(viii) Programs leading to initial certificates valid for teaching students who are blind or visually impaired (all grades).
(a) Content core. In addition to meeting the general requirements for the content core prescribed in paragraph (2)(ii)(b) of this subdivision, the content core shall include two options for candidates:
(1) content core, as prescribed in this subdivision, for the early childhood education certificate or the childhood education certificate; or
(2) content core, as prescribed in this subdivision, for the middle childhood education certificate or the adolescence education certificate.
(b) Pedagogical core. In addition to meeting the general requirements prescribed in paragraph (2)(ii)(a)(3) of this subdivision, the pedagogical core shall focus on developing comprehensive knowledge, understanding, and skills for teaching students with disabilities, as prescribed in subparagraph (vi)(b)(1) of this paragraph; and specialized knowledge, understanding, and skills for teaching students who are blind or visually impaired that includes, but need not be limited to:
(1) study in the following:
(i) purposes and scope of ophthalmologic, optometric, and clinical low-vision evaluation procedures, major codes of Braille, and treatment options used with students with visual impairments;
(ii) use of devices to assist students with blindness and visual impairments, including assistive technology;
(iii) methods for selecting the appropriate literacy medium or media for each student; and
(iv) reading and teaching Braille; and
(2) field experiences, student teaching or practica with students who are blind or visually impaired, which includes experiences at each of the four developmental levels: early childhood, childhood, middle childhood and adolescence, provided that student teaching shall include experiences at the early childhood or childhood level and also at the middle childhood or adolescence level. The time requirements for field experience, student teaching and practica of paragraph (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least 50 clock hours of field experiences and at least 20 days of practica or student teaching with students who are blind or visually impaired.

(ix) Programs leading to certificates valid for teaching students with speech and language disabilities (all grades).
(a) Requirements for the initial certificate.
(1) Content core. In addition to meeting the general requirements for the content core prescribed in paragraph (2)(ii)(b) of this subdivision, the content core shall include study to acquire knowledge, understanding, and skills in the field of speech and language disorders.
(2) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in paragraph (2)(ii)(c) of this subdivision, the pedagogical core shall include, but need not be limited to:
(i) study to develop comprehensive knowledge, understanding, and skills for teaching students with disabilities, as prescribed in paragraph (vi)(b)(1) of this subdivision, and specialized study to prepare for working with general education teachers in terms of the impact of speech, language, and hearing disabilities on learning in the general curriculum areas of the State Learning Standards for students, which are prescribed in Part 100 of this Title; and
(ii) supervised, on-campus clinical practica and off-campus, college-supervised clinical practica totaling at least 150 clock hours that include experiences with students with speech and language disabilities in early childhood, childhood, middle childhood, and adolescence. The off-campus practica shall include experiences in elementary and/or secondary schools. The time requirements for field experience, student teaching and practica of paragraph (2)(ii)(c)(2)(i) of this subdivision shall not be applicable.
(b) Requirements for the professional certificate.
(1) The general registration requirements for a program leading to the professional certificate set forth in paragraph (2)(iii)(a) of this subdivision shall not apply.
(2) To meet the registration requirements for a program leading to the professional certificate, the program shall be a master's degree program in speech-language pathology or its equivalent that meets the educational requirements in Part 75 of this Title required for licensure as a speech-language pathologist.

(x) Programs leading to initial certificates valid for teaching English to speakers of other languages (all grades).
(a) Content core. In addition to meeting the general requirements for the content core prescribed in paragraph (2)(ii)(b) of this subdivision, the content core shall be a major, concentration, or the equivalent, which, in combination with the general education core and the pedagogical core, provides a knowledge base for assisting students in elementary and secondary schools in meeting the State Learning Standards for students in English language arts; mathematics, science, and technology; and social studies, as prescribed in Part 100 of this Title; and also includes at least 12 semester hours or the equivalent of study of a language other than English.
(b) Pedagogical core. In addition to meeting the general requirements prescribed in paragraph (2)(ii)(c) of this subdivision, the pedagogical core shall focus on teaching English to speakers of other languages and include, but need not be limited to:
(1) study in cultural perspectives, language acquisition, linguistics, English grammar, and methods of second-language teaching at the elementary and secondary levels, including methods of teaching reading to students who are English language learners and students with disabilities at the elementary and secondary levels, including methods of reading enrichment and remediation; and
(2) field experiences and student teaching with students learning English as a second language in both elementary and secondary schools. The time requirements for field experience, student teaching and practica of paragraph (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least 50 clock hours of field experiences with students learning English as a second language; and practica or student teaching with students learning English as a second language in both elementary and secondary schools totaling at least 20 days.

