TITLE
6 PRIMARY
AND SECONDARY EDUCATION
CHAPTER
61 SCHOOL PERSONNEL - SPECIFIC
LICENSURE REQUIREMENTS FOR
INSTRUCTORS
PART
2 LICENSURE IN ELEMENTARY
EDUCATION, GRADES K-8
6.61.2.1 ISSUING AGENCY: Public Education Department (PED)
[11-14-98, 7-30-99; 6.61.2.1 NMAC - Rn, 6 NMAC
4.2.3.2.1, 10-31-00; A, 05-28-04; A, 10-31-07]
6.61.2.2 SCOPE: Chapter
61, Part 2 governs licensure in elementary education, grades K-8, for those
persons seeking such licensure.
[11-14-98; 6.61.2.2 NMAC - Rn, 6 NMAC 4.2.3.2.2,
10-31-00]
6.61.2.3 STATUTORY
AUTHORITY: Sections 22-1-1,
22-1-1.1, 22-1-1.2, 22-2-1, 22-2-2, 22-10A-3, 22-10A-4, and 22-10A-6, NMSA
1978.
[11-14-98; 6.61.2.3 NMAC - Rn, 6 NMAC 4.2.3.2.3,
10-31-00; A, 06-01-02; A, 05-28-04]
6.61.2.4 DURATION: Permanent
[11-14-98; 6.61.2.4 NMAC - Rn, 6 NMAC 4.2.3.2.4,
10-31-00]
6.61.2.5 EFFECTIVE DATE: November 14, 1998, unless a later date is
cited in the history note at the end of a section.
[11-14-98; 6.61.2.5 NMAC - Rn, 6 NMAC 4.2.3.2.5 & A,
10-31-00]
6.61.2.6 OBJECTIVE: This rule governs licensure requirements in
elementary education for persons seeking such licensure.
[11-14-98; 6.61.2.6 NMAC - Rn, 6 NMAC 4.2.3.2.6,
10-31-00; A, 10-31-07]
6.61.2.7 DEFINITIONS:
A. “A highly qualified beginning
elementary teacher,” under this rule, means a teacher who is fully qualified
for teaching in grades K-8, who is new to the profession, who has pursued a
standard route to licensure, and who:
(1) meets all the requirements
for elementary K-8 licensure required by Subsections A or B in Section 8 of
this rule, and
(2) has no licensure requirements waived on an
emergency or temporary basis, or for any other reason, and
(3) has passed all applicable
competency or teacher testing requirements for licensure in 6.60.5.8 NMAC (Competency
Testing for Licensure).
B. “A highly qualified beginning middle
or junior high school teacher holding elementary K-8 licensure,” under this
rule, means a teacher who is fully qualified to teach the core academic
subjects in a public middle or junior high school , who is new to the
profession, who has pursued a standard route to licensure, and who:
(1) meets all the requirements
for elementary K-8 licensure required by Subsections A or B of Section 8 of
this rule, and
(2)
has no licensure requirements waived on an emergency or temporary basis,
or for any other reason, and
(3) has passed all applicable competency or
teacher testing requirements for elementary K-8 licensure in 6.60.5.8 NMAC
(Competency Testing for Licensure), and
(4) has passed the content knowledge test(s)
of the New Mexico teacher assessments or comparable licensure tests from
another state in each core academic subject the teacher teaches and in which
the teacher is required to have a licensure endorsement, or
(5) has successfully completed
an undergraduate academic major or coursework equivalent to an undergraduate
major, or a graduate degree in each core academic subject the teacher teaches and
in which the teacher is required to have a licensure endorsement.
C. “Core academic subjects” means
English, language arts, reading, mathematics, science, modern and classical
languages, except the modern and classical Native American languages and
cultures of New Mexico tribes and pueblos, the arts, including music and visual
arts, and social studies, which includes civics, government, economics,
history, and geography.
D. “Undergraduate academic major” under
this rule, means twenty-four (24) to thirty-six (36) semester hours in a core
academic subject area.
[6.61.2.7 NMAC - N, 06-30-03; A, 05-28-04]
6.61.2.8 REQUIREMENTS:
A. Persons seeking licensure in
elementary education pursuant to the provisions of this rule shall meet the
requirements enumerated in Subsection A or Subsection B of this section.
