TABLE OF CONTENTS

ADMINISTRATION

ATHLETICS AND CO-CURRICULAR PROGRAMS COORDINATOR

CHILDREN AT RISK COORDINATOR

DEAN OF STUDENTS

DIRECTOR OF INSTRUCTION

DIRECTOR OF SPECIAL EDUCATION & PUPIL SERVICES

EDUCATION FOR EMPLOYMENT COORDINATOR

GIFTED AND TALENTED COORDINATOR

INSTRUCTIONAL LIBRARY MEDIA SUPERVISOR

INSTRUCTIONAL TECHNOLOGY COORDINATOR

LOCAL VOCATIONAL EDUCATION COORDINATOR

PERSONNEL COORDINATOR

PRINCIPALS

PUBLIC RELATIONS COORDINATOR

READING SPECIALIST

RESEARCH COORDINATOR

SCHOOL BUSINESS ADMINISTRATOR

SCHOOL DISTRICT ADMINISTRATOR OR SUPERINTENDENT

SCHOOL NETWORK ADMINISTRATOR

SCHOOL TO WORK COORDINATOR

STANDARDS AND ASSESSMENT COORDINATOR

TITLE 1 COORDINATOR

PUPIL SERVICES

SCHOOL COUNSELOR

SCHOOL PSYCHOLOGIST

SCHOOL SOCIAL WORK

SPECIAL EDUCATION

COGNITIVE DISABILITIES

CROSS CATEGORICAL SPECIAL EDUCATION

DEAF OR HARD OF HEARING

EARLY CHILDHOOD SPECIAL EDUCATION

EMOTIONAL DISTURBANCE/EMOTIONAL BEHAVIORAL DISABILITY

LEARNING DISABILITIES

SPEECH�LANGUAGE PATHOLOGY

VISUAL IMPAIRMENT

GENERAL EDUCATION

AGRICULTURE EDUCATION

ART

BROADFIELD LANGUAGE ARTS

BROADFIELD SCIENCE

BROADFIELD SOCIAL STUDIES

BUSINESS EDUCATION

COMPUTER SCIENCE

DANCE

EARLY CHILDHOOD

EARLY CHILDHOOD THROUGH MIDDLE CHILDHOOD

EARTH AND SPACE SCIENCE

ECONOMICS

ENGLISH AS A SECOND LANGUAGE

ENGLISH LITERATURE AND COMPOSITION

ENVIRONMENTAL SCIENCE

FAMILY AND CONSUMER EDUCATION

FOREIGN LANGUAGE

GEOGRAPHY

HEALTH

HISTORY

JOURNALISM

LIFE & ENVIRONMENTAL SCIENCE INCLUDING BIOLOGY AND ENVIRONMENTAL STUDIES

MARKETING EDUCATION

MATHEMATICS

MIDDLE CHILDHOOD THROUGH EARLY ADOLESCENCE

MUSIC

PHYSICAL EDUCATION

PHYSICAL SCIENCE INCLUDING CHEMISTRY

PHYSICAL SCIENCE INCLUDING PHYSICS

POLITICAL SCIENCE and CITIZENSHIP

PSYCHOLOGY

SOCIOLOGY

SPEECH COMMUNICATION

TECHNOLOGY EDUCATION

THEATRE

SUPPLEMENTARY PROGRAMS

ADAPTIVE EDUCATION

ADAPTIVE PHYSICAL EDUCATION

ASSISTIVE TECHNOLOGY

BILINGUAL-BICULTURAL EDUCATION

GIFTED AND TALENTED

INSTRUCTIONAL LIBRARY MEDIA SPECIALIST

READING TEACHERS

ADMINISTRATION

CONTENT GUIDELINES FOR

ATHLETICS AND CO-CURRICULAR PROGRAMS COORDINATOR

MISSING

CONTENT GUIDELINES FOR

CHILDREN AT RISK COORDINATOR

A Children At Risk Coordinator will demonstrate knowledge of and skills in:

1. Diversity as identified in PI 34.15.

2. Wisconsin Children At-Risk legislation and Administrative codes.

3. Children At-Risk program and budget management.

4. School and student level performance reports.

5. Research related to student risk factors and strategies to overcome risks.

6. Advocacy role and strategies for serving at-risk students in school/community.

7. Contracting and monitoring strategies for at-risk students� performance.

8. School and community support services.

9. Communication with school staff, parents/guardians and community agencies.

10. Empathy for working with at-risk students.

11. Commitment to at-risk students� success in school and community.

12. Persistence in working with at-risk students, community and families.

13. Entrepreneurial approach to services design.

Draft 8/17/01

CONTENT GUIDELINES FOR

DIRECTOR OF INSTRUCTION

A Director of Instruction will demonstrate knowledge of and skills in:

