New York Policy Profile
New York
Teaching Standards and Leadership Standards
Teaching Standards
Is working with and meeting the needs of students with disabilities addressed in state teaching standards?
The New York State Teaching Standards were developed specifically not to identify students with disabilities as a separate group. Instead, they focus on a teacher’s responsibility to respond to each individual student’s needs, including students with disabilities. The hierarchy of Standards, Elements and Performance Indicators allows for specialization to meet the needs of students with disabilities and other groups that may need differentiated instruction.
Standard I: Teachers acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students. Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths, interests, and experiences of all students. They vary and modify instruction to meet the diverse learning needs of each student; and they create, deliver, and adapt instruction to address each student’s strengths, interests, and experiences.
Standard II: Teachers know the content they are responsible for teaching, and plan instruction that ensures growth and achievement for all students. Teachers use a broad range of instructional strategies to make subject matter accessible. They design instruction that reflects the multiple experiences, strengths, and learning needs of students and they adapt instruction in response to various levels of student understanding. Teachers evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals. They access appropriate resources to meet specific learning differences or needs.
Standard III. Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards. Teachers explore and use a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students, and promote achievement. They use an understanding of students’ diverse backgrounds to individualize interactions and differentiate instruction.
Standard IV: Teachers work with all students to create a dynamic learning environment that supports achievement and growth. Teachers arrange and adapt the physical environment to accommodate individual and group learning needs.
Standard V: Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction. Teachers prepare all students for the demands of particular assessment formats, and provide appropriate accommodations, including accommodations in testing conditions, for students with exceptional learning needs.
Sources:
New York State Office of Higher Education, New York State Teaching Standards
Email communication from New York State Education Department (NYSED), September 12, 2014
School Leadership Standards
Is knowledge of working with students with disabilities included in leader standards?
In 2009, the New York State Board of Regents adopted the standards of the Interstate School Leaders Licensure Consortium (ISLLC) for school building leaders and school district leaders as part of the Regents Reform Agenda to transform teaching and learning in New York State. The 2008 ISLLC standards focus on “all students” rather than on students with disabilities specifically. The Commissioner’s Regulations for school leaders require comprehensive long-range planning in student support services, including students with disabilities.
Sources:
2009 New York State Board of Regents Item
Council of Chief State School Officers, ISSLC Standards
Email communication from NYSED, September 12, 2014
Teacher and Principal Preparation
Teacher Preparation – Program Approval/Accreditation
Required course work in teaching students with disabilities/diverse learners
State regulations require a teacher preparation program leading to an initial teaching certificate to provide study that will permit candidates to obtain pedagogical knowledge, understanding, and skills regarding the “means for understanding students with disabilities.” Teacher candidates must be provided at least three semester hours of study in developing “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.”
The three-semester hour requirement must include study of:
- Categories of disabilities;
- Identification and remediation of disabilities;
- The special education process and state and federal special education laws and regulations;
- Effective practices for planning and designing co-teaching and collaboration with peers;
- Individualizing instruction; and
- Applying positive behavioral supports and interventions to address student and classroom management needs.
New York also has established specific content and pedagogical core curriculum requirements for preparation programs leading to an initial teaching certificate valid for teaching students with disabilities in early childhood, childhood, middle childhood, or adolescence.
Source: NYCRR, Title 8, Chapter II, Subchapter A, Part 52, Section 52.21(b)
Clinical time in diverse settings/teaching special populations
State regulations for programs leading to an initial teaching certificate require a minimum of 40 days of college-supervised student-teaching experiences with individual students or groups of students in the certificate area and developmental level sought, and a minimum of 100 clock hours of field experience. The combination of field experience, student teaching and practica must provide candidates with “experiences in high need schools, and experiences with each of the following student populations: socioeconomically disadvantaged students, students who are English language learners, and students with disabilities.” At least 15 of the 100 clock hours of field experience must include a focus on understanding the needs of students with disabilities.
New York also has field experience and student-teaching requirements for preparation programs leading to an initial teaching certificate valid for teaching students with disabilities in early childhood, childhood, middle childhood, or adolescence that include experience teaching students with disabilities across the age/grade range of the student developmental level of the certificate covering at least two settings as appropriate to the certificate.
Source: NYCRR, Title 8, Chapter II, Subchapter A, Part 52, Section 52.21(b)
Teacher Preparation – Accountability
Quality of teacher preparation programs
State regulations require institutional accountability for the quality of preparation programs and the candidates who complete such programs. Institutions must show that they regularly evaluate their programs and use and consider the evaluations when making program improvements. The NYSED’s Office of Higher Education is required to initiate a “registration review” of any institution for which fewer than 80 percent of its program graduates pass required examinations. Any institution subject to such a review must submit a corrective action plan to the Department for review and approval within four months of notification.
