, the teacher of record program must include, at

a minimum:

3.13(2)(b)(i) Course requirements and provided supports:

3.13(2)(b)(i)(A)

identification of the courses and number of

credit hours that a teacher candidate must complete before

and while a teacher of record,

3.13(2)(b)(i)(B)

identification of the time and support (e.g.,

financial resources, class coverage) the LEP will provide for

the teacher of record to complete the coursework;

3.13(2)(b)(i)(C)

identification of accepted institution of higher

education supports, including a description of how supports

will be delivered (e.g., mentoring, professional development,

evaluation and LEP-identified supports); and

3.13(2)(b)(ii) professional development, teacher mentorship, the LEP’s

induction program and other supports for the teacher of record over

the course of the program

k;

3.13(2)(b)(i)(C)

identification of accepted institution of higher

education supports, including a description of how supports

will be delivered (e.g., mentoring, professional development,

evaluation and LEP-identified supports); and

3.13(2)(b)(ii) professional development, teacher mentorship, the LEP’s

induction program and other supports for the teacher of record over

the course of the program.

3.13(2)(c)

If the teacher of record successfully completes an induction

program, the teacher of record may apply completion of the induction

program toward meeting the requirements for a professional teacher

license.

3.13(2)(d)

An LEP shall treat a teacher of record as a first-year teacher for

purposes of compensation and placement on a teacher salary schedule.

3.13(2)(e)

The teacher of record program must be approved by the

Department prior to submission of an application for the teacher of record

license. At a minimum, the approval process will include review of:

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3.13(2)(e)(i) the demonstration of need;

3.13(2)(e)(ii) proposed program details as outlined in section 3.13(2) of

these rules;

3.13(2)(e)(iii) the teacher candidate’s education, experience and

demonstration of content-area competency via an approved content

test; and

3.13(2)(e)(iv) assurances from the institution of higher education, LEP and

teacher of record candidate.

3.14 Adjunct Instructor Authorization

To address recruiting challenges and establish a diverse workforce, a school district,

BOCES or charter school may employ as an adjunct instructor a specialist or content-

area expert who is without formal educator training. The purpose of adjunct instruction

is to provide students with highly specialized academic enrichment in support of

required content areas

.14 Adjunct Instructor Authorization

To address recruiting challenges and establish a diverse workforce, a school district,

BOCES or charter school may employ as an adjunct instructor a specialist or content-

area expert who is without formal educator training. The purpose of adjunct instruction

is to provide students with highly specialized academic enrichment in support of

required content areas.

3.14(1)

An adjunct instructor authorization is issued for three years to an applicant

who meets the following criteria:

3.14(1)(a)

an applicant possesses outstanding talent or demonstrates specific

abilities and knowledge in a particular area of specialization;

3.14(1)(b)

a school district board of education or superintendent or the

principal of a charter school or BOCES requests the applicant’s services

and provides evidence of the applicant’s outstanding talent or specific

abilities and particular knowledge for the assignment;

3.14(1)(c)

the school district, BOCES, or charter school provides evidence

that the applicant's services are required; and

3.14(1)(d)

the applicant has been employed for at least five years in the area

of specialization or holds an earned bachelor’s or higher degree in the

area of specialization.

3.14(2)

An adjunct instructor authorization may be renewed for succeeding three-

year periods at the employing school district’s or charter school’s request when

the school district or charter school provides documented evidence of ongoing

need for the adjunct instructor’s services.

3.14(3)

A person may be employed under an adjunct instructor authorization only

by the school district or charter school that requested the person’s services.

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istrict’s or charter school’s request when

the school district or charter school provides documented evidence of ongoing

need for the adjunct instructor’s services.

3.14(3)

A person may be employed under an adjunct instructor authorization only

by the school district or charter school that requested the person’s services.

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3.14(4)

A person who holds an adjunct instructor authorization and is employed by

a school district may teach only under the general supervision of a licensed

professional teacher. For the purposes of this provision, “general supervision”

means support, mentorship and supervision of an adjunct instructor, and does

not require more than one teacher in a classroom at a time.

3.14(4)(a)

A school district or charter school shall not employ a person under

an adjunct instructor authorization as a full-time teacher; except

3.14(4)(a)(i) a rural school district may employ an adjunct instructor

authorization- holder as a full-time teacher if there are no qualified,

licensed applicants for the position.

3.15 Special Services Intern Authorization

A special services intern works under the supervision of a Colorado licensed

professional special services provider from the same discipline.

3.15(1)

The special services intern authorization may be issued for one academic

year. It may only be renewed if the special services intern is employed by a

district or BOCES and the intern has not completed the approved program of

preparation due to unforeseen circumstances or hardship.

3.15(2)

The applicant must hold a bachelor’s or higher degree from an accepted

institution of higher education and be enrolled in an approved program of

preparation for special services providers. The program of preparation must

require an internship and offered by an accepted institution of higher education.

3.15(3)

For the period of time while the authorization-holder serves as an intern,

the authorization-holder may receive pay from the school district

ee from an accepted

institution of higher education and be enrolled in an approved program of

preparation for special services providers. The program of preparation must

require an internship and offered by an accepted institution of higher education.