(1) bachelor's degree from a
regionally accredited college or university and including, for those students
first entering a college or university beginning in the fall of 1986, the
following:
(a) twelve (12) semester hours in English;
(b) twelve (12) semester hours in history
including American history and western civilization;
(c) six (6) semester hours in mathematics;
(d) six (6) semester hours in government,
economics or sociology;
(e) twelve (12) semester hours in science,
including biology, chemistry, physics, geology, zoology, or botany;
(f) six (6) semester hours in fine arts; and
(2) credits from a regionally
accredited college or university which include thirty to thirty-six (30-36)
semester hours of professional education in an elementary education program
approved by the PED, including completion of the PED's approved functional
areas and related competencies in professional education; and
(3) a mandatory student
teaching component; and
(4) twenty-four to thirty-six
(24-36) semester hours in one teaching field such as mathematics, science(s),
language arts, reading, and social studies (or other content related
areas). Individuals must also complete
the PED's approved functional areas and related competencies in the teaching
field; and
(5) in addition to the
requirements specified in Subsection A, Paragraphs (1), (3), (4), (6) and (7)
of 6.61.2.8 NMAC, six
(6) hours in the teaching of reading for those who have first entered any
college or university on or after August 1, 2001 regardless of when they
graduate or earn their degree; and
(6) pass all required portions
of the New Mexico teacher assessments or any successor teacher examination
adopted by the department; and
(7) if teaching in an
elementary school, satisfy the requirements of a highly qualified beginning
elementary teacher, and
(8)
if teaching the core academic subjects in a middle or junior high
school, satisfy the requirements of a highly qualified beginning middle or
junior high school teacher holding elementary K-8 licensure, or
B. Possess a valid certificate issued
by the national board for professional teaching standards for the appropriate
grade level and type.
[11-14-98; 6.61.2.8 NMAC - Rn, 6 NMAC 4.2.3.2.8 & A,
10-31-00; A, 06-01-02; A, 06-30-03; A, 05-28-04; A, 10-31-07]
6.61.2.9 [Reserved]
[11-14-98; 6.61.2.9 NMAC - Rn, 6 NMAC 4.2.3.2.9,
10-31-00; Repealed, 06-30-03]
6.61.2.10 REFERENCED MATERIAL: Competencies for entry level elementary
teachers
A. Professionalism
(1) The teacher reflects on, analyzes, and
evaluates the effect of his or her choices and actions on others, including
students, parents, and other professionals in the learning community, and will
be able to use this knowledge to improve the learning process.
(2) The teacher is aware of the need to
actively seek out opportunities to grow professionally, including participation
in professional organizations and professional development such as conferences,
workshops, classes and research, and use this information to improve professional
practices and to become a life-long learner.
(3) The teacher participates in an on-going
process of researching current educational issues and practices, applying them
in the classroom, and monitoring their effects.
(4)
The teacher understands their role in the educational decision-making
process as an advocate for children, school, district, community, and self.
(5) The teacher is aware of and adheres to the
educator code of ethics and professional standards.
(6) The teacher demonstrates an awareness of
relevant legal requirements of teachers and schools.
(7) The teacher demonstrates an awareness of
the structure of local, state, and federal agencies and educational systems.
(8) The teacher critically reviews, selects,
and adapts materials, resources, and technologies and analyzes them for:
(a) age appropriateness;
(b) developmental level;
(c) cultural and linguistic background;
(d) exceptionalities;
(e) biases and stereotypes;
(f) content appropriateness in regard to
curriculum;
(g) reading level;
(h) relevance to students.
B. Instructional planning and implementation:
(1) The teacher understands learning theory,
subject matter, and curriculum development and uses this knowledge in planning
instruction to meet curriculum goals.
(2) The teacher takes into account the
physical, social, emotional, cognitive, and linguistic development of students
when planning instruction.
(3) The teacher plans learning opportunities,
recognizing the various learning styles of individuals/groups, according to the
nature of the content being taught.
(4) The teacher creates short- and long-term
plans that are linked to student needs, performance, and learning styles.
(5) The teacher becomes familiar with
students’ families, cultures and communities, and plans related learning
activities.
(6) The teacher plans lessons that provide for
the success of students with exceptionalities, including learning disabilities,
visual and perceptual difficulties, and physical or mental challenges.
(7) The teacher integrates a variety of
technologies into planned activities including software, applications, and
other learning tools.
(8) The teacher plans activities to promote higher
order thinking skills, creativity, and independent thinking.
(9) The teacher plans and uses assessment
strategies and instruments appropriate to the learning outcomes being
evaluated.
(10) The teacher evaluates lesson plans by
observing classroom interactions, questioning, and analyzing student work.