New York has begun to collect program data and create “data profiles” on teacher preparation program performance as part of its Race to the Top initiative. (These profiles are currently only available to preparation programs and not to the public.) The State has plans to link student achievement and growth data back to preparation programs and will use these data in program evaluation. Some of the measures available include graduates’ performance on certification exams, percent certified in shortage subjects, percent employed in high need schools, retention rates and performance in positively affecting student growth.
State regulations require preparation programs to be “continuously accredited” by a professional education accrediting association. Beginning in 2016, the only education accrediting organization available will be the Council for the Accreditation of Educator Preparation (CAEP).
Sources:
NYCRR, Title 8, Chapter II, Subchapter A, Part 52, Section 52.21(b)
Email communication from NYSED, September 12, 2014
Principal Preparation – Program Approval/Accreditation
Require course work in leading a school/district that serves students with disabilities/diverse learners
State regulations establish specific course work requirements in leading a school that serves students with disabilities as part of school building leader and school district leader preparation. Specifically, curriculum content must include a focus on leading “comprehensive, long-range planning, informed by multiple data sources, to determine the present state of the school (or district), identify root causes of problems, propose solutions, and validate improvements with regard to all aspects of the school (or district),” including “the provision of services to students with disabilities.” Preparation programs also must “require candidates to successfully complete leadership experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds.”
Source: NYCRR, Title 8, Chapter II, Subchapter A, Part 52, Section 52.21(c)
Principal Preparation – Accountability
Are programs reviewed based on outcomes of graduates’ success? Can school principals be linked back to institutions of higher education and preparation programs?
State regulations require institutional accountability for the quality of leadership preparation programs and the candidates who complete such programs, and institutions must demonstrate regular program evaluation and that the evaluations are considered for making program improvements. The NYSED’s Office of Higher Education is required to initiate a “registration review” of any institution for which fewer than 80 percent of its program graduates pass the state examination required for a school building leadership certificate. Any institution subject to such a review must submit a corrective action plan to the Department for review and approval within four months of notification.
New York has begun to collect program data and create “data profiles” on leader preparation program performance as part of the State’s Race to the Top initiative. These profiles are currently only available to preparation programs and not to the public. The State has plans to link student achievement and growth data back to preparation programs and will use these data in program evaluation. Some of the measures available include graduates’ performance on certification exams, percent certified in shortage subjects, percent employed in high-need schools, retention rates and performance in positively affecting student growth.
State regulations require preparation programs to be “continuously accredited” by an acceptable professional education accrediting association. Beginning in 2016, the only education accrediting organization available will be CAEP.
Sources:
NYCRR, Title 8, Chapter II, Subchapter A, Part 52, Section 52.21(c)
Email communication from NYSED, September 12, 2014
Teacher and Principal Certification/Licensure
Teacher Certification/Licensure – Structure
Is a specific certificate, license or endorsement related to special education required?
The State of New York does not offer a K-12 certification in special education. The State has grade level specific Students with Disabilities certificates: Birth – Grade 2, Grades 1-6, and Grades 7-2. The State holds its elementary special education teachers to the same subject-matter testing requirements as general elementary teachers. In addition, Students with Disabilities teachers must take the Students with Disabilities Content Specialty Test that addresses teaching to this population. The new multi-subject Content Specialty Test requires candidates to pass three individual subtests in literacy and English language arts, math, and arts and sciences, which, although not ensuring content knowledge of every subject that will be taught, does more to ensure subject-matter preparation than the requirements of most states. Each grade level will have a grade level specific multi-subject test.
Sources:
New York State Certification requirements
New York State Teacher Certification Exams
Email communication from NYSED, September 12, 2014
Teacher Certification – Examination
Does the state require teachers to pass a basic skills exam for initial certification? What are the pass rates on the exams? Does the state require Praxis II or more pedagogical assessment for licensure? Does it include anything about teaching diverse learners or special populations?
Teacher candidates applying for certification on or after May 1, 2014 will be required to take the edTPA, Educating All Students (EAS) test, Academic Literacy Skills Test (ALST), and Content Specialty Test (CST). The Educating All Students test addresses diverse learners and special populations.
Source: New York State Teacher Certification Examinations
Teacher Certification/Licensure – Requirements
Is professional development around working with special populations required to move from initial to a professional license?