3.15(3)

For the period of time while the authorization-holder serves as an intern,

the authorization-holder may receive pay from the school district.

3.16 Emergency Authorization

The applicant for an emergency authorization has not yet met the requirements for a

Colorado initial teacher, principal, administrator or special services license or a school

speech/language pathology assistant authorization but provides evidence of holding an

earned bachelor’s degree or higher from an accepted institution of higher education and

of enrollment in an approved program of preparation.

3.16(1)

An applicant for a school speech-language pathology assistant emergency

authorization must hold a bachelor’s degree in speech, language and hearing

sciences; communications disorders- speech sciences; or any other field with

completion of 24 semester hours in speech, language hearing sciences from an

accepted institution of higher education, as determined by the Department’s

transcript review.

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3.16(2)

The emergency authorization may be issued for up to one year and may

be renewed for up to one additional year when:

3.16(2)(a)

a school district or BOCES requests the emergency authorization in

order to employ a non-licensed teacher, principal, administrator or special

services provider;

3.16(2)(b)

the district provides evidence of a need for specific and essential

educational services which can be provided by the applicant, and which

would otherwise be unavailable, due to a shortage of licensed educators

with appropriate endorsements; and

3.16(2)(c)

in the judgment of the department:

3.16(2)(c)(i) the employment of the non-licensed applicant is essential to

the preservation of the district's instructional prog

evidence of a need for specific and essential

educational services which can be provided by the applicant, and which

would otherwise be unavailable, due to a shortage of licensed educators

with appropriate endorsements; and

3.16(2)(c)

in the judgment of the department:

3.16(2)(c)(i) the employment of the non-licensed applicant is essential to

the preservation of the district's instructional program, and

3.16(2)(c)(ii) that the establishment of an alternative teacher program by

the local board of education is not a practicable solution to resolve

the demonstrated shortage.

3.16(3)

The district may provide an induction program for an individual on an

emergency authorization, as specified in sections 8.00 and 9.00 of these rules.

Induction programs completed while holding an emergency authorization may

count toward fulfilling requirements for a professional license.

3.17 Career and Technical Education Authorization

3.17(1)

An initial career and technical education (CTE) authorization may be

issued for three years and may not be renewed. The applicant must meet the

minimum qualifications adopted by the State Board for Community Colleges and

Occupational Education under section 23-60-304(3)(a), C.R.S.

3.17(2)

A professional career and technical education authorization may be issued

for five years to an applicant who holds an initial career and technical education

authorization and who meets the necessary requirements for holding a

professional-level CTE authorization. It may be renewed for succeeding five-year

periods. The applicant must meet the minimum qualifications or renewal

requirements that the State Board for Community Colleges and Occupational

Education adopts pursuant to section 23-60-304(3)(a), C.R.S.

3.17(3)

Postsecondary career and technical education credentials are issued by

the Colorado Community College System and are governed by the rules for the

Administration of the Colorado Vocational Act, 8 CCR 1504-2.

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Board for Community Colleges and Occupational

Education adopts pursuant to section 23-60-304(3)(a), C.R.S.

3.17(3)

Postsecondary career and technical education credentials are issued by

the Colorado Community College System and are governed by the rules for the

Administration of the Colorado Vocational Act, 8 CCR 1504-2.

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3.18 Substitute Authorization

A substitute authorization may be issued to an applicant to serve as a substitute

teacher.

3.18(1)

A substitute authorization is valid for one, three or five years, as specified

below. It may be renewed indefinitely upon application.

3.18(1)(a)

A five-year substitute authorization may be issued when an

applicant has completed an approved teacher preparation program (as

indicated by a signed approved program verification form and bachelor or

higher degree-conferred transcript) or holds or has held a Colorado initial

or professional license or an equivalent out-of-state-issued license.

3.18(1)(b)

A three-year substitute authorization may be issued to an applicant

who holds an earned bachelor's or higher degree from an accepted

institution of higher education.

3.18(1)(c)

A one-year substitute authorization may be issued when the

applicant holds a high school diploma or its equivalent, and the applicant

attests to having worked successfully with children.

3.19 Interim Authorization

An interim authorization may be issued for one year and may be renewed upon

application for one additional year to a person who is:

3.19(1)

certified or licensed, or eligible for certification or licensure, as a teacher,

principal or administrator in another state and who has not successfully

demonstrated professional competencies and depth of content knowledge as

outlined in 3.01(1)(e), 3.03 or 3.04 to obtain an initial license but who meets the

other requirements for an initial license; or

3.19(2)

enrolled in an alternative teacher program as defined in 2.01(6) of these

rules and meets the requirements for an

r,

principal or administrator in another state and who has not successfully

demonstrated professional competencies and depth of content knowledge as

outlined in 3.01(1)(e), 3.03 or 3.04 to obtain an initial license but who meets the

other requirements for an initial license; or

3.19(2)

enrolled in an alternative teacher program as defined in 2.01(6) of these

rules and meets the requirements for an alternative teacher license, except that

the person has not successfully demonstrated professional competencies and

depth of content knowledge as outlined in 3.12(1)(c) to obtain an alternative

teacher license.

