DEPARTMENT OF EDUCATION
Colorado State Board of Education
COLORADO EDUCATOR LICENSING ACT OF 1991
1 CCR 301-37
[Editor’s Notes follow the text of the rules at the end of this CCR Document.]
2260.5-R-1.00	Statement of Basis and Purpose.
The statutory basis for these Rules adopted May 12, 1994, is found in 22-2-107(1)(c), State Board-Powers, 22-60.5-101, et.seq., C.R.S., the Colorado Educator Licensing Act of 1991 and 22-2-109(1), State Board-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 special authorizations to educators as necessary to meet the needs of Colorado schools and students. Standards and processes for the approval of educator preparation programs through institutions of higher education and at alternative sites are provided. Criteria for the renewal of licenses and authorizations are established which provide for significant involvement of practicing educators. Standards for endorsement in subject areas or other areas of educational specialization are prescribed.
These Rules provide a process for the recognition of educator preparation programs in other states to facilitate the movement of educators among states. As required by the Act, the Rules establish the requirements of induction programs provided by local school districts 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, or professional incompetence. Other miscellaneous provisions are included to meet the requirements of the Act.
1.17	Statement of Basis and Purpose of Amendments.
The statutory authority for the amendments to these Rules is found in sections 22-2-107 (1) (c) and 22-60.5-106 and 308, C.R.S. The purpose of these amendments to the Rules for the Administration of the Educator Licensing Act of 1991 is to ensure that the Rules are in compliance with state statute in order to articulate the standards for the Initial Administrator License with a Director of Special Education Endorsement.  
2260.5-R-6.13	Standards for Professional Competencies for an Initial Administrator License with
a Director of Special Education Endorsement (“Standards”). 
The following standards shall be addressed by the Director of Special Education initial preparation program offered by institutions of higher education and as standards for the ongoing professional development of these educators. The specific performance indicators for each of these standards shall be described in “Performance Indicators for Professional Competency Standards” issued by the Colorado Department of Education.
6.13 Standard One: Foundations for Leadership

6.13 (1)	 The  Special Education Director shall have a solid foundation for leadership by: (a) demonstrating a comprehensive knowledge of special education organization, programs, laws, and best practices and (b) setting high standards and a positive direction for special education consistent with the values, mission and vision of the state and administrative unit.

6.13 (2) Standard Two: Special Education and School Systems

The Special Education Director shall: (a) demonstrate knowledge of organizational culture, (b) apply a systems approach to the development of special education programs and processes, and (3) facilitate effective system change.  
6.13 (3) Standard Three: Law and Policy 
The Special Education Director shall be knowledgeable about and able to apply relevant federal and state statutes, regulations, case law, and policies that impact all children, including those with disabilities. 

6.13(4) Standard Four: Instructional Leadership

The Special Education Director shall be able to integrate general education and special education, including curriculum, instructional strategies, assessments, and individualized instruction in support of academic achievement for all children, including those with disabilities. 	

6.13(5) Standard Five:  Program Planning and Organization

The Special Education Director shall be able to evaluate the efficacy and efficiency of special education programs, facilities, services and monitoring systems and to use the evaluation data to improve the programs and services for all children, including those with disabilities.
6.13(6) Standard Six: Human Resource Functions
The Special Education Director shall have the knowledge and ability to recruit, retain and evaluate qualified personnel in order to effectively implement programs and services for all children, including those with disabilities. 
6.13(7) Standard Seven: Parent, Family and Community Engagement 
The Special Education Director shall be knowledgeable about and able to facilitate partnerships and engage parents, families and communities in the implementation of special education programs and delivery of special education services. 
6.13(8) Standard Eight: Budget and Resources 
The Special Education Director shall be knowledgeable about and able to demonstrate school district budgeting and resource allocation, including those related to special education. 
 10.05	Director of Special Education.
The Director of Special Education shall:
10.05 (1)	 hold a master's or higher degree in special education, or in a related field of special services, from an accepted institution of higher education; 
10.05 (2)	have a minimum of two years of experience working with students with disabilities; and 
10.05 (3)		have completed an approved program for the preparation of principals, administrators, or special education directors, including a supervised field-based experience; . In addition to the requirements aforementioned, the director of special education, K-12 is:
10.05 (3)	The director of special education shall self-assess the effectiveness of instruction, as based on the achievement of students, and pursue continuous professional development, through appropriate activities and coursework, and through participation in relevant professional organizations.
10.05 (4)	meet the standards for professional competency outlined in 6.13. .
Editor’s Notes
History
Emer. Rule Sections 2260.5-R-1.00, 15.00, 15.05 eff. 08/14/2008.
Sections 2260.5-R-1.00, 15.00, 15.05 eff. 10/31/2008.
Annotations
Introductory paragraph of Rule 2260.5-R-23.00 (adopted 11/10/2005) was not extended by House Bill 07-1167 and therefore expired 05/15/2007.
Rules 2260.5-R-3.03(2)(a), 3.06(1)(a), 3.06(1)(c), 3.07(1)(d), 4.13(4)(c), 4.17(7), 15.00(2)(d), 15.00(2)(j) (adopted 12/14/2006) were not extended by Senate Bill 08-075 and therefore expired 05/15/2008; Rules 2260.5-R-3.07(1), 4.17(1), 4.17(2), 4.17(3) were repealed by Senate bill 08-075, eff. 05/15/2008.
Rule 2260 was modified by adoption of the State Board on Nov. 3, 2010 in order to include the standards for the Director of Special Education initial preparation program offered by institutions of higher education and as standard for the ongoing professional development of these educators.