16 KAR 9:070. Kentucky Primary Alternative
RELATES TO: KRS 161.028(1)(a), (c), 161.030,
STATUTORY AUTHORITY: KRS 161.028(1)(a), (c),
161.030, 161.048(3), 161.049
NECESSITY, FUNCTION, AND CONFORMITY: KRS 161.048(3)
requires the Education Professional Standards Board to promulgate
administrative regulations establishing standards for local district training
programs and the approval and evaluation process for an alternative training
program for primary teachers. This administrative regulation establishes the
requirements for Kentucky's Primary Alternative Certification Program.
Section 1. School District Plan. (1) Submission and
approval. A school district certification plan required by KRS 161.048(3) and
161.049(3) shall be submitted to the Office of Teacher Education and
Certification in the Kentucky Department of Education for review. The Office of
Teacher Education and Certification shall forward all plans that meet review
criteria to the Education Professional Standards Board for approval.
(2) A district plan shall be signed by:
(a)1. The district superintendent; or
2. If the plan is submitted by a consortium, each
superintendent involved in the consortium; and
(b) The dean of the teacher education unit at the
sponsoring college or university.
(3) The district plan shall include the following:
(a) Written evidence that the district has sought
joint sponsorship of the program with a college or university;
(b) The names and qualifications of the individuals
who will provide formal instruction to participants;
(c) A description of the required training program
for members of the professional support team;
(d) A tentative budget to include anticipated
personnel costs for the period of time for which approval is requested;
(e) The name, title, work address, and telephone
number of the program director;
(f) A description of the candidate appeals process;
(g) Professional support team roles and
expectations for each stage of the candidate training program; and
(h) Time and personnel allocations for permitting
Phase 3 candidates to observe an experienced teacher at least one (1) class
period per week.
(4) Review criteria and procedures.
(a) Office of Teacher Education and Certification
staff shall review each plan in terms of:
1. Compliance with established alternative
certification program administrative regulations;
2. Adequacy of financial and personnel resources;
3. Qualifications of training program staff,
particularly in the areas of instruction and supervision.
(b) Office of Teacher Education and Certification
staff shall recommend acceptance or denial of the plan to the Education
Professional Standards Board along with a rationale for the recommendation.
(c) The board shall:
1. Review the staff recommendations;
2. Approve or deny each plan; and
3. Transmit the decision and rationale for the
decision to the district or group of districts.
(d) Approval decisions granted by the board shall
specify the period for which approval is granted. The approval period shall not
exceed five (5) years.
(e) If the plan is denied approval, it may be
revised and resubmitted.
(5) Extension of approval. The superintendent of a
district or superintendents of a group of districts may request an extension of
program approval for an additional period not to exceed five (5) years. The
request shall include results of program evaluation and a financial impact analysis.
Additional assurances of program quality as requested by the Education
Professional Standards Board shall be provided.
(6) Program revisions.
(a) Significant deviations in program components
shall be submitted to the Education Professional Standards Board for approval
prior to implementation of program changes.
(b) The proposed revision along with the
corresponding section of the original plan and a rationale for the revision
shall be sent to staff in the Office of Teacher Education and Certification for
review and presentation to the Education Professional Standards Board for approval.
Section 2. Professional Support Team. The school
district shall assign a professional support team to each candidate.
(a) The principal, as chair, shall keep records of
1. All informal classroom observations and
2. All formal classroom observations and
3. Documented changes made in the candidate's
professional growth plan.
(b) At regular intervals, the chair shall convene
the candidate and the team to discuss professional progress and modifications
in the professional growth plan if needed.
(2) Experienced teacher. The experienced teacher
shall hold current Kentucky certification valid for teaching in the primary
grades at Rank I or II levels and shall have at least four (4) years of
full-time teaching experience. At least one (1) year of the teaching experience
shall be in the district that has employed the candidate and at least one (1)
year shall be in a primary school program.