3.19(3)

A holder of an interim authorization must demonstrate professional

competencies and depth of content knowledge as specified in 3.01(1)(e), 3.03 or

3.04 to obtain an initial license.

3.19(4)

The employing school district may provide an induction program for

holders of interim authorizations as specified in sections 8.00 and 9.00 of these

rules. Induction programs completed while holding interim authorizations may

count toward fulfilling the requirements of a professional license.

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3.20 Military Spouse Interim Authorization

A military spouse interim authorization is valid for one year, and the Department may

renew the authorization for one additional year.

3.20(1)

A military spouse interim authorization may be issued to a military spouse

when:

3.20(1)(a)

the applicant is a spouse of an active-duty member of the United

States armed forces who has been transferred to Colorado, is scheduled

to be transferred to Colorado, is domiciled in Colorado or has moved to

Colorado on a permanent change-of-station basis;

3.20(1)(b)

the applicant is certified, licensed or eligible for certification or

licensure as a teacher, special services provider, principal or administrator

in another state; and

3.20(1)(c)

the applicant has not successfully demonstrated professional

competencies and depth of content knowledge as outlined in 3.01(1)(e),

3.0

olorado or has moved to

Colorado on a permanent change-of-station basis;

3.20(1)(b)

the applicant is certified, licensed or eligible for certification or

licensure as a teacher, special services provider, principal or administrator

in another state; and

3.20(1)(c)

the applicant has not successfully demonstrated professional

competencies and depth of content knowledge as outlined in 3.01(1)(e),

3.02, 3.03 and 3.04 required for obtaining an initial license but otherwise

meets the requirements for an initial license.

3.20(2)

A holder of a military spouse interim authorization must demonstrate

professional competencies and depth of content knowledge as specified in

3.01(1)(e), 3.02, 3.03 or 3.04 to obtain an initial license.

3.20(3)

The employing school district may provide an induction program for

holders of military spouse interim authorization as specified in sections 8.00 and

9.00 of these rules. Induction programs completed while holding this

authorization may count toward fulfilling the requirements of a professional

license.

3.21 School Speech-Language Pathology Assistant Authorization

A school speech-language pathology assistant (SLPA) serves as a member of an

educational team and is authorized to perform tasks prescribed, directed and

supervised by a licensed school speech-language pathologist (SLP) in implementing

services for children/students with speech, language, cognitive, voice and

augmentative/alternative communication disorders and hearing impairments.

3.21(1)

An SLPA authorization is valid for five years and may be renewed for

succeeding five-year periods upon application and completion of content-related

renewal requirements, including 50 contact hours of continuing education.

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gnitive, voice and

augmentative/alternative communication disorders and hearing impairments.

3.21(1)

An SLPA authorization is valid for five years and may be renewed for

succeeding five-year periods upon application and completion of content-related

renewal requirements, including 50 contact hours of continuing education.

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3.21(1)(a)

an applicant for SLPA authorization must: holds a bachelor’s

degree in speech communication, speech-language pathology,

communication disorders-speech sciences or a bachelor’s degree in any

other field with completion of 24 semester hours in speech language

hearing sciences from an accepted institution of higher education, as

determined by the Department’s transcript review;

3.21(1)(b)

have successfully completed a speech-language pathology

assistant program at a regionally or nationally accredited institution;

3.21(1)(c)

have successfully completed a minimum 100 clock-hours of a

school-based practicum under the supervision of an American Speech-

Language-Hearing Association- certified and licensed school SLP, in

accordance with the requirements of section 4.11(6) below; and

3.21(1)(d)

have demonstrated through Department transcript review

knowledge in the competencies specified in sections 4.11(3) and 4.11(4)

below.

3.21(2)

As determined by the Department of Higher Education, the SLPA

applicant is knowledgeable about communication processes and basic human

communication, and is able to articulate:

3.21(2)(a)

the anatomical/physiological, psychological, developmental,

linguistic and cultural bases of communication processes;

3.21(2)(b)

communication disorders, articulation, fluency, voice and

resonance, receptive and expressive language and language-based

learning disabilities;

3.21(2)(c)

hearing disorders and their impact on speech and language;

3.21(2)(d)

cognitive and social aspects of communication disorders;

3.21(2)(e)

communication modalities including oral, written, manual,

augmentative and alterna

n processes;

3.21(2)(b)

communication disorders, articulation, fluency, voice and

resonance, receptive and expressive language and language-based

learning disabilities;

3.21(2)(c)

hearing disorders and their impact on speech and language;

3.21(2)(d)

cognitive and social aspects of communication disorders;

3.21(2)(e)

communication modalities including oral, written, manual,

augmentative and alternative communication techniques and assistive

technologies;

3.21(2)(f)

normal development of reading and writing in the context of the

general education curriculum; and

3.21(2)(g)

characteristics

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