(b) Except as otherwise provided in this section, for candidates applying for certification on or after May 1, 2014 or candidates who applied for certification on or before April 30, 2014 but did not meet all the requirements for an initial certificate on or before April 30, 2014, such candidates shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification Examination teacher performance assessment, the educating all students test, the academic literacy skills test and the content specialty test(s) in the area of the certificate, except that a candidate seeking an initial certificate in the title of Speech and Language Disabilities (all grades) shall not be required to achieve a satisfactory level of performance on the content specialty test or the teacher performance assessment and a candidate seeking an initial certificate in the title of Educational Technology Specialist (all grades) shall not be required to achieve a satisfactory level of performance on the teacher performance assessment.

2. Subparagraph (ii) of paragraph (1) of subdivision (c) of section 80-3.3 of the Regulations of the Commissioner of Education is amended, effective October 2, 2013, to read as follows:

(ii) Examination. The candidate shall meet the examination requirement by meeting the requirements in one of the following clauses:

(a) (1) A candidate who has completed all requirements for initial certification on or before April 30, 2014 and who applies for certification on or before April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification Examination written assessment of teaching skills, on or before April 30, 2014 or achieve a satisfactory level of performance on the [teacher performance assessment and the] educating all students test.

(2) A candidate who applies for certification on or after May 1, 2014 or a candidate who applies for certification on or before April 30, 2014 but does not meet all the requirements for an initial certificate on or before April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the [New York State Teacher Certification Examination teacher performance assessment and the] educating all students test.

(b) . . .

3. Subparagraph (ii) of paragraph (2) of subdivision (c) of section 80-3.3 of the Regulations of the Commissioner of Education is amended, effective October 2, 2013, to read as follows:

(ii) Examination. The candidate shall meet the examination requirement by meeting the requirements in one of the following clauses:

(a) (1) A candidate who has completed all requirements for initial certification on or before April 30, 2014 and who applies for certification on or before April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification Examination communication and quantitative skills test and the written assessment of teaching skills on or before April 30, 2014 or evidence of having achieved a satisfactory level of performance on the communication and quantitative skills test[, the teacher performance assessment] and the educating all students test.

(2) A candidate who applies for certification on or after May 1, 2014 or a candidate who applies for certification on or before April 30, 2014 but does not meet all the requirements for an initial certificate on or before April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification Examination communication and quantitative skills test [,the teacher performance assessment] and the educating all students test.

4. Subparagraph (iii) of paragraph (1) of subdivision (c) of section 80-3.4 of the Regulations of the Commissioner of Education is amended, effective October 2, 2013, as follows:

(iii) Examination.

(a) A candidate who has completed all requirements for a professional certificate and who apply for certification on or before April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification Examination liberal arts and sciences test on or before April 30, 2014 or evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification [Examination] academic literacy skills test and the teacher performance assessment for career and technical subjects, when developed and available.

(b) A candidate who applies for certification on or after May 1, 2014 or who applies for certification on or before April 30, 2014 but does not meet all the requirements for a professional certificate on or before April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification [Examination] academic literacy skills test and the teacher performance assessment(s) for career and technical subjects, when developed and available.

5. Subparagraph (iii) of paragraph (2) of subdivision (c) of section 80-3.4 of the Regulations of the Commissioner of Education is amended, effective October 2, 2013, as follows:

(iii) Examination.

(a) A candidate who has completed all other requirements for a professional certificate and who applies for certification on or before April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification Examination liberal arts and sciences test on or before April 30, 2014 or a satisfactory level of performance on the New York State Teacher Certification [Examination] academic literacy skills test and the teacher performance assessment(s) for career and technical subjects when the Department determines that the test is available and required.

(b) A candidate who applies for certification on or after May 1, 2014 or who applies for certification on or before April 30, 2014 but does not meet all the requirements for a professional certificate on April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher Certification [Examination] academic literacy skills test and the teacher performance assessment(s) for career and technical subjects when the Department determines that the test is available and required.

6. A new clause (c) is added to subparagraph (i) of paragraph (3) of subdivision (b) of section 80-3.10 of the Regulations of the Commissioner of Education is amended, effective October 2, 2013, to read as follows:

(c) Examination requirement. Any candidate applying for a professional certificate as a school district leader on or after May 1, 2015, shall also achieve a satisfactory level of performance on the educating all students test.