(11) The teacher develops sequential lessons
that include knowledge of the discipline, student diversity, the local
community, and the district/state curriculum goals.
C. Classroom management:
(1) The teacher knows effective models of
classroom management and has the opportunity to observe these in classroom
situations.
(2) The teacher develops and implements a
classroom management plan.
(3) The teacher responds to children as
individuals.
(4) The teacher provides a safe classroom
environment where individual differences are respected.
(5) The teacher arranges the classroom
environment for optimal learning and students’ success.
(6) The teacher seeks student understanding
and input for classroom procedures, rules, and consequences.
(7)
The teacher models and encourages positive social interaction.
(8) The teacher collaborates with specialists,
support personnel, parents, and administrators in an interdisciplinary manner
for the success of the individual student.
(9) The teacher uses data collection
techniques to document classroom management.
(10) The teacher manages time and materials
effectively to minimize distractions and disruptions.
(11)
The teacher develops activities and transitions that guide students to
be focused.
D. Assessment:
(1) The teacher understands and uses formal
and informal assessment strategies to evaluate and ensure the continuous intellectual,
social, physical, and aesthetic development of the learner.
(2) The teacher develops valid evaluation
tools to measure student outcomes.
(3) The teacher selects materials and means
for measuring progress.
(4) The teacher assesses students’ current
knowledge in order to plan instruction.
(5) The teacher uses assessment of student
learning to improve their own teaching and to revise curriculum.
(6) The teacher interprets and uses results of
standardized instruments, including and understanding of percentiles, means,
stanines, grade equivalence, and item analysis.
(7) The teacher uses observation skills for
informal assessment.
(8) The teacher is able to use effective
questioning techniques to better assess the student’s knowledge.
(9) The teacher recognizes developmental
levels of student knowledge and skills including typical and atypical patterns.
(10) The teacher recognizes unethical, illegal,
and otherwise inappropriate assessment methods and uses of assessment
information.
(11) The teacher demonstrates familiarity with
a variety of assessment tools, including but not limited to portfolios,
performance-based assessment, and student writing.
(12) The teacher uses student responses, explanations,
and demonstrations, to analyze misunderstandings that led to errors (error
analysis).
(13) The teacher is aware that there may be a
variety of methods, strategies, or procedures that will give a correct answer.
(14) The teacher is skilled in communicating
assessment results to students, parents, lay audiences, and other educators.
E. Technology:
(1) Basic computer and technology operations
and concepts - the teacher uses computer systems to: run software, access,
generate, and manipulate data; and publish results. The teacher evaluates performance of hardware
and software components of computer systems and applies basic troubleshooting
strategies as needed.
(a) operates a multimedia computer system with
related peripheral devises to successfully install and use a variety of
software packages;
(b) uses terminology related to technology
appropriate to the teaching field in written and oral communication;
(c) describes and implement basic
troubleshooting techniques for multimedia computer systems with related
peripheral devices;
(d) uses imaging devices;
(e) demonstrates knowledge of uses of
computers and technology in business, industry, and society;
(f) operates a variety of audio-visual
devices.
(2) Personal and professional use of
technology - the teacher will apply tools for enhancing their own professional
growth and productivity. The teacher
will use technology in communicating, collaborating, conducting research, and
solving problems. In addition, the
teacher will plan and participate in activities that encourage lifelong
learning and will promote equitable, ethical, and legal use of computer and
technology resources.
(a) uses productivity tools for word processing,
database management, and spreadsheet applications when developmentally
appropriate;
(b) applies productivity tools for creating a
multimedia presentation;
(c) uses computer-based technologies including
telecommunications to access information and enhance personal and professional
productivity;
(d) uses computers to support problem solving,
data collection, information management, communications, presentations, and
decision making;
(e) demonstrates awareness of resources for
adaptive assistive devices and software for students with special needs;
(f) demonstrates awareness of resources for
culturally and linguistically diverse students;
(g) demonstrates knowledge of equity, ethics,
legal, and human issues concerning use of computers and technology;
(h) demonstrates awareness of computer and
related technology resources for facilitating lifelong learning and emerging
roles of the learner and the educator;
(i) demonstrates awareness of broadcast
instruction, audio/video conferencing, and other distant learning applications.
(3) Application of technology to support
teaching and learning - the teacher applies computers and related technologies
to support teaching and learning in the grade level and subject areas. The teacher will integrate a variety of
software, applications, and learning tools in the teaching and learning
process. Lessons developed must reflect
effective grouping and assessment strategies for diverse populations.