(3) Instructional supervisor. The instructional
supervisor shall hold a valid Kentucky certificate for supervision of
instruction and shall have at least one (1) year of prior experience in the
employing school district. If an instructional supervisor is not available, the
district shall assign a person who holds a valid Kentucky certificate for
supervision of instruction and who has held the full-time position of
supervisor of instruction for at least one (1) year within the three (3)
(4) College or university faculty member. The
college or university representative shall be a full-time or part-time faculty
member who has credentials or experiences in child development, early childhood
education, or a closely related field. If a faculty member is not available,
the district shall assign a person approved by a college or university who has
held the position of college faculty member within the preceding three (3)
years and whose credentials or experiences are in child development, early childhood
education, or a closely related field.
(5) Training for professional support team.
(a) Each member of the professional support team
shall successfully complete the Kentucky Teacher Internship Program (KTIP)
training for classroom observers.
(b) Each member of the support team shall
successfully complete the written and coding tests for the KTIP prior to
service on a professional support team.
(c) Training for a team member shall not occur
after Phase 1 of the candidate training begins.
Section 3. Procedures
for Admission. All candidates for entry into an alternative certification
Receive a one (1) year provisional teaching certificate prior to program
Be classified as Rank IV for salary purposes; and
Apply to the Office of Teacher Education and Certification in the Kentucky
Department of Education for the one (1) year provisional teaching certificate
A completed Form TC-1, with the local district completing Section 4 of this
The following items with the application:
1. Official transcripts of all college work;
2. Written evidence of an offer of employment by a
school district with an approved alternative certification program;
3. Evidence of a criminal record review;
4. Three (3) recent letters of reference from
persons not related to the candidate who are familiar with the candidate's
professional work; and
Documentation of the candidate's employment history, including a position
description that shows a direct relationship to the subject matter of the
candidate’s teaching field for:
The candidate’s current position; or
If the candidate is currently unemployed, the position held immediately prior
to application for entry to the alternative training program; and
Each position submitted by the candidate to meet the experience requirement.
Section 5. Professional Growth Plan. (1) An individual professional growth plan
Be consistent with:
The district plan for assisting a teacher toward proficiency, as required by
The requirements of the New Teacher Standards established in 16 KAR 1:010; and
The district’s approved alternative certification proposal;
Be developed for each candidate;
Be discussed with the candidate prior to the beginning of the program;
Address all phases of the training program; and
Meet the requirements for formal instruction established in KRS 161.049(5).
Formal instruction shall:
Be designed to ensure that the candidate meets the requirements of the new
teacher standards established in 16 KAR 1:010; and
Relate directly to the:
Candidate’s professional growth plan; and
Knowledge base of the Kentucky Teacher Internship Program (KTIP).
(2) Approval of professional growth plan.
(a) Each candidate's professional growth plan shall
be submitted to the Education Professional Standards Board for review and
(b) If the board judges that the professional
growth plan is not consistent with the approved district plan, the board shall
deny approval of the individual plan and the candidacy until an appropriate
professional growth plan is approved.
(c) For each candidate seeking certification
through an approved alternative training program, the district shall submit the
following to the Office of Teacher Education and Certification:
1. Identification of the school or an accurate
description of another location, in which the candidate shall be trained during
the first eight (8) weeks of the program. Reasons for selecting a nonschool
site shall be provided;
2. Identification of the school or an accurate
description of another location, in which the candidate shall teach and be
trained during the two (2) subsequent eighteen (18) week periods of training;
3. The proposed daily work load appropriate for
Rank IV and a schedule of the candidate for each phase of the training;
4. A copy of the official letter offering
employment to the candidate;
5. Evidence that the candidate has accepted the
offered employment; and
6. The names and positions of the members of the
professional support team to include evidence that each member has successfully
completed training and testing for participation in the Kentucky Teacher
Internship Program or the required update as established in 16 KAR 7:010.