7. A new paragraph (4) is added to subdivision (b) of section 80-5.15 of the Regulations of the Commissioner of Education, effective October 2, 2013, to read as follows:

(4) Examination requirement. Any candidate applying for a professional certificate as a school district leader on or after May 1, 2015, shall also achieve a satisfactory level of performance on the educating all students test.

8. Clauses (a) and (b) of subparagraph (ii) of subdivision (b) of section 80-5.13 of the Regulations of the Commissioner of Education is amended, effective October 2, 2013, to read as follows:

(a) A candidate who applies for an initial certificate on or before April 30, 2014, and who has completed all other requirements for an initial certificate or who has completed all requirements for an initial certificate except completion of their registered Transitional B program, on or before April 30, 2014 shall submit evidence of having achieved a satisfactory level of performance on the New York State Teacher certification examination written assessment of teaching skills test, and any other examination required for the provisional or initial certificate, as applicable, and/or a bilingual education extension of such certificate, as applicable, on or before April 30, 2014 or a satisfactory level of performance on teacher performance assessment, if applicable for that certificate title, and any other examination required for the provisional or initial certificate, as applicable, and/or a bilingual education extension of such certificate, as applicable.

(b) A candidate who applies for certification on or after May 1, 2014 or who applies for certification on or before April 30, 2014 but does not meet all the requirements for a professional certificate on April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the teacher performance assessment, if applicable for that certificate title, and any other examination required for the provisional or initial certificate, as applicable, and/or a bilingual education extension of such certificate, as applicable.

8. A new subparagraph (v) is added to paragraph (1) of subdivision (a) of section 80-5.20 of the Regulations of the Commissioner of Education, effective October 2, 2013, to read as follows:

(v) Examination requirement.

(a) Any candidate applying for a professional certificate as a school district leader through endorsement of a certificate of another state or territory pursuant to the provisions of this section on or after October 2, 2013, shall achieve a satisfactory level of performance on the school district leader examination.

(b) Any candidate applying for a professional certificate as a school district leader through endorsement of a certificate of another state or territory on or after May 1, 2014 or who applies for certification on or before April 30, 2014 but does not meet all the requirements for a professional certificate on April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the educating all students test.

1. STATUTORY AUTHORITY:

Education Law section 207 grants general rule-making authority to the Regents to carry into effect State educational laws and policies.

Subdivision (1) of section 305 of the Education Law empowers the Commissioner of Education to be the chief executive officer of the state system of education and authorizes the Commissioner to execute educational policies determined by the Regents.

Subdivision (2) of section 3001 of the Education Law establishes certification by the State Education Department as a qualification to teach in the State's public schools.

Paragraph (b) of subdivision (1) of section 3006 of the Education Law provides that the Commissioner of Education may issue such teacher certificates as the Regents Rules prescribe.

Subdivision (1) of section 3009 of the Education Law provides that no part of the school moneys apportioned to a district shall be applied to the payment of the salary of an unqualified teacher.

2. LEGISLATIVE OBJECTIVES:

The proposed amendment is consistent with the above legislative objectives and is necessary to implement Regents policy relating to certification examinations for certain teachers and school building leaders.

3. NEEDS AND BENEFITS:

At their December 2012 meeting, the Board of Regents adopted regulations regarding requirements for new certification exams for teachers and school building leaders.

As a result of meetings with the field and the assessment developers, a series of recommendations and suggestions have been made regarding several of the assessments specific to certain certification areas and titles. The changes below reflect these technical changes that should be made to ensure that all teacher and leader candidates are prepared to take on their job responsibilities once hired.

Requirements for Initial Certificates in CTE Fields - Option A and B Pathways

In December, regulations were amended to require candidates who apply for CTE certification on or after May 1, 2014 or candidates who apply for CTE certification on or before April 30, 2014 but do not meet all the requirements for an initial certificate on or before April 30, 2014, to pass the edTPA for initial certification.