(a) explores, evaluates, and uses technology
resources including applications, tools, educational software, and assorted
documentation;
(b) describes best practice and appropriate
assessment as related to the use of technology resources in the curriculum;
(c) designs, implements, and assesses learning
activities that integrate technology for a variety of grouping strategies for
diverse populations;
(d) designs learning activities that foster
equitable, ethical, and legal use of technology by students;
(e) practices responsible, ethical, and legal
use of technology, information, and software resources.
F. Diversity:
(1)
The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse
learners.
(2) The teacher organizes and manages varied learning
groups as appropriate in each of the disciplines as appropriate to the needs
and/or interests of students and the goals of the lesson.
(3) The teacher is aware of and can apply
current research findings regarding individual differences such as linguistic
backgrounds, developmental levels, exceptionalities, and gender.
(4) The teacher identifies stereotypes in
curriculum materials and adapts instruction appropriately.
(5) The teacher helps students develop
critical perspectives on biased materials.
(6) The teacher identifies and develops
appropriate responses to differences among language learners.
(7) The teacher demonstrates sensitivity to
New Mexico’s unique linguistic and cultural diversity.
G. Family and community:
(1) The teacher is aware of the culture,
history, and values of the community in which he or she teaches.
(2) The teacher understands, respects, and
values the central role that community and family play in the learning process
of a child and will be able to utilize these experiences to enhance learning.
(3) The teacher understands that there must be
a reciprocal relationship between the school and the community.
(4) The teacher values and utilizes the
knowledge that all community members have something to contribute to the
classroom to assist in the educational process.
(5) The teacher recognizes that families and
community can be used as teaching resources to enhance learning and children’s
self value.
(6) The teacher communicates to parents and
community members student progress, important events, and school activities.
(7) The teacher understands the importance of
inviting parents and community members to participate in classroom and school
curriculum development and the decision making process.
(8) The teacher conveys and demonstrates to
students the importance of being an active part of the community.
H. Inclusion:
(1) The teacher understands special education
rules.
(2) The teacher understands the differing
levels of disabilities.
(3) The teacher understands the development
and use of individualized education plans (IEPs).
(4) The teacher understands their
responsibilities in implementing objectives set in an IEP.
(5) The teacher develops lessons according to
IEPs.
(6) The teacher monitors achievement and
growth as set by an IEP and recommends changes when necessary.
(7)
The teacher collaborates with special education teachers for
individualized program implementation.
(8) The teacher adjusts lessons and strategies
for students with exceptionalities with regard to academic levels, physical environment,
and emotional needs.
(9) The teacher understands the social,
emotional, physical, and academic needs of students with exceptionalities.
(10) The teacher assists students to understand
social responsibilities.
(11) The teacher assists students with
exceptionalities to have positive experiences in the regular classroom.
I. Development of student:
(1) The teacher understands various theories
of cognitive, social, aesthetic, emotional and physical development.
(2) The teacher understands how children learn
and develop, and provides learning opportunities that support their cognitive, social,
aesthetic, emotional, and physical development.
(3) The teacher develops curriculum and
implements instructional strategies appropriate to the developmental level of
each child, leading to continuous progress.
J. Knowledge of content:
(1) Mathematics
(a) The teacher understands mathematical
concepts including but not limited to:
(i) the arithmetic of real
numbers and their subsets of rational numbers, integers, and whole numbers;
(ii) three dimensional
geometry based on the concept of distance, and two dimensional geometry as a
method of drawing plans and representing three dimensional objects;
(iii) elements of algebra
including elementary functions;
(iv) measurement of length,
angles, time, weights, and temperature; and
(v) handling money problems such as cost and
unit price.
(b) The teacher demonstrates skill including
but not limited to:
(i) mental computations and
proper use of four operation and non-programmable scientific calculators in the
context of problem-solving;
(ii) constructions of solids,
measurements of their volumes and surface areas, drawing their projections, and
making plans for their construction;
(iii) defining relevant
variables and writing formulas describing their relationships in
problem-solving activities; and
(iv) using measurement tools
and appropriate techniques for recording data and displaying results.
(c) The teacher demonstrates adequate
communication skills to be able to discuss mathematical ideas verbally and in
writing.
(d) The teacher knows a variety of teaching
techniques and chooses ones appropriate to the topic of study and the level and
needs of students.
(e) The teacher constructs situations in which
students learn to use a variety of mathematical skills and concepts, including
problem solving, reasoning, and logic.
