Request for Review

Request for review At the most recent meeting of the Executive Board of the Council on Education of the Deaf, the Presidents of each member organization (Alexander Graham Bell Association for the Deaf, Conference of Educational Administrators Serving the Deaf, and Convention of American Instructors of the Deaf) reported conceptual agreement, on behalf of their boards, to the standards of certification for administrators of schools for deaf children. Therefore, these standards are placed into effect. There was mutual concern that these standards are far from perfect and in need of thoughtful revision. Recognizing that such a process will require several years, it was the consensus to pass the proposed guidelines rather than have none at all. Therefore these standards were approved with the recognition that the membership would be invited to offer constructive improvements that could be incorporated into the next revision. The Executive Board wishes to publicly thank Dr. Richard Brill and his committee for their several years of work in bringing these standards to fruition. The presidents of each association, on behalf of their respective boards, invite you to send your comments and suggestions for revision of these standards to a committee of appointed representatives who have been charged with further improving the standards. Your comments are invited and should be sent to: Dr. David Updegraff, Chairman, Administrative Standards Revision Committee Michigan School for the Deaf West Court Street Flint, Ml 48502 13.0 Certification requirements for administrators of programs for the hearing impaired 13.1 Initial Requirements for Provisional Certification Must hold CED professional level certification as a teacher, supervisor, or psychologist, as related to the education of the hearing impaired; and 13.1.1 Holds a masters (or higher) degree earned at an accredited college or university with a major in education, supervision of instruction, or school administration ; or a terminal degree in education, psychology, speech pathology, or audiology ; and 13.1.2 Holds a state certificate in one of the following areas: teaching the hearing impaired , psychologist to the hearing impaired , speech pathology, or audiology; and 13.1.3 Holds a state certificate in supervision of instruction or school administration; and 13.1.4 Has demonstrated a minimum of three years of successful teaching or other professional experience in schools, classes, or programs for hearing impaired children or youth. 13.2 Additional Requirements for Professional Certification 13.2.1 For professional certification in the area of Administration, certain additional knowledge, skill and competence is needed to qualify as an administrator of programs for hearing impaired persons or for preparing professionals for the field of working with hearing-impaired youth and adults. In order to assure knowledge and skill in each of the following ten (10) areas, evidence of completion of collegiate courses or professional workshops is to be submitted. Transcripts of college courses should be submitted along with a written statement delineating which courses/workshops dealt with each area. The program of workshops attended should have a written statement of the content, the number of hours attended, and the number of continuing credits if university sponsored . 13.2.2 This grouping of knowledge and skills is not necessarily discrete and should not be considered as separate or individual course titles. A particular course or workshop may cover more than one area. AREAS A. Legal 1. Knowledge of federal, state, and local legislation and regulations; types of program options; and appropriate support services needed for hearing impaired children and youth, including: a. Knowledge of laws and policies pertaining to providing services to hearing impaired children in the least restrictive environment. b. Knowledge about the Education for All Handicapped Children Act of 1975 (P. L. 94-142) and its implementation. 2. Knowledge of educational administrative issues in the public school setting and the residential school setting. B. Finance 1. Knowledge of patterns of fiscal support used by federal, state and local districts, particularly in regard to special education. 2. Knowledge of budget development and fiscal management . 3. Knowledge of fiscal management in regard to pupil transportation. A.A.D. / March 1987 C. Educational Technology 1. Knowledge of benefits and limitations of amplification systems used with hearing impaired children. 2. Knowledge of the application of media and other...