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Single Area Supervisory Certificates K-12
Pennsylvania offers a Single Area Supervisory Certificate for grade levels K-12 within a specified instructional or educational service area of the curriculum or school program, for example: supervisor of mathematics; supervisor of reading; supervisor of school guidance services.
 
This certificate entitles a person to function between the school administration and certified professional staff of a public school for enhancing the attainment of the employer's expectations and goals by authorizing duties using independent judgment not equally shared by all professional certified staff, directing other certified persons, and having direct input to administrators which substantially affects the employment, assignment, transfer, promotion, layoff, discharge, or other similar personnel actions of other certified professional level employees.
 
Issuance of the Single Area Supervisory Certificate requires a minimum of five years of professional school experience in the area for which the certificate is sought.  Preparation for this professional certificate is at the graduate level and presumes in-depth study in the area of supervision.
 
A person prepared as a Single Area Supervisor may be eligible for certification provided the applicant:
  1. Has completed an approved program of graduate study preparing him/her for the responsibilities of supervising in the specified single program area and of directing the activities of certificated professional employees. (Preparation completed out-of-state must meet Pennsylvania standards for certification.)
  2. Is recommended for certification by the authorized certification officer of the institution where such education was obtained, or holds a comparable certificate from another state (for out-of-state graduates only).
  3. Provides a chief school administrator's verification of the completion of five years of satisfactory professional school experience as mentioned above. (22 PA Code Section 49.111).
  4. Has provided evidence of satisfactory achievement on assessments prescribed by the Department under Section 49.18(a).
  5. Is able to meet all other requirements provided by law.
Applicants must submit form PDE 338 G. Also, form PDE 338 C must be submitted by persons recommended by Pennsylvania colleges or universities; or, form PDE 338 A for use by out-of-state graduates. Experience should be verified on form PDE 338 V. Applications must be accompanied by credentials necessary to verify qualifications for certification, including official transcripts (as per the application instructions). Transcripts are not required if: 1) attending a Pennsylvania approved educator preparation program AND, 2) completion of the program will be affirmed and the candidate recommended for certification by the Pennsylvania approved educator prepartion program. The preparation standards are below.
 

 

PENNSYLVANIA STANDARDS FOR PROGRAM APPROVAL
AND TEACHER CERTIFICATION:
SUPERVISORY CERTIFICATE (GENERAL STANDARDS)

I.  Knowing the Content
 
The professional education program provides evidence that Single Area Supervisory certification candidates complete a clearly articulated post-baccalaureate program that assesses their potential for supervision of instruction in a single subject area through an examination of their oral and written communication skills, qualifying work experience in a professional teaching certification area, organizational ability and personal motivation prior to admission.  The program provides evidence that candidates for the Single Area Supervisory certificate demonstrate their knowledge of and competence in the fundamental concepts of supervising an instructional program including:
 
I.A.  Theories of curriculum design in the identified subject area that are based upon:
  • philosophical, sociological, and historical foundations,
  • democratic values,
  • student, school, and community needs,
  • guidelines of the learned societies and academic standards,
  • changing socio-economic conditions
I.B.  Theories of organization that promote the school culture as a learning community including:
  • collaborative planning processes,
  • team-building and shared best practices,
  • interdisciplinary curricula approaches
I.C.  Curriculum development processes based upon research, applied theories, and informed practice including:
  • alignment of subject area curriculum and instructional goals and objectives,
  • concepts of scope, sequence, and balance,
  • establishment of learning outcomes,
  • multiple assessment techniques
I.D.  School organizational structures that support teaching strategies and student outcomes including:
  • class scheduling alternatives,
  • school facilities and classroom design,
  • diverse instructional methodologies,
  • infusion of technology into curriculum and instruction
I.E.  Models of supervision and teaching including:
  • clinical and developmental,
  • cognitive and peer coaching,
  • observation and conferencing,
  • learner vs. teacher centered,
  • interdisciplinary teaming
I.F.  Role and function of personnel supervision including:
  • identifying continuous staff development needs and resources,
  • organizing, facilitating, and evaluating professional development programs,
  • integrating district and school priorities,
  • improving faculty as a resource,
  • applying effective job analysis procedures, supervisory techniques and staff performance appraisal,
  • negotiating and managing staff conflicts
II. Performances
 
The professional education professional provides evidence that Single Area Supervisory certification candidates are assessed and meet the established program competencies and exit criteria during their participation in 360 hours of field experiences and a practicum and demonstrate their ability to perform the major task areas of policy determination, program development, and instructional supervision including:
 
II.A.  Designing single subject area curriculum scope and sequence
 
II.B.  Evaluating instructional methodologies and strategies
 
II.C.  Monitoring and developing alternative forms of student assessment
 
II.D.  Assessing instructional service delivery
 
II.E.  Identifying staff development needs and resources
 
II.F.  Planning activities to address the needs of the educational program
 
II.G.  Budgetary planning for curriculum and personnel development
 
III.  Professionalism
 
The professional education program provides evidence that certification candidates demonstrate knowledge and competencies that foster professionalism in school and community settings including:
 
III.A.  Professional organizations, publications and resources
 
III.B.  Integrity and ethical behavior, professional conduct as stated in Pennsylvania's Code of
Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations
 
III.C.  Collaborating with school colleagues, and other professionals to improve student learning
 
III.D.  Communicating effectively with parents/guardians, other agencies and the community at large to support learning by all students
 
 
 
January 2001
For additional information, please contact:

Division of Certification Services
 

Pennsylvania Department of Education - School Leadership and Teacher Quality
333 Market Street | Harrisburg, PA 17126-0333
Phone: 717.728.3224

Certification, Application or Technical Questions - Please submit a Help Desk Ticket.