(f) The teacher provides opportunities for
students to learn how to use tools, technology, and manipulatives in problem
solving.
(g) The teacher uses measurements and other
data gathered by students as a basis for classroom activities.
(h) The teacher provides a classroom
environment in which students develop skills in communicating, discussing, and
displaying mathematical ideas.
(i) The teacher provides enough open-ended
problems and activities to allow students to expand creatively on the material
learned in classrooms.
(2) Reading and language arts:
(a) Foundations: the teacher understands the foundations of
reading and language arts development, including but not limited to:
(i)
research on reading;
(ii) how children learn to
speak, read, write, and listen;
(iii) cultural, linguistic,
environmental, and physiological factors in reading and language arts
development;
(iv) children’s developmental
processes;
(v) characteristics of
proficient and non-proficient readers;
(vi) relationship between oral and written
language;
(vii) language structure
including graphophonics, semantics, syntax, and pragmatics systems.
(b) Assessment:
(i) The teacher understands
the use of classroom reading assessment to diagnose students’ instructional
needs and modify instruction appropriately.
(ii) The teacher links
assessment and instruction to New Mexico language arts content standards,
benchmarks and performance standards.
(c) Methods of instruction: the teacher differentiates methods of
instruction based on needs of students and designs instruction based on the
following reading and language arts components:
(i) oral language development;
(ii) phonemic awareness and
phoneme manipulations, such as blending, segmentation, and substitution;
(iii) phonics instruction,
including a variety of strategies such as systematic, explicit instruction and
the use of phonics in reading and writing;
(iv) vocabulary development, including both
explicit instruction and indirect vocabulary development through authentic
literature and students’ experiences;
(v) comprehension strategies,
including: instruction on predicting,
re-reading, questioning, sequencing, summarizing, retelling, reading for
pleasure and analytical and critical reading; activities to develop fluency,
the ability to read text accurately and rapidly; and study strategies, for
example, planning, accessing and organizing information from a variety of texts
and sources;
(vi) writing instruction,
including: different types of writing
for different audiences and purposes; spelling generalizations; grammar
instruction within authentic contexts; and writing processes, including
drafting, revising, and editing;
(d) Teacher designs comprehensive reading and
writing instruction that results in students becoming proficient in the
language arts content standards, benchmarks, and performance standards,
including:
(i) the use of culturally
relevant pedagogy that promotes an understanding of the importance of resources
students bring to the classroom;
(ii) evaluation of text for
quality, cultural, and linguistic appropriateness;
(iii) connecting identified
needs of students based on data with appropriate research-based resources and
materials;
(iv) creation of opportunities
for students to consider, respond to and discuss spoken and written materials;
(v)
the use of a variety of reading materials, including children’s
literature, non-fiction, technological media, stories, poems, biographies,
texts from various subject areas;
(3) Science:
(a)
The teacher knows, understands, and uses the fundamental concepts in the
subject matter of science including physical, life, and earth and space
sciences as well as concepts in science and technology, science in personal and
social perspectives, the history and nature of science, the unifying concepts
of science, and the inquiry process scientists use in discovery of new
knowledge to build a base for scientific inquiry.
(b) The teacher is familiar with the scientific
method and uses it to develop students’ abilities to identify and communicate a
problem, and to design, implement, and evaluate a solution.
(c) The teacher integrates a variety of
technologies into planned science activities.
(d) The teacher helps children build
understanding about science and technology.
(e) The teacher recognizes and responds to
student diversity and encourages all students to participate fully in science
learning.
(4) Social studies:
(a) The teacher understands the principles of
teaching and learning processes that underlie social studies concepts and can
translate these into meaningful learning activities focusing on inquiry,
authenticity, and collaboration.
(b) The teacher understands that the social
studies encompass history, geography, anthropology, archeology, economics,
political science, psychology, sociology, and the interdisciplinary
relationship of all facets of the social studies.
(c) The teacher understands that the
definition of social studies requires that students are socially aware of and
are active participants in local, state, national, and global issues.
(d) The teacher helps students understand the
relationship between social studies and other disciplines.
(e) The teacher helps students to recognize
and respect diverse local and global perspectives concerning cultures other
than their own.
(f) The teacher implements a variety of
strategies for helping students use multiple resources including primary (e.g.,
documents, artifacts/regalia, direct observation, human resources, personal
background) and secondary (e.g. books, newspapers, internet) as part of the
inquiry/research process.
(g) The teacher constructs experiences that
provide opportunities for students to appreciate the historical development of
democratic values, institutions, nations, and cultures.