1. Minority group relations as identified in PI 34.15(4)(c).

2. The organization and operation of public schools at all levels.

3. The governance of education at the national, state and local levels.

4. Supervision of instruction.

5. Evaluation of personnel.

6. School finance and taxation.

7. School business administration.

8. School law including those related to pupils, special education and employee contracts.

9. School and community relations.

10. The politics of education.

11. Educational leadership including participatory management, long-range strategic planning and change agent processes.

12. Human growth and development from birth through adult.

13. Oral and written communication.

14. Coordination of co-curricular and extra-curricular programs including organization structure, program planning and evaluation, policy formation, and curriculum development at both the school and district levels.

15. Test and measurements including norm-referenced and teacher constructed testing.

16. Curriculum development at the early childhood � middle childhood, middle childhood � early adolescence, and early adolescence � adolescence levels.

17. The role, function, and responsibility of a director of instruction through a supervised practicum, internship or documented work experience in a school setting.

CONTENT GUIDELINES FOR

DIRECTOR OF SPECIAL EDUCATION & PUPIL SERVICES

The Director of Special Education and Pupil Services will demonstrate knowledge of and skills in:

1. Historical, theoretical and legal foundations of special education and pupil services including:

Historical and evolving special education laws, regulations, and policies and procedures that effect the lives of children with disabilities and their families.
Models, theories and philosophies that provide the basis for general and special educational systems.
Organizational and systems theory including political and economic issues that effect policy development within state and local education agencies and across other service systems.
Federal, state, and local education reform initiatives and their requirements for both general and special education.
Legal responsibility with regard to school-based counseling, psychological, social work, and nursing services including the children�s code under Wis. Stats., Chapter 48.

2. The characteristics of learners including:

Theories of child and adolescent development and principles of learning and how they relate to children at risk and children with disabilities.
Differential learning characteristics of students with and without disabilities and the implications for development of programs and service

3. Assessment and diagnosis practices including:

Current legal and policy issues surrounding assessment and accountability related to children at risk and children with disabilities.
Characteristics, appropriate use, and interpretation of various types of education-related assessments, including but not limited to norm-referenced, informal, and performance-based portfolio.

4. Instructional content and practice including:

General education curriculum theory, models, and implications for children at risk and children with disabilities.
General education curriculum theory, instruction, and how special education and related services support student access to the general education curricul

5. Planning and managing the educator and learning environment including:

Research methods and knowledge about issues and trends to improve practice in schools and classrooms.
Coordination of curriculum and instructional programs and practice strategies that facilitate the seamless movement of students from early childhood into K-12 environments and from school to post-secondary settings.
Organization, development and management of collaborative and mutually supportive pupil services and special education programs within educational settings.
Program evaluation models, processes and accountability systems.
Leadership and human resources management including recruitment, personnel assistance and development, on-going supervision and evaluation of personnel, sites and district services related to learning outcomes for all students.
Federal, state and local fiscal and taxation policies related to education and other social and health agencies.
The educator standards under s. PI 34.02.
Minority group relations under s. PI 34.15(4)(c).

6. Managing student behavior and social skills/interactions including:

Federal, state and local policies and procedures governing the discipline of all students and the implications for children at risk and children with disabilities.
Knowledge of legal and ethical issues surrounding use of various forms of behavior and social skills management procedures for children at risk and children with disabilities.

7. Communication and collaboration partnerships including:

Interacting successfully with students, parents, educators, employers, and community support systems such as juvenile justice, public health, vocational rehabilitation, human services, and early childhood and adult education.
Approaches for involving parents, family, and community members in educational planning, implementation, and evaluation.
The roles of parents and various advocacy organizations as they support children at risk and children with disabilities and their families.

8. Professional and ethical practices including:

The professional ethics and social behaviors appropriate for school and community.
Interpersonal communication, intergroup communication, and public communication both oral and written.

CONTENT GUIDELINES FOR

EDUCATION FOR EMPLOYMENT COORDINATOR

(Career and Technical Education Coordinator)

An Education for Employment Coordinator will demonstrate knowledge of and skills in:

1. developing policies, long-rang plans and advocacy for career and technical education based on current research, federal and state requirements and best practices.

2. understanding and promotion of the concept of comprehensive programs in career and technical education which includes teaching the academic disciplines of marketing education, business education, health sciences occupations, agriculture education, technology education, and family and consumer sciences education.