New York State offers the following certificates: Initial, Professional, Provisional, and Permanent. There is no additional required coursework in working with special populations to move from an initial to a professional certificate. However, the requirements for the Initial certificate include coursework in teaching students with disabilities and special health care needs.
Sources:
NYSED Office of Higher Education, Regulations of the Commissioner §52.21
NYSED, Office of Teaching Initiatives, College Coursework
Principal Certification/Licensure – Requirements
Is prior teaching experience required to become a principal and/or a superintendent? Is specific coursework or other evidence required around working with special populations?
The State of New York requires school leaders to obtain a master’s degree, have prior teaching experience, complete a state-approved preparation program, and pass a test.
Principals: Candidates must have a master’s degree and complete a New York registered program for school building leaders. Candidates must also receive an institutional recommendation, pass a school building leader examination, complete three years of paid, full-time classroom teaching experience, and receive a fingerprint clearance.
Superintendents: Candidates must have a master’s degree and complete a New York registered program for school district leaders along with 60 hours of approved graduate coursework. Candidates must receive an institutional recommendation, complete three years of paid, full time administrative/classroom experience, present evidence of US citizen status and pass a school district leader exam as well as a fingerprint clearance.
Sources:
NYSED Office of Higher Education, Regulations of the Commissioner §52.21
George W. Bush Institute, Operating in the Dark
Teacher and Principal Induction
Teacher Induction
Is mentoring required for all new teachers and for how many years? If so, do program guidelines/requirements specifically address teaching diverse learners?
New York State requires new teachers to receive induction support during their first year of employment. Employing districts are responsible for providing mentoring to new teachers and must incorporate the design and planning of such support into their professional development plan. [Source: NYCRR, Title 8, Chapter II, Subchapter C, Part 80, §§ 80-3.4(b)(2) and 100.2(dd)(2)(iv)] The State also facilitates the Mentor Teacher Internship Program. This program is a competitive grant process that provides funding to districts and instructional programs at Boards of Cooperative Educational Services for supporting effective mentoring and induction of beginning teachers in their first or second year of teaching.
Sources:
New Teacher Center, Review of State Policies on Teacher Induction
NYCRR, Title 8, Chapter II, Subchapter C, §§ 80-3.4(b)(2) and 100.2(dd)(2)(iv)
Principal Induction
Is coaching/mentoring required for all new principals/administrators/ superintendents and for how many years? If so, do program guidelines/requirements specifically serving diverse learners?
New York State requires new school building leaders to participate in a mentoring program during their first year of employment. [8 NYCRR §§ 80-3.10(a)(2)(ii)]
Source: New Teacher Center, Review of State Policies on Teacher Induction
Teacher and Principal Professional Development Standards
Teacher Professional Development Standards
Does the state have professional development standards for teacher PD?
Commissioner’s Regulations §80-3.6 (b)(1.i.) requires holders of the Professional certificate in the classroom teaching service to complete 175 hours of professional development every five years. New York State’s Professional Development Standards, consisting of ten standards, provide a blueprint for high-quality professional development for all educators to improve instruction and student achievement. The State defines effective professional development as that which improves the learning of all students, including those with different educational needs, learning styles, and incremental abilities, and those from diverse cultural and linguistic backgrounds.
Sources:
NYSED, Professional Development Standards
NYSED Office of Higher Education, Regulations of the Commissioner §80.3
Principal Professional Development Standards
Does the state have professional development standards for leadership PD?
Commissioner’s Regulations §80-3.6 (b)(1.iii.) requires holders of the Professional certificate in the educational leadership service to complete 175 clock hours of professional development every five years. New York State’s Professional Development Standards, consisting of ten standards, provide a blueprint for high-quality professional development for all educators to improve instruction and student achievement. The State defines effective professional development as that which improves the learning of all students, including those with different educational needs, learning styles, and incremental abilities, and those from diverse cultural and linguistic backgrounds.
Sources:
NYSED, Professional Development Standards
NYSED Office of Higher Education, Regulations of the Commissioner §80.3
Popular Resources
Other Collaborators
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Center on Personnel Studies in Special Education (COPSSE)
Personnel Improvement Center (PIC)
American Association of Colleges for Teacher Education (AACTE)
National Association of State Directors of Special Education (NASDSE)
Council for Exceptional Children (CEC)
Study of Personnel Needs in Special Education (SPENSE)
Council of Chief State School Officers (CCSSO)
Council for the Accreditation of Educator Preparation (CAEP)
This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.