Prekindergarten teachers meet the regular certification standards of the state for their specific assignment. However, where state standards are lower, 15 semester hours of early childhood education coursework are required. The preparation may include student teaching in an early childhood education program, for which no more than 3 semester hours of credit may be counted within the total of 15 required.

Kindergarten teachers have a minimum of 9 semester hours of coursework in early childhood education and meet the regular certification standards of the state for the specific assignment. The preparation may include student teaching in an early childhood education program, for which no more than 3 semester hours of credit may be counted within the total of 9 required.

Elementary teachers meet the regular certification standards of the state or the equivalent.

Teachers with preparation and certification for middle level schools may teach all subjects and levels for which their certificates are endorsed.

Teachers with secondary certification have 16 semester hours in the field, appropriately distributed.

Teachers with elementary certification have 12 semester hours in the field, appropriately distributed.

Teachers of combined subject classes have at least 24 semester hours of appropriately distributed credit in the included subject fields.

Teachers of special education, exploratory subjects, work experience, prevocational/vocational, and other subjects for which NCA CASI requirements have not been established are approved by the Commission if they hold a valid certificate for the respective field issued by the state in which they are teaching.

Teachers have 24 semester hours in the field (agriculture, art, business, English, each foreign language, family and consumer sciences, industrial technology, mathematics, music, physical education and health, science, social studies). Coursework is appropriately distributed for each subject taught.

Special education. Teachers hold a valid certificate for the respective field in which they are teaching.

All other subjects. Teachers of other subjects for which NCA CASI requirements have not been established are approved if they hold state certification or have a minimum of 9 semester hours in the subject.

Paraprofessionals, teacher aides, and interns meet state qualifications for their respective positions.

NOTE: If permitted by the state governing agency, the school may employ teachers and other professional staff personnel on the basis of factors other than the established credentials, provided those teachers have demonstrated competency in teaching students at that particular level, display proficiency in their assigned areas, and have been selected for their particular educational program and their ability to relate to the particular students enrolled in the school. Non-teaching staff members meet the legal requirements for the position.

When appointments are made of teachers or other professional staff members who do not meet state certification and/or NCA CASI course credit requirements, the basis for the decision to employ must be stated explicitly. Each non-credentialed staff member is under the supervision of a credentialed staff member in a related area of the curriculum or under the supervision of a curriculum committee composed of credentialed staff members. The number of non-credentialed staff members does not exceed 25% of the staff, computed on a full-time equivalency basis. The building administrator may not be included in that 25%. Special Purpose schools serve unique populations of students who may profit from non-standard instructional areas and techniques; there should be no pressure on those schools to reduce the percentage of non-certificated staff. A certificated teacher assigned to a class outside her/his area of certification (e.g., a social science teacher, appropriately certificated, who also teaches a mathematics class) has documented competence in the outside area and for the assigned level. Such assignments are not to be made merely to fill a teaching vacancy.

Skills in human relations, communications, and instructional effectiveness are evident among the professional staff. Those skills are demonstrated in activities evidencing:

• An understanding of research about the components of effective teaching.
• An understanding that the results of the assessment of students hold implications for the learner and the teacher.
• An awareness of the differing educational needs of each student.
• An understanding of the human need for an orderly and positive environment.
• The valuing of leadership efforts by students, teachers, and community representatives.
• The acknowledgment and encouragement of effective teaching and learning as a prime goal.
• A willingness to help others achieve the school's goals and their personal goals within the profession.
• An interest in securing suggestions from others regarding effectiveness.

RA-o 40

A coordinated learning resource program makes available a wide array of human and material resources for students and teachers. The program supports learning through the adequate provision of appropriate and other pertinent instructional/learning resources.

RA-o 41

The resources are of such diversity and variety as to foster the individualization of learning. The learning resource program derives from the philosophy and objectives of the educational program. Staff and students participate in the selection of learning resources.

RA-o 42

The physical facilities available for the learning resource program are adequate.

Note: The school may share instructional/learning resource services with other institutions or learning centers when this is deemed feasible and desirable in light of the school's educational commitments. However, those services must be readily accessible to the staff and students of the school.