3. understanding and promoting the concept of comprehensive programs in career and technical education which includes co-curricular career and technical student organizations related to each of the disciplines.

4. understanding and promotion of the concept of comprehensive programs in career and technical education which includes planning, coordinating and evaluating work based learning as a strategy for career development.

5. developing and implementing on-going evaluation plans for career and technical education and using the results for program improvement.

6. developing school, business and community relations that support the goals of career and technical education. (create advisory committees, serve on economic development committees, etc.)

7. developing and managing budgets and grants.

8. gathering, analyzing and disseminating data related to career and technical education, including local, state and national labor market information.

9. personnel selection and supervisory practices according to accepted personnel standards.

10. assessing staff development needs and providing quality staff development opportunities in career and technical education. (in-services, workshops/meetings, sharing research and best practices)

11. strategic planning, group facilitation, conflict resolution and mediation, and continuous improvement practices.

12. understanding the Wisconsin Developmental Guidance Model and the Education for Employment Standards, especially the relationship between comprehensive career development and career and technical education.

13. providing leadership in the understanding and promotion of postsecondary options for students especially in technical areas. (articulation, Tech Prep, Youth Options, nontraditional opportunities)

14. the integration of career and technical education model academic standards into K-12 curricula and assessment.

15. understanding the roles and responsibilities of working in a profit-making business environment. (through externships, work experience, volunteer experiences, etc.)

7/02/01

CONTENT GUIDELINES FOR

GIFTED AND TALENTED COORDINATOR

MISSING

CONTENT GUIDELINES FOR

INSTRUCTIONAL LIBRARY MEDIA SUPERVISOR

An Instructional Library Media Supervisor will demonstrate knowledge of and skills in:

Educational administration/leadership:

The candidate can:

� Articulate the principles of school administration and apply them to the school district's library media program

� Build consensus and motivate different people

� Monitor, assess, and employ existing and emerging technologies for instructional and management applications

School personnel management:

The candidate can:

� Apply a knowledge of human relations to the direction of library media program personnel

� Recruit, hire, train, assign, supervise, evaluate, and provide leadership for school library media specialists and other staff in the school district's library media programs

Supervision of instruction:

The candidate can:

� Apply knowledge of adult learning theory, program planning and evaluation, and curriculum development at the elementary, middle and secondary levels

� Apply appropriate research findings to improve teaching and learning throughout the school district and specifically within the library media program

� Participate in district-wide instructional leadership efforts

� Provide leadership in planning and using existing and emerging instructional and informational technologies in all aspects of the school district's educational program

� Assess needs, and develop and implement a program of inservice education that incorporates information and technology literacy and its integration into the curriculum

District level library media program supervision:

The candidate can:

� Apply effective management principles to the administration of the district level library media program

� Work with faculty, administrators, instructional technology staff, and other library media professionals to establish library media program goals that are an integral part of the educational program in the district

� Initiate and direct activities involving faculty, administrators, and other library media professionals to meet the library media program goals

� Design, establish, and communicate district wide policies and procedures to meet the library media program goals

� Articulate and promote the library media program goals, activities, and policies, to appropriate individuals and groups

� Prepare, justify, and administer the district level library media program budget based on instructional program needs

� Develop proposals to secure funding from grant programs and other sources

� Evaluate in collaboration with faculty, administrators, instructional technology staff, and other library media professionals the instructional effects of the library media program.

� Advocate, initiate, and implement formal and informal agreements providing for increased availability and accessibility of information through interlibrary cooperation and resource sharing.

� Conduct research to assist in the development and operation of exemplary district level library media programs throughout the school district

� Facilitate the efforts of the district level library media advisory committee that includes administrators, teachers, library media staff, instructional technology staff, students, parents, and other representatives of the community

� Understand the principles and support the practice of free inquiry and access to information

� Model and promote ethical use of information and technology and respect and comply with intellectual property rights, laws, and guidelines

� Demonstrate awareness of laws and regulations that affect school library media programs

� Design school library media centers and other instructional facilities that support the instructional program and facilitate learning

� Support and develop a library media program that provides for equitable and flexible access to information, ideas, resources, and services both within and beyond the district

March 17, 2000

CONTENT GUIDELINES FOR

INSTRUCTIONAL TECHNOLOGY COORDINATOR

The Instructional Technology Coordinator will demonstrate knowledge of and skill in:

1. Knowledge of the principles and theories of PK-12 curriculum development and teaching strategies.

2. Ability to provide educational leadership, including visioning, strategic planning, goal-setting, curricular innovation, program evaluation, problem solving, and utilizing management theory and practice.

