- Agriculture K-12 (PDF)
- American Sign Language Guidelines (PDF)
- Art Education K-12 (PDF)
- Autism Spectrum Disorders Program Endorsement (PDF)
- Business, Computer and Information Technology K-12 (PDF)
- Career and Technical Instructional Certification 7-12 (PDF)
- Citizenship Education 7-12 (PDF)
- Communication 7-12 (PDF)
- Computer Science 7-12 (PDF)
- Cooperative Education 7-12 (PDF)
- Creative Movement Endorsement (PDF)
- Dance Certification PK-12 (PDF)
- Driver Safety Education (PDF)
- Early Childhood Education N-3 (discontinued 8/31/2013)- see Grades PreK-4
- Elementary Education K-6 (discontinued 8/31/2013) - see Grades PreK-4 or Grades 4-8
- English 7-12 (PDF)
- English as a Second Language Program Specialist K-12 (PDF)
- Environmental Education K-12 (PDF)
- Family and Consumer Science K-12 (PDF)
- Foreign Language K-12 (PDF)
- Gifted Endorsement (PDF)
- Grades 4-8 (PDF)
- Grades PreK-4 (PDF)
- Health Education K-12 (PDF)
- Health and Physical Education K-12 (PDF)
- Instructional Coach Endorsement (PDF)
- Library Science K-12
- Marketing Education K-12 (PDF)
- Mathematics 7-12 (PDF)
- Mathematics Coach Endorsement (PDF)
- Music Education K-12 (PDF)
- Online Instruction Program Endorsement (PDF)
- Reading Specialist K-12
- School Leader Endorsement (PDF)
- Science-Biology 7-12 (PDF)
- Science-Chemistry 7-12 (PDF)
- Science-Earth and Space Science 7-12 (PDF)
- Science-General Science 7-12 (PDF)
- Science-Physics 7-12 (PDF)
- Science, Technology, Engineering & Mathematics Endorsement (PDF)
- Skills for Teacher Leaders Endorsement (PDF)
- Social, Emotional, and Behavioral Wellness of PK-12 Students Endorsement (PDF)
- Social Science 7-12 (PDF)
- Social Studies 7-12 (PDF)
- Special Education PK-12
- Special Education-Visually Impaired N-12 (PDF)
- Special Education - PreK-8 and 7-12 (PDF)
- Special Education-Hearing Impaired N-12 (PDF)
- Special Education-Speech Impaired N-12 (PDF)
- Specialist - School Social Worker (PDF) NEW
- Technology Education K-12 (PDF)
- Theatre Endorsement (PDF)
- Specialist-Dental Hygienist K-12 (PDF)
- Specialist-Elementary and Secondary School Counselor (Pre K-12) (PDF)
- Specialist-Home and School Visitor K-12 (PDF)
- Specialist-Instructional Technology K-12 (PDF)
- Specialist-School Nurse K-12 (PDF)
- Specialist-School Psychologist K-12 (PDF)
- Specialist-School Speech and Language Pathologist (PDF)
- Supervisor - Career and Technical Certification (PDF)
- Supervisor-Curriculum and Instruction K-12 (PDF)
- Supervisor-Pupil Personnel Services K-12 (PDF)
- Supervisor Single Area K-12 (PDF)
- Supervisor Special Education K-12 (PDF)
- Administrative-Principal K-12 (PDF)
- Administrative-Principal K-12 Alternative (PDF)
- Administrative-Superintendent (PDF)
- Administrative-Career and Technical Director (PDF)
- Common Ground Program Framework Guide (PDF)
- Common Ground Program Framework Overview and Guide
- Framework for Instructional Coach Endorsement (PDF)
- Professional Ethics (PE) Program Framework Guidelines (PDF)
- Professional Ethics (PE) Assurances Approval Form for Educator Preparation Programs (PDF)
- Structured Literacy (SL) Program Framework Guidelines (PDF)
- Structured Literacy (SL) Assurances Approval Form for Educator Preparation Programs (PDF)
- Guidelines for Superintendent, Administrative, Career and Technical Director and Supervisory (including Alternative Guidelines)
- Teacher Intern Certification Program Specific Program Guidelines (PDF)
- Intern Certification Program Revision (PDF)
- The Framework Residency Certificate Specific Program Guidelines (PDF)
- K-12 Program Framework Guidelines (PDF)
- Post-Baccalaureate Program Guidelines (PDF) NOTE: An accompanying set of FAQs is available in the FAQs section of the website.