However, given the vast selection of specified CTE subject areas (there are 40 specific certification areas) available within the CTE field, combined with relatively low rates of certificates issued, the creation of individual edTPAs for each specific subject area was not practical. The Department is currently working to develop a general performance assessment for general CTE certificate areas or clusters, consistent with National Standards, that would apply to all those seeking a CTE certificate in New York. In addition, since the majority of individuals seeking to obtain CTE certification come directly from the field rather than an education program, requiring the edTPA for initial certification can act as a barrier to job entry, given that these individuals do not have access to a classroom prior to obtaining certification.

Therefore, the proposed amendment eliminates the requirement for candidates to complete the edTPA for initial certification and instead requires a performance assessment for CTE teachers seeking their professional certification when it becomes available.

Requirements for School District Leader Candidates

Candidates who apply for School District Leader certification are currently required to successfully complete a New York State educational leadership program and achieve a satisfactory level of performance on the school district leadership examination.

However, the Department believes that school district leaders should possess the skills and knowledge needed to adequately meet the diverse needs of students and to ensure that all students are successful. In addition, it is important for school district leaders to be aware of, and understand, the benefits of fostering strong home-school relationships, specifically as it relates to academic success. It is essential for school district leaders to understand the rights and responsibilities of various stakeholders, such as teachers, children, and parents, in a variety of situations and also have the ability to lead and direct the work at the school building level. Therefore, the proposed amendment requires a candidate who applies for a professional School District Leader certificate on or after May 1, 2015 to pass the Educating All Students examination.

In addition, any candidate applying for a School District Leader certificate under the endorsement pathway on or after October 2, 2013, shall achieve a satisfactory level of performance on the School District Leader examination. Candidates applying for a School District Leader certificate on or after May 1, 2014 or candidates applying for certification on or before April 30, 2014 but who do not meet all the requirements for a professional certificate on April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the Educating All Students examination.

Requirements for Initial Certification in Education Technology Specialist

In December, regulations were amended to require that candidates applying for certification on or after May 1, 2014, or candidates who applied for certification on or before April 30, 2014, but did not meet all of the requirements for an initial certificate on or before April 30, 2014, pass the edTPA, EAS, ALST, and the CST.

An Education Technology Specialist’s role in a school is to help train and support the work of the teacher. He/she is expected to help the teacher learn how to employ technology in support of student learning. He/she is not expected to engage with students directly. As a result, candidates for the Education Technology Specialist must complete a practicum, rather than student teaching. The proposed amendment removes the edTPA requirement for these candidates.

Requirements for Initial certification of Speech and Language Disabilities

In December, regulations were amended to require that candidates applying for certification on or after May 1, 2014, or candidates who applied for certification on or before April 30, 2014, but did not meet all of the requirements for an initial certificate on or before April 30, 2014, pass the edTPA, EAS, and the ALST. These candidates are required to pass the Speech and Language Pathology (PRAXIS) examination which is also required for a professional license as a Speech and Language Pathologist.

Because the role of these teachers is often that of a related services position, rather than one in which they deliver content, it is unlikely that their student teaching will be in a role in which they instruct a class. Therefore, the proposed amendment removes the edTPA requirement for these candidates.

However, pursuant to Section 80-3.9 of the Commissioner’s Regulations, speech-language pathologists licensed under Title VIII who apply for an initial certificate as a teacher of speech and language disabilities (all grades) are not subject to the examination requirements for such teachers. These candidates are required to have a passing score on the Speech and Language Pathology (PRAXIS) examination in order to be licensed.

4. COSTS:

(a) Costs to State government: none.

(b) Costs to local governments: none.

(c) Costs to private regulated parties: none.

(d) Costs to the State Education Department for implementation continued administration of this rule: none.

5. LOCAL GOVERNMENT MANDATES:

The proposed amendment does not impose any mandatory program, service, duty, or responsibility upon local government, including school districts or BOCES.

6. PAPERWORK:

There are no additional paperwork requirements beyond those currently imposed.

7. DUPLICATION:

The amendment does not duplicate any existing State or Federal requirements.

8. ALTERNATIVES:

The proposed amendment is necessary to implement the policy of the Board of Regents relating to certification examinations for certain teachers and school building leaders and reflect the recommendations and suggestions made as a result of meetings with the field and the assessment developers. There were no significant alternatives and none were considered.

9. FEDERAL STANDARDS:

There are no Federal standards that establish requirements for the certification of teachers for service in the State's public schools.