(xi) Programs leading to initial and professional certificates for teaching literacy (Birth through Grade six) or for teaching literacy (Grades 5 through 12).
(a) Notwithstanding the requirements of paragraph (2)(ii) of this subdivision, the program shall lead to a master's or higher degree.
(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in paragraph (2)(ii)(b) of this subdivision, the pedagogical core shall be focused on early childhood or childhood education, or on middle childhood or adolescence education, as appropriate to the certificate, and shall include, but need not be limited to:
(1) graduate study that prepares candidates with:
(i) knowledge of the theories of literacy development and individual differences, including but not limited to: an understanding of difficulties that may be confronted in acquiring the literacy sills of listening, speaking, reading, and writing; and the principles and practices of assessing student literacy performance;
(ii) proficiency in providing instruction and assessment in cooperation with other school staff, including but not limited to: creating instructional environments; teaching all aspects of literacy acquisition, including but not limited to phonemic awareness, phonics skills, word identification, vocabulary skills, study strategies and strategies for building comprehension, constructing meaning, and building literacy in the content areas; assessing students’ literacy performance, including but not limited to identifying dyslexia; providing appropriate instruction for students experiencing difficulty in acquiring literacy skills; and providing literacy services to students in compensatory or special education programs; and
(iii) proficiency in organizing and enhancing literacy programs, including but not limited to: communicating information about literacy to various groups; developing literacy curricula; and communicating assessment results to parents, caregivers, and school personnel; and
(2) for the literacy certificate (birth through grade 6), at least 50 clock hours of college-supervised practica in teaching literacy to students at both the early childhood and childhood levels; and for the literacy certificate (grades 5 through 12), at least 50 clock hours of college-supervised practice in teaching literacy to students at both the middle childhood and adolescent levels. The time requirements for field experience, student teaching and practica of paragraph (2)(ii)(c)(2)(i) of this subdivision shall not be applicable.
(c) Programs shall require the candidate to have completed the requirements for an initial classroom teaching certificate in another certificate title, as a pre-requisite for admission.
(d) The general requirements for programs leading to a professional certificate prescribed in paragraph (2)(iii) of this subdivision shall not be applicable.

(xii) Programs leading to initial certificates valid for teaching the career field of agriculture, or business and marketing, or family and consumer sciences (Grades 5 through 12).
(a) Content core. In addition to meeting the general requirements for the content core prescribed in paragraph (2)(ii)(b) of this subdivision, the content core shall include a major or its equivalent in agriculture, or business and marketing, or family and consumer sciences, as applicable, that provides a knowledge base for assisting students in grades 5 through 12 in meeting the State Learning Standards for students in career development and occupational studies, as prescribed in Part 100 of this Title.
(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in paragraph (2)(ii)(c) of this subdivision, the pedagogical core shall focus on middle childhood and adolescence education and include but need not be limited to:
(1) study in the processes of growth and development in middle childhood and adolescence and how to provide learning experiences and conduct assessments reflecting understanding of those processes; and
(2) student teaching in grades 5 through 9 and grades 10 through 12. The time requirements for field experience, student teaching and practica of paragraph (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least 50 clock hours of field experiences, practica, or student teaching in the career field in grades 5 through 9 and grades 10 through 12.

(xiii) Programs leading to certificates valid for teaching a specific occupational subject within the field of agriculture, family and consumer sciences, or health; within a technical area; or within a trade (Grades 5 through 12).
(a) In addition to meeting the general requirements in paragraph (2) of this subdivision, except for paragraph (2)(ii) and (iii) of this subdivision which shall not be applicable, a program registered as leading to a certificate in this title shall meet the following requirements of either Option A or Option B:
(1)Option A.
(i) Initial certificate. The program shall lead to an associate degree or its equivalent that includes study in the liberal arts and sciences, and in the following areas of pedagogy:
A. human developmental processes and variations; including but not limited to: the impact of culture, heritage, socioeconomic level, personal health and safety, nutrition, past or present abusive or dangerous environment, and factors in the home, school, and community on students' readiness to learn;
B. learning processes, motivation, communication, and classroom management;
C. the nature of students within the full range of disabilities and special health care needs, and the effect of those disabilities and needs on learning and behavior;
D. curriculum development, instructional planning and multiple research-validated instructional strategies for teaching;
E. uses of technology, including instructional and assistive technology in teaching and learning;
F. formal and informal methods of assessing student learning and the means of analyzing one's own teaching practice;
G. means for identifying and reporting suspected child abuse and maltreatment, which shall include at least two clock hours of course work or training regarding the identification and reporting of suspected child abuse or maltreatment in accordance with the requirements of section 3004 of the Education Law;
H. means for instructing students for the purpose of preventing child abduction in accordance with Education Law section 803-a; preventing alcohol, tobacco and other drug abuse in accordance with Education Law section 804; providing safety education in accordance with Education Law section 806; and providing instruction in fire and arson prevention in accordance with Education Law section 808.
(ii) Professional certificate. The program shall lead to a baccalaureate degree that includes study in the liberal arts and sciences, a major in the career or technical education area of the certificate, and study in the following areas of pedagogy in addition to the pedagogical preparation prescribed in item (i) of this subclause:
A. language acquisition and literacy development by native English speakers and students who are English language learners; and
B. history, philosophy, and role of education, the rights and responsibilities of teachers and other professional staff, students, parents, community members, school administrators, and others with regard to education, and the importance of productive relationships and interactions among the school, home, and community for enhancing student learning.
(2) Option B.
(i) Option B shall not be available for the certificate titles of human services or family studies.
(ii) Initial certificate. The program shall require candidates to complete a total of 18 semester hours of study in the liberal arts and sciences and in the areas of pedagogy prescribed in subclause (1)(i) of this clause.
(iii) Professional certificate. The programs shall lead to an associate degree or its equivalent that includes study in the liberal arts and sciences, in the career or technical education area of the certificate, and in the areas of pedagogy prescribed in subclause (1)(ii) of this clause in addition to the pedagogical preparation prescribed in subclause (1)(i) of this clause.