3. Interpersonal and communication skills needed to work and interact effectively within the educational community (students, educators, parents, staff and the general public) by displaying a comprehensive competence that promotes reliability, balance, responsiveness and flexibility.

4. Knowledge and ability to plan, manage, budget, make decisions and implement:

� technology support for instruction

� the selection, supervision, training and evaluation of staff

� instructional technology systems

� facility design

� funding sources, including grants

� instructional design

5. Ability to plan and manage the identification, evaluation, selection, acquisition, maintenance and use of instructional technology systems (voice, video, data, etc.)

6. Ability to support and implement inclusive and comprehensive user access within and beyond the school.

7. Ability to facilitate the integration of instructional technology into the curriculum through teaching and learning activities.

8. Ability to evaluate and implement appropriate, current and emerging trends and developments in instructional technologies, including information access and delivery systems, networking and telecommunications.

9. Ability to oversee a reliable technology infrastructure and make appropriate decisions regarding that infrastructure in support of learning and teaching.

10. Ability to develop, review, implement and evaluate policies and procedures governing instructional technology.

11. Participate in local, regional, state, and national collaborative opportunities .

12. Access resources through partnerships, organizations, consortia and educational institutions.

13. Ability to facilitate and promote effective use of technology through the planning and implementation of appropriate staff development models.

14. Ability to facilitate and promote the use of technology to meet identified academic standards.

15. Awareness of and ability to apply federal, state and local regulations, laws and policies involving instructional technology and information access.

16. Knowledge of societal and ethical issues related to technology, including the impact of technology on society, censorship, equity, access issues, rights to privacy, copyright laws, and fair use guidelines.

17. Awareness and use of resources for personal professional growth, including electronic and printed literature, professional organizations, and collegial avenues.

8/14/01

Content Guidelines for

Local Vocational Education Coordinator

(Career & Technical Education Coordinator)

A Local Vocational Education Coordinator will demonstrate knowledge of and skills in:

1. developing policies, long-rang plans and advocacy for career and technical education based on current research, federal and state requirements and best practices.

5. developing and implementing on-going evaluation plans for career and technical education and using the results for program improvement.

6. developing school, business and community relations that support the goals of career and technical education. (create advisory committees, serve on economic development committees, etc.)

7. developing and managing budgets and grants.

8. gathering, analyzing and disseminating data related to career and technical education, including local, state and national labor market information.

9. personnel selection and supervisory practices according to accepted personnel standards.

10. assessing staff development needs and providing quality staff development opportunities in career and technical education. (in-services, workshops/meetings, sharing research and best practices)

11. strategic planning, group facilitation, conflict resolution and mediation, and continuous improvement practices.

13. providing leadership in the understanding and promotion of postsecondary options for students especially in technical areas. (articulation, Tech Prep, Youth Options, nontraditional opportunities)

14. the integration of career and technical education model academic standards into K-12 curricula and assessment.

15. understanding the roles and responsibilities of working in a profit-making business environment. (through externships, work experience, volunteer experiences, etc.)

7/02/01

CONTENT GUIDELINES FOR

PERSONNEL COORDINATOR

MISSING

CONTENT GUIDELINES FOR

PRINCIPALS

A Principal will meet all of the standards in PI 34.03 (10 �(7) and demonstrate knowledge of and skill in:

1. Diversity as identified in PI 34.15(4)(c).

2. The organization, history, and operation of public schools.

3. The governance of education at the national, state and local levels.

4. Supervision of instruction.

5. Evaluation of personnel.

6. School finance and taxation.

7. School business administration.

8. School law including those related to pupils, special education and employee contracts.

9. School and community relations.

10. The politics of education.

11. Educational leadership at the building level including participatory management, long-range and continuous strategic planning and change agent processes.

12. Oral and written communication.

13. Operational tasks and instructional leadership of the principalship.

14. Coordination of co-curricular and extra-curricular school programs, including organizational structure, program planning, policy formation and curriculum development.

15. Curriculum development at the school level.

16. Tests and measurements including norm-referenced and teacher constructed testing.

17. The role, function and responsibility of the principal through a supervised practicum, internship or documented work experience in a school setting at the appropriate level. 7-2001

CONTENT GUIDELINES FOR

PUBLIC RELATIONS COORDINATOR

MISSING

CONTENT GUIDELINES FOR

READING SPECIALIST

The Reading Specialist will demonstrate knowledge of and skill in:

1. Language Arts Standards including:

� Wisconsin Model Academic Standards for English Language Arts.