Section 6. Candidate Training Program. The candidate
training program shall provide essential knowledge and skills in three (3)
(1) Phase 1 training. The professional support team
and the candidate shall meet before the candidate begins Phase 1 training for
orientation to the approved training program and to the responsibilities and
expectations for each team member and the candidate. Phase 1 training shall
comply with KRS 161.049(4)(a) and include the following:
(a) An introduction to basic teaching strategies
through supervised teaching experiences with students.
(b) Integration of the candidate's supervised
teaching experience with formal instruction in child development and learning,
basic teaching strategies, classroom management, dealing with diverse learning
styles of diverse student populations, student assessment with emphasis on
methods of continuous program assessment and authentic assessment tasks, an
understanding of school governance including school-based decision making, and
the knowledge base for the Kentucky Teacher Internship Program.
(c) A formal orientation to the policies,
organization, curriculum, and student characteristics of the employing
district. The orientation shall be supervised or provided by one (1) or more
members of the professional support team.
(2) Phase 2 training. Phase 2 training shall comply
with KRS 161.049(4)(b) and include eighteen (18) weeks of formal instruction,
informal observations, and critiques of the candidate's performance. Formal
instruction, informal observations, critiques, and evaluations shall relate
directly to the candidate's professional growth plan and to the New Teacher
Standards established in 16 KAR 1:010 and subsection (1)(b) of this section.
Phase 2 training shall comply with the following:
(a) Prior to or during the first week of Phase 2
training, the professional support team shall discuss with the candidate the
purpose and expectations of informal observations, critiques, formal
observations, and evaluations.
(b) The candidate shall be visited, informally
observed, and critiqued at least once per week by one (1) or more members of
the professional support team. During the eighteen (18) week period, each
member of the support team shall visit, informally observe, and critique the
candidate at least five (5) times.
(c) Each team member shall schedule a formal
observation of the candidate at least once during the first five (5) weeks,
once during the second five (5) weeks, and once during the last eight (8)
(d) The support team shall meet to formally
evaluate the candidate at the end of five (5) weeks, at the end of ten (10)
weeks, and at the end of eighteen (18) weeks. After each set of formal
evaluations, the support team shall meet with the candidate to discuss
evaluation results. Modifications of the candidate's professional growth plan
may be needed as a result of the formal evaluations.
(3) Phase 3 training shall comply with KRS
161.049(4)(c) and include eighteen (18) weeks of formal instruction, informal
visits and critiques of classroom performance, and at least two (2) formal
observations and evaluations. Phase 3 training shall comply with the following:
(a) Each member of the professional support team
shall informally visit and critique the candidate at least once per month. Each
informal observation shall last at least one (1) hour.
(b) The candidate shall spend at least one (1)
class period per week observing an experienced teacher. Teachers selected for
observation shall represent a variety of models of primary classrooms and shall
be chosen for their ability to demonstrate a variety of exemplary teaching
techniques and strategies.
(c) Each member of the professional support team
shall formally observe and evaluate the candidate at least twice.
(4) Completion of training program.
(a) The candidate shall take the specialty area
test identified in 16 KAR 6:010 no earlier than the Phase 3 training period.
The scores required of the candidate shall be those established in 16 KAR
6:010. The professional support team shall not recommend approval for a
candidate until passing scores are achieved on all required tests.
(b) Upon completing the alternative training
program, obtaining a passing score on the specialty area test as established in
16 KAR 6:010, and upon receiving a recommendation of approval by the professional
support team, the candidate shall be issued a certificate of eligibility for
participation in the Kentucky Teacher Internship Program established in KRS
161.030 and implemented through 16 KAR 7:010.
(5) Informal observation and critique.
(a) During an informal observation each support
team member shall record observations of the candidate's performance in
relation to the Kentucky Teacher Internship Program knowledge base and the
performance of students in the classroom. Team members may use the classroom
observation instrument of the Kentucky Teacher Internship Program. Each
informal observation leading to a critique shall be no less than twenty (20)
minutes. Visits for informal observations shall be announced and unannounced
and shall include the range of times and activities for which the candidate has
(b) A conference shall be held with the candidate
following each informal observation to discuss results. The conference shall
occur as soon as possible after the observation in order to assist the
candidate in improving classroom performance and the performance of students.