(xiv) Programs leading to initial and professional certificates valid for service as a library media specialist (all grades).
(a) Notwithstanding the requirements of paragraph (2)(ii)(a) of this subdivision, the program shall lead to a master's degree in library science.
(b) In addition to the general requirements for the pedagogical core prescribed in paragraph (2)(ii)(c) of this subdivision, the program shall include but need not be limited to:
(1) study that will permit candidates to obtain the following pedagogical skills:
(i) skill in collaborating with other professional staff to support instruction through library services that enhances the learning and independence of students with disabilities and special needs;
(ii) skill in collaborating with other professional staff to support instruction through library services that enhances the listening, speaking, reading, and writing skills of all students; and
(iii) skill in collaborating with other professional staff to support instruction through library services that enhances student learning in content areas and in the uses of instructional and assistive technology to acquire information and communicate; and
(2) at least 100 clock hours of field experiences in elementary and secondary schools and at least two college-supervised practica of at least 20 days each in elementary and secondary schools.
(c) The general requirements for programs leading to a professional certificate prescribed in paragraph (2)(iii) of this subdivision shall not be applicable.

(xv) Programs leading to initial certificates valid for service as an educational technology specialist (all grades).
(a) Content core. In addition to meeting the general requirements for the content core prescribed in paragraph (2)(ii)(b) of this subdivision, the content core shall be a major or its equivalent in educational technology that prepares candidates with the knowledge, understanding, and skills for using various types of technology for teaching to the State Learning Standards for students, as set forth in Part 100 of this Title, and for instructing other school staff and students in using technology for teaching and learning.
(b) Pedagogical core. In addition to the general requirements for the pedagogical core prescribed in paragraph (2)(ii)(c) of this subdivision, the program shall include but need not be limited to:
(1) study that will permit students to obtain the following pedagogical skills:
(i) skill in collaborating with other professional staff to support instruction through educational technology that enhances the learning and independence of students with disabilities and special needs;
(ii) skill in collaborating with other professional staff to support instruction through educational technology that enhances the listening, speaking, reading, and writing skills of all students; and
(iii) skill in collaborating with other professional staff to support instruction through educational technology that enhances student learning in content areas and in the uses of instructional and assistive technology to acquire information and communicate; and
(2) at least 100 clock hours of field experiences in elementary and secondary schools and at least two college-supervised practica of at least 20 days each in elementary and secondary schools. The time requirements for field experience, student teaching and practica of paragraph (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least the equivalent of 50 hours of field experiences or practica in elementary and/or secondary schools.

(xvi) Intensive programs leading to professional certificates for individuals, including career changers and others, holding a transitional certificate and an appropriate graduate academic or professional degree.
(a) The general requirements in paragraph (2)(i) and (iv) of this subdivision shall be applicable. The other requirements of paragraph (2) of this subdivision shall not be applicable, except to the extent that the general requirements for the pedagogical core are applicable pursuant to clause (b) of this subparagraph.
(b) Pedagogical core.
(i) The program shall include undergraduate or graduate pedagogical core study required for the initial certificate in the area of the candidate's transitional certificate, as prescribed for the certificate title in this paragraph, that is integrated into an intensive and streamlined program of study, except that the field experience, student teaching or practica requirement shall not be applicable. The program shall result in the award of a degree or the award of a certificate signifying program completion, as defined in section 50.1(j) of this Title. The program may permit a candidate to meet a portion of the coursework requirements in the pedagogical core through assessment methods used by the program that shall ensure that the candidate has the knowledge, understanding, and skills that would be acquired in such coursework. These assessment methods may include, but need not be limited to: testing, portfolio reviews, and demonstration of pedagogical knowledge and skills.
(ii) The program shall require the completion of two school years of mentored teaching under the supervision of a faculty member of the program. The institution shall be required to execute a written agreement with the employing school or school district to establish a plan for two years of mentoring and assistance for the candidate by a support team comprised of a faculty member of the program, the school principal or designee, an experienced certified teacher, and a school curriculum supervisor or specialist. The agreement shall specify that daily mentoring shall be provided by the experienced certified teacher during at least the first 20 days of the candidate's teaching.
(c) The program shall require the candidate to present evidence that the candidate meets the requirements for a transitional certificate for admission to the program. The candidate shall present evidence of holding such transitional certificate prior to the commencement of mentored teaching, based in part on the holding of an appropriate graduate academic or professional degree.