� National Standards for the English Language Arts

2. Language Arts Processes including:

� Language arts processes (reading, writing, speaking, listening, viewing, and representing) interrelationships among them.

� Interdisciplinary and integrative aspects of language arts processes.

� Perception of reading as a process of constructing meaning through the interaction of the reader, text, and context of the reading situation.

3. Language Arts Models including:

� Strengths and weaknesses of various literacy models.

4. Research including:

� Contributions of literacy scholars to the literacy knowledge base.

� Research in reading and the language arts, special education, psychology, and other fields that address pupils with reading and learning disabilities.

� Historical and current perspectives, terminology, diagnostic procedures, and instructional approaches in reading and the language arts, psychology, and special education.

� Research methodologies, e.g., ethnographic, descriptive, experimental, and historical.

5. Language including:

� The nature and structure of language.

� Language variation.

� Relationship of language systems (phonemic, morphemic, semantic, syntactic, and pragmatic) to the language arts.

6. Literacy, Language Acquisition, Language Development, Cognition and Learning including:

� Major theories of literacy, language acquisition, language development, cognition, metacognition, and learning.

� Developmental process of the language arts (reading, writing, speaking, listening, viewing, and representing) from infancy through middle childhood.

� Nature and multiple causes of reading disabilities.

� Major definitions of family literacy and the impact of family structures, functions, relationships, and dynamics on literacy development and educational progress.

� Cultural, linguistic, cognitive, and social aspects of literacy development and the interrelationships among these aspects and the language arts.

� Influence of physical, psychological, social, cultural, environmental, and cognitive factors on learning, language development, and reading.

� Influence of environmental context on use of language.

7. Literature including:

� Classic and contemporary literature, fiction and non-fiction, including oral, written and visual forms, at appropriate levels.

� Function and variety of literary forms.

8. Sociocultural and Political Aspects of Literacy including:

� Literacy as a means for shaping and transmitting culture.

� Relationship between political processes and reading policy.

CONTENT GUIDELINES FOR

RESEARCH COORDINATOR

MISSING

CONTENT GUIDELINES FOR

SCHOOL BUSINESS ADMINISTRATOR

The School Business Administrator will meet all of the standards in PI 34.03 (1) � (7) and demonstrate knowledge of and skill in:

1. Diversity as identified in PI 34.15(4)(c).

2. The organization, history, and operation of the public schools.

3. The governance of education at the national, state and local levels.

4. Evaluation of personnel.

5. School finance and taxation.

6. School business administration.

7. School law including those related to pupils, special education and employee contracts.

8. School and community relations.

9. The politics of education.

10. Educational leadership including participatory management, long-range strategic planning and change agent processes.

11. Oral and written communication.

12. Accounting.

13. Data management and processing.

14. Risk management.

15. School facilities

16. Collective bargaining, contract administration or support services.

17. The role, function, and responsibility of a school business administrator through a supervised practicum or internship in a school setting.

7-2001

CONTENT GUIDELINES FOR

SCHOOL DISTRICT ADMINISTRATOR OR SUPERINTENDENT

A School District Administrator or Superintendent will meet all of the standards in PI 34.03 (1) � (7) and demonstrate knowledge of and skill in:

1. Diversity as identified in PI 34.15(4)(c).

2. The organization, history, and operation of public schools, including program planning and evaluation, theory, research, and practice at both the school and district level.

3. The governance of education at the national, state and local levels.

4. Supervision of instruction.

5. Personnel administration.

6. The economics of education including school finance and taxation.

7. School business administration

8. School law including Chapter 115 to 121, especially those related to pupils, special education, employee contracts, and collective bargaining.

9. District, school and community relations.

10. The politics of education, at both the basic and advanced level, including local, state, and national politics of educational decision-making, and the role of pressure groups in shaping educational policy at these levels.

11. Educational leadership at the district level including participatory management, long-range strategic planning and change agent processes.

12. Oral and written communication.

13. The role and responsibility of the superintendency including the official functions of the school board.

14. The operational tasks and instructional leadership of the principalship.

15. Coordinating special school programs, including organizational structure, program planning, policy formation and curriculum development.

16. Curriculum development at the district level.

17. Different levels of school administration through documented work experience in a school setting.

18. Facilities Management

19. The role, function, and responsibility of the superintendent through a supervised practicum or internship in a school district setting.

7-2001

CONTENT GUIDELINES FOR

CONTENT GUIDELINES FOR

STATE CONTENT EXAMINATION

SCHOOL DISTRICT ADMINISTRATOR OR SUPERINTENDENT