10. COMPLIANCE SCHEDULE:

It is anticipated that regulated parties may achieve compliance with the proposed amendment by its effective date.

(a) Small businesses:

The purpose of the proposed amendment is to adopt technical amendments to the Commissioner's Regulations relating to certification examination requirements for certain teachers and school building leaders. The proposed rule does not impose any reporting, recordkeeping or other compliance requirements, and will not have an adverse economic impact, on small business. Because it is evident from the nature of the amendment that it does not affect small businesses, no further steps were needed to ascertain that fact and none were taken. Accordingly, a regulatory flexibility analysis for small businesses is not required and one has not been prepared.

(b) Local governments:

1. EFFECT OF RULE:

The proposed amendment relates to certification examination requirements for certain teachers and school building leaders.

2. COMPLIANCE REQUIREMENTS:

At their December 2012 meeting, the Board of Regents adopted regulations regarding requirements for new certification exams for teachers and school building leaders.

As a result of meetings with the field and the assessment developers, a series of recommendations and suggestions have been made regarding several of the assessments specific to certain certification areas and titles. The changes below reflect these technical changes that should be made to ensure that all teacher and leader candidates are prepared to take on their job responsibilities once hired.

Requirements for Initial Certificates in CTE Fields - Option A and B Pathways

In December, regulations were amended to require candidates who apply for CTE certification on or after May 1, 2014 or candidates who apply for CTE certification on or before April 30, 2014 but do not meet all the requirements for an initial certificate on or before April 30, 2014, to pass the edTPA for initial certification.

However, given the vast selection of specified CTE subject areas (there are 40 specific certification areas) available within the CTE field, combined with relatively low rates of certificates issued, the creation of individual edTPAs for each specific subject area was not practical. The Department is currently working to develop a general performance assessment for general CTE certificate areas or clusters, consistent with National Standards, that would apply to all those seeking a CTE certificate in New York. In addition, since the majority of individuals seeking to obtain CTE certification come directly from the field rather than an education program, requiring the edTPA for initial certification can act as a barrier to job entry, given that these individuals do not have access to a classroom prior to obtaining certification.

Therefore, the proposed amendment eliminates the requirement for candidates to complete the edTPA for initial certification and instead requires a performance assessment for CTE teachers seeking their professional certification when it becomes available.

Requirements for School District Leader Candidates

Candidates who apply for School District Leader certification are currently required to successfully complete a New York State educational leadership program and achieve a satisfactory level of performance on the school district leadership examination.

However, the Department believes that school district leaders should possess the skills and knowledge needed to adequately meet the diverse needs of students and to ensure that all students are successful. In addition, it is important for school district leaders to be aware of, and understand, the benefits of fostering strong home-school relationships, specifically as it relates to academic success. It is essential for school district leaders to understand the rights and responsibilities of various stakeholders, such as teachers, children, and parents, in a variety of situations and also have the ability to lead and direct the work at the school building level. Therefore, the proposed amendment requires a candidate who applies for a professional School District Leader certificate on or after May 1, 2015 to pass the Educating All Students examination.

In addition, any candidate applying for a School District Leader certificate under the endorsement pathway on or after October 2, 2013, shall achieve a satisfactory level of performance on the School District Leader examination. Candidates applying for a School District Leader certificate on or after May 1, 2014 or candidates applying for certification on or before April 30, 2014 but who do not meet all the requirements for a professional certificate on April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the Educating All Students examination.

Requirements for Initial Certification in Education Technology Specialist

In December, regulations were amended to require that candidates applying for certification on or after May 1, 2014, or candidates who applied for certification on or before April 30, 2014, but did not meet all of the requirements for an initial certificate on or before April 30, 2014, pass the edTPA, EAS, ALST, and the CST.

An Education Technology Specialist’s role in a school is to help train and support the work of the teacher. He/she is expected to help the teacher learn how to employ technology in support of student learning. He/she is not expected to engage with students directly. As a result, candidates for the Education Technology Specialist must complete a practicum, rather than student teaching. The proposed amendment removes the edTPA requirement for these candidates.