- Secondary Grades 7-12 Program Framework Guidelines (PDF)
- Accommodations and Adaptations and ELL Program Framework Guidelines (PDF) A minor error was identified and corrected in March 2009. The guidelines stated: "Candidates who apply for Pennsylvania instructional and/or educational specialist certificate, professional personnel, on or after January 1, 2013 must have completed the credits/hours described above." The correct language is that programs must include the credits/hours as of January 1, 2011. The document posted here now reflects this correction.
- Accommodations and Adaptations for Diverse Learners - Guidelines that inform the work of the School Counselor (PDF)
- Accommodations and Adaptations for Diverse Learners - Guidelines that inform the work of the School Nurse (PDF)
- Accommodations and Adaptations for Diverse Learners - Guidelines that inform the work of the School Psychologist (PDF)
- Accommodations and Adaptations for Diverse Learners - Guidelines that inform the work of the Instructional Technology Specialist (PDF)
- Accelerated Program Guidelines (PDF)
- Cyber School Student Teaching Competencies (PDF) (7/29/2014)
- Field and Student Teaching Competencies (PDF)
- Guidelines for Project-Based Field Experience (PDF)
Guidelines for Use of Student Teachers (per 22 PA Code 354.25(f)) as Substitutes
The integrity of the student teaching experience must be protected. A candidate should have a supervised experience which allows them to concentrate on applying the skills and knowledge they have acquired in their respective program. The following guidelines are to ensure the experience meets statutory requirements while also providing flexibility for the field.
- Substitute teaching does not replace the minimum 12-week supervised student teaching experience as required under 22 Pa. Code §354.25(f).
- Post-Baccalaureate students who are working on an internship certificate or as a type 01 long-term substitute in the subject area of their certificate may have the supervised student teaching experience incorporated into the internship or long-term substitute service as long as the student teaching experience satisfies the criteria established in Chapter 354.
- The student teacher may not be the teacher of record unless they are a post-Baccalaureate candidate serving in a Type 01 long-term substitute capacity or on an internship certificate as identified above.
- Per 24 P.S. § 12-1219 each teacher preparation program approved by the department shall have a policy regarding allowing an individual undertaking a student teacher program under 22 Pa. Code § 354.25(f) (relating to preparation program curriculum) and satisfying the requirements of section 1201.1(1) to teach as a substitute in exchange for financial compensation, if the individual has received at least one satisfactory observation related to the individual's student teacher program. A teacher preparation program policy may not prohibit substitute teaching by individuals who have received at least one satisfactory observation related to their student teacher program.
- Student teachers (students engaged in student teaching) per 22 Pa. Code §354.25(f) may not substitute for longer than 10 days in their assigned classroom or classrooms or for other teachers within the building or buildings where they have been placed as a student teacher and must possess at least one satisfactory observation related to their student teacher program [24 P.S. § 12-1201.1 & 12-1219]. The LEA (cooperating) teacher and IHE (supervisor) should work together to maintain the integrity of the student teaching experience.
- Student teachers operating in accordance with the policy required under section 1219 may be compensated as determined by the LEA where they are working.
- Up to 50% of the student teaching experience may be completed through a teaching experience in a cyber or remote learning environment.
The field supervisor may be trained by the educator preparation program as a field supervisor and the topics of the training can cover the requirements of student teaching in Pennsylvania, completing the PDE 430, and providing feedback to students. As 50% of a student teaching experience may be completed through a cyber or remote learning environment, in addition to the training received by all field supervisors, a field supervisor may also receive training by the educator preparation program on how to observe and evaluate a candidate in the remote environment. Additionally, for field supervisors who are supervising candidates in a long-distance placement, the field supervisor can be hired by an educator preparation program to provide on-site, face-to-face supervision. These individuals need to have knowledge and have applicable experience in the certification area they will supervise and may receive training delivered to all field supervisors. This training can be delivered by the education preparation program in a synchronous or asynchronous on-line training format.