Professional Report

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(G) The increased amount of coursework associated with lapsed licenses will not apply provided
that the license holder completes the required six semester hours by September first of the year
that the professional license expires.
(H) Educators who have earned national board certification during the life of a professional license
are deemed to have met the additional professional development requirements for the next
renewal cycle.
Effective: 04/25/2013
R.C. review dates: 02/08/2013 and 04/25/2018
Promulgated Under:
Statutory Authority:
Rule Amplifies:
Prior Effective Dates: 1-1-98; 1-1-03; 12-30-04; 09/25/2010
A principal should be able to demonstrate success in each of the areas described in paragraphs (A)
to (E) of this rule, as referenced in the Ohio standards for principals adopted by the state board of
education (available on the educator standards board's website at .
Administrator preparation programs should be informed by business, education, and the
community.
(A) Continuous improvement
Principals help to create a shared vision and clear goals for their schools and ensure continuous
progress toward achieving the goals.
(1) Principals facilitate the articulation and realization of a shared vision of continuous school
improvement.
(2) Principals lead the process of setting, monitoring, and achieving specific and challenging goals
that reflect high expectations for all students and staff.
(3) Principals lead the change process for continuous improvement.
(4) Principals anticipate, monitor, and respond to educational developments that affect school
issues and school environment.
(B) Instruction
Principals support the implementation of high-quality standards-based instruction that results in
higher levels of achievement for all students
(1) Principals ensure that the instructional content that is taught is aligned with the Ohio academic
content standards (available at education.ohio.gov) and curriculum priorities of the school and
district.
(2) Principals ensure that instructional practices are effective and meet the needs of all students.
(3) Principals advocate for high levels of learning for all students, including students identified as
gifted, students with disabilities, and at-risk students.