(h) The teacher engages students in activities
that require them to formulate, analyze, synthesize, and critique issues by
using well-reasoned, clearly supported arguments, policies, and positions.
(i) The teacher constructs activities that
encourage students to present social studies knowledge using a variety of sign
systems including writing, charts, graphs, maps, art, music, drama, dance, and
technology.
(5) Arts:
(a) The teacher understands and implements
arts activities such as history, art making, appreciation, and criticism
through dance, music, theater, and the visual arts, appropriate to students
developmental levels.
(b) The teacher uses the arts as
interdisciplinary units and themes.
(c) The teacher understands distinctions and
connections between arts disciplines and arts experiences, and encourages study
and active participation that leads to skill development and appreciation.
(d) The teacher enables students to
communicate at a basic level in the four art disciplines of dance, music,
theater, and visual arts, including knowledge and skills in the use of basic
vocabularies, materials, tools, techniques, and thinking processes of each
discipline.
(e) The teacher enables students to develop
and present basic analyses of works of art from structural, historical, and
cultural perspectives.
(f) The teacher exposes students to exemplary
works of art from a variety of cultures and historical periods and provides
opportunities for students to discuss and respond to them.
(g) The teacher relates basic types of arts
knowledge and skills within and across the arts disciplines and makes
connections with other disciplines.
K. Communication:
(1) The teacher uses knowledge of effective
verbal, nonverbal, technological, and media communication techniques to foster
active inquiry, collaboration, problem solving, and supportive interaction in
the learning community.
(2) The teacher effectively communicates
orally and in writing using appropriate standard written and spoken English
with a variety of audiences (e.g., peers, school, community) and encourage this
in students.
(3) The teacher understands communications
theories, language development, and the role of language in student learning.
(4) The teacher understands how to use a
variety of strategies to facilitate language acquisition and development.
(5) The teacher recognizes that the
conventions and skills of language need to be taught in meaningful and authentic
contexts rather than in isolation.
(6) The teacher recognizes that writing is
critical to other areas of language acquisition, cognitive growth, and
expression.
(7) The teacher recognizes that the focus of reading
is communication of meaning through interaction between the reader and the
text.
(8) The teacher recognizes that humans
communicate through a variety of verbal and non-verbal sign systems and can
provide exposure to and experiences in multiple expressive modes across the
curriculum.
(9) The teacher recognizes that social
interaction enhances thinking and learning.
(10) The teacher understands how cultural,
dialectic, and gender differences affect communication and encourage expression
that is context appropriate.
(11) The teacher encourages culturally
sensitive communication by and among all students.
(12) The teacher is a thoughtful and responsive
listener and encourages this quality in students.
(13) The teacher understands the role of
multiple questioning strategies and student inquiry as communication tools.
(14) The teacher recognizes the importance of
technology as a tool for learning and communication.
[11-14-98;
6.61.2.10 NMAC - Rn, 6 NMAC 4.2.3.2.10 & A, 10-31-00; A, 05-28-04; A, 10-31-07]
HISTORY OF 6.61.2 NMAC:
PRE-NMAC
HISTORY: The material in this
Part was derived from that previously filed with the State Records Center and
Archives under:
SBE Regulation No. 67-1.1 Certification Requirements
Five Year Elementary Certificate, filed August 28, 1978;
SBE Regulation No. 71-28 Continuing Five Year Elementary
Certificate, filed August 28, 1978;
SBE Regulation No. 71-29 Professional Elementary
Licensure, filed August 28, 1978;
SBE Regulation No. 76-3 Four Year Standard Elementary
Certificate filed March 26, 1976;
SBE Regulation No. 78-19 Four Year Standard Elementary
Certificate, filed September 29, 1978;
SBE Regulation 78-19 Amendment No. 1 Four Year Standard
Elementary Certificate, filed November 28, 1978;
SBE Regulation No. 78-23 Certification Requirements for
Ten Year Professional Elementary Licensure, filed November 29, 1998;
SBE Regulation No. 81-7 Four Year Standard Elementary
Certificate, filed September 23, 1981;
SBE Regulation No. 86-8 Licensure in Elementary
Education, Grades K-8, filed January 19, 1987;
SBE Regulation 86-8 Amendment No. 1 Licensure in
Elementary Education, Grades K-8, filed December 4, 1990;
SBE Regulation No. 86-8 Amendment 2 Licensure in
Elementary Education, Grades K-8, filed April 3, 1995.