Requirements for Initial certification of Speech and Language Disabilities

In December, regulations were amended to require that candidates applying for certification on or after May 1, 2014, or candidates who applied for certification on or before April 30, 2014, but did not meet all of the requirements for an initial certificate on or before April 30, 2014, pass the edTPA, EAS, and the ALST. These candidates are required to pass the Speech and Language Pathology (PRAXIS) examination which is also required for a professional license as a Speech and Language Pathologist.

Because the role of these teachers is often that of a related services position, rather than one in which they deliver content, it is unlikely that their student teaching will be in a role in which they instruct a class. Therefore, the proposed amendment removes the edTPA requirement for these candidates.

However, pursuant to Section 80-3.9 of the Commissioner’s Regulations, speech-language pathologists licensed under Title VIII who apply for an initial certificate as a teacher of speech and language disabilities (all grades) are not subject to the examination requirements for such teachers. These candidates are required to have a passing score on the Speech and Language Pathology (PRAXIS) examination in order to be licensed.

3. PROFESSIONAL SERVICES:

The proposed amendment does not impose any additional professional services requirements on school districts or BOCES.

4. COMPLIANCE COSTS:

The proposed amendment does not impose any additional compliance costs on school districts or BOCES.

5. ECONOMIC AND TECHNOLOGICAL FEASIBILITY:

The rule does not impose any additional costs or technological requirements on school districts or BOCES.

6. MINIMIZING ADVERSE IMPACT:

The proposed amendment does not impose any additional compliance requirements or costs on school districts or BOCES. The proposed amendment is necessary to implement policy of the Board of Regents relating to certification examinations for certain teachers and school building leaders and reflects the recommendations and suggestions made as a result of meetings with the field and the assessment developers.

At their December 2012 meeting, the Board of Regents adopted regulations regarding requirements for new certification exams for teachers and school building leaders. As a result of meetings with the field and the assessment developers, a series of recommendations and suggestions have been made regarding several of the assessments specific to certain certification areas and titles. The proposed amendment reflects these technical changes that should be made to ensure that all teacher and leader candidates are prepared to take on their job responsibilities once hired.

7. LOCAL GOVERNMENT PARTICIPATION:

Comments on the development of the proposed amendment have been solicited from district superintendents across the State and the Big 5 city school districts.

1. TYPES AND ESTIMATED NUMBER OF RURAL AREAS:

The proposed amendment will affect certified teachers that apply for a teaching or school building leader certificate in all parts of the State, including those located in the 44 rural counties with fewer than 200,000 inhabitants and the 71 towns and urban counties with a population density of 150 square miles or less.

2. REPORTING, RECORDKEEPING, AND OTHER COMPLIANCE REQUIREMENTS; AND PROFESSIONAL SERVICES:

As a result of meetings with the field and the assessment developers, a series of recommendations and suggestions have been made regarding several of the assessments specific to certain certification areas and titles. The changes below reflect these technical changes that should be made to ensure that all teacher and leader candidates are prepared to take on their job responsibilities once hired.

Requirements for Initial Certificates in CTE Fields - Option A and B Pathways

In December, regulations were amended to require candidates who apply for CTE certification on or after May 1, 2014 or candidates who apply for CTE certification on or before April 30, 2014 but do not meet all the requirements for an initial certificate on or before April 30, 2014, to pass the edTPA for initial certification.

However, given the vast selection of specified CTE subject areas (there are 40 specific certification areas) available within the CTE field, combined with relatively low rates of certificates issued, the creation of individual edTPAs for each specific subject area was not practical. The Department is currently working to develop a general performance assessment for general CTE certificate areas or clusters, consistent with National Standards, that would apply to all those seeking a CTE certificate in New York. In addition, since the majority of individuals seeking to obtain CTE certification come directly from the field rather than an education program, requiring the edTPA for initial certification can act as a barrier to job entry, given that these individuals do not have access to a classroom prior to obtaining certification.

Therefore, the proposed amendment eliminates the requirement for candidates to complete the edTPA for initial certification and instead requires a performance assessment for CTE teachers seeking their professional certification when it becomes available.

Requirements for School District Leader Candidates

Candidates who apply for School District Leader certification are currently required to successfully complete a New York State educational leadership program and achieve a satisfactory level of performance on the school district leadership examination.