(6) Formal observation and evaluation.
(a) Formal observations shall be scheduled in
advance with the candidate and shall last no less than one (1) hour each. Team
members shall use the classroom observation instrument of the Kentucky Teacher
Internship Program during each formal observation and shall provide observation
results to the candidate as soon as possible after the end of the formal observation.
(b) As a part of the formal evaluation, team
members shall review the candidate's progress as recorded on observation
instruments, notes, and other documents relating to the candidate's classroom
(c) Each formal evaluation shall consist of the
team's written assessment of the candidate's performance as measured through
formal and informal observations.
(d) Following each set of formal evaluations, the
team shall meet with the candidate to discuss evaluation results which may lead
to modification of the candidate's professional growth plan. The team and the
candidate shall plan together for the candidate's professional growth over the
following training periods.
(7) Evaluation report of the candidate.
(a) The professional support team shall make a
recommendation pursuant to KRS 161.049(6).
(b) All team members shall vote on the final
recommendation. If the professional support team fails to achieve a majority
vote (3-1 or 4-0) for any recommendation, the decision shall be interpreted as
falling under the insufficient category. The team chair shall prepare a
narrative describing the vote. Team members may attach an individual position
statement to any recommendation. All documents shall be forwarded by the chair
to the Education Professional Standards Board for review.
Section 7. Candidate Appeals Process. (1) The
sponsoring district or consortium shall establish an appeal process for
candidates in the alternative training program and shall notify the Education
Professional Standards Board of this process at the time of application for
approval of the program.
(2) Complaints relative to failure of the
sponsoring district or consortium or the professional support team to comply
with and follow all prescribed statutory and regulatory requirements and
procedures of an approved alternative training program shall be directed to and
assessed by the superintendent or designee of the sponsoring district or consortium.
The district shall notify the Education Professional Standards Board of all appeals
and actions taken as a result of appeals.
Section 8. Program Evaluation. (1) The district or consortium proposal for
an alternative teacher preparation program shall include:
A schedule for short-range program evaluation, including an evaluation of the
effectiveness of the:
Formal instruction in relation to acquisition by the candidate of the knowledge
and competencies specified in this administrative regulation;
Assistance provided by the professional support team; and
Candidate in the classroom during the two (2) eighteen (18) week training
A schedule for long-range program evaluation, including an evaluation of the:
Goals of the alternative preparation program; and
Effectiveness of the program in meeting these goals.
(2)(a) The Education Professional Standards Board
shall conduct, or cause to be conducted, periodic reviews of the district
training programs which shall include on-site evaluations to verify the quality
of the programs.
(b) The on-site evaluations shall be scheduled in
advance with the district to:
1. Allow sufficient time for the district to
provide evaluation results and other necessary records and documents;
2. Ensure availability of program staff and
3. Provide other facilities for the conduct of
(c) The Education Professional Standards Board
1. Provide a copy of its evaluation report to the
district within thirty (30) working days of receipt of the board's evaluation
2. Review the report and response; and
3. Take appropriate action. If in the judgment of
the board an alternative training program exhibits continuing and
insurmountable weaknesses, the board shall direct termination of the program at
the end of the school year.
9. Incorporation by Reference. (1) Form TC-1, revised 7/99, is incorporated by
This material may be inspected, copied, or obtained at the Education
Professional Standards Board, 100 Airport Road, 3rd Floor, Frankfort, Kentucky
40601, Monday through Friday, 8 a.m. to 4:30 p.m. (18 Ky.R. 2903; eff. 5-1-92; Am. 26 Ky.R. 1039; 1418; eff. 1-18-2000;
recodified from 704 KAR 20:610, 7-2-2002.)