However, the Department believes that school district leaders should possess the skills and knowledge needed to adequately meet the diverse needs of students and to ensure that all students are successful. In addition, it is important for school district leaders to be aware of, and understand, the benefits of fostering strong home-school relationships, specifically as it relates to academic success. It is essential for school district leaders to understand the rights and responsibilities of various stakeholders, such as teachers, children, and parents, in a variety of situations and also have the ability to lead and direct the work at the school building level. Therefore, the proposed amendment requires a candidate who applies for a professional School District Leader certificate on or after May 1, 2015 to pass the Educating All Students examination.

In addition, any candidate applying for a School District Leader certificate under the endorsement pathway on or after October 2, 2013, shall achieve a satisfactory level of performance on the School District Leader examination. Candidates applying for a School District Leader certificate on or after May 1, 2014 or candidates applying for certification on or before April 30, 2014 but who do not meet all the requirements for a professional certificate on April 30, 2014, shall submit evidence of having achieved a satisfactory level of performance on the Educating All Students examination.

Requirements for Initial Certification in Education Technology Specialist

In December, regulations were amended to require that candidates applying for certification on or after May 1, 2014, or candidates who applied for certification on or before April 30, 2014, but did not meet all of the requirements for an initial certificate on or before April 30, 2014, pass the edTPA, EAS, ALST, and the CST.

An Education Technology Specialist’s role in a school is to help train and support the work of the teacher. He/she is expected to help the teacher learn how to employ technology in support of student learning. He/she is not expected to engage with students directly. As a result, candidates for the Education Technology Specialist must complete a practicum, rather than student teaching. The proposed amendment removes the edTPA requirement for these candidates.

Requirements for Initial certification of Speech and Language Disabilities

In December, regulations were amended to require that candidates applying for certification on or after May 1, 2014, or candidates who applied for certification on or before April 30, 2014, but did not meet all of the requirements for an initial certificate on or before April 30, 2014, pass the edTPA, EAS, and the ALST. These candidates are required to pass the Speech and Language Pathology (PRAXIS) examination which is also required for a professional license as a Speech and Language Pathologist.

Because the role of these teachers is often that of a related services position, rather than one in which they deliver content, it is unlikely that their student teaching will be in a role in which they instruct a class. Therefore, the proposed amendment removes the edTPA requirement for these candidates.

However, pursuant to Section 80-3.9 of the Commissioner’s Regulations, speech-language pathologists licensed under Title VIII who apply for an initial certificate as a teacher of speech and language disabilities (all grades) are not subject to the examination requirements for such teachers. These candidates are required to have a passing score on the Speech and Language Pathology (PRAXIS) examination in order to be licensed.

The proposed amendment does not impose any additional professional services requirements on school districts or BOCES.

3. COSTS:

The proposed amendment does not impose any costs on entities in rural areas.

4. MINIMIZING ADVERSE IMPACT:

The proposed amendment does not impose any additional compliance requirements or costs on school districts or BOCES. The proposed amendment is necessary to implement the policy of the Board of Regents relating to certification examinations for certain teachers and school building leaders and reflects the recommendations and suggestions made as a result of meetings with the field and the assessment developers.

At their December 2012 meeting, the Board of Regents adopted regulations regarding requirements for new certification exams for teachers and school building leaders. As a result of meetings with the field and the assessment developers, a series of recommendations and suggestions have been made regarding several of the assessments specific to certain certification areas and titles. The proposed amendment reflects these technical changes that should be made to ensure that all teacher and leader candidates are prepared to take on their job responsibilities once hired.

In order to implement Regents policy, the certification examination requirements must be of uniform applicability throughout the State, including those candidates residing in rural areas. Therefore, it was not possible to establish different requirements for entities in rural areas, or to exempt them from the amendment's provisions.

5. RURAL AREA PARTICIPATION:

The State Education Department has sent the proposed amendment to the Rural Advisory Committee, which has members who live or work in rural areas across the State.

The purpose of the proposed amendment is to adopt technical amendments to the Commissioner's Regulations relating to certification examination requirements for certain teachers and school building leaders. Because it is evident from the nature of the proposed amendment that it will have no impact on the number of jobs or employment opportunities in New York State, no further steps were needed to ascertain that fact and none were taken. Accordingly, a job impact statement is not required and one has not been prepared.