New Hampshire HB 1402: relative to ordinances regarding forestry activities.

Bill Text

HB 1402 - AS INTRODUCED

2026 SESSION

 26-3244

 12/06

HOUSE BILL 1402

AN ACT relative to credentials for the position of superintendent of schools.

SPONSORS: Rep. Damon, Sull. 8; Rep. Cloutier, Sull. 6; Rep. Fellows, Graf. 8; Rep. Weinstein, Rock. 10; Rep. Bricchi, Merr. 15

COMMITTEE: Education Policy and Administration

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ANALYSIS

 This bill establishes required credentials to serve in the position of school superintendent.

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Explanation: Matter added to current law appears in bold italics.

 Matter removed from current law appears [in brackets and struckthrough.]

 Matter which is either (a) all new or (b) repealed and reenacted appears in regular type.

 26-3244

 12/06

STATE OF NEW HAMPSHIRE

In the Year of Our Lord Two Thousand Twenty-Six

AN ACT relative to credentials for the position of superintendent of schools.

Be it Enacted by the Senate and House of Representatives in General Court convened:

 1 New Section; School Superintendent; Required Credentials. Amend RSA 186 by inserting after section 8 the following new section: 

 186:8-a School Superintendent; Credentials Required. 

 I. An individual shall have the following entry-level requirements to be certified as superintendent: 

 (a) Have completed at least 3 years of experience as an education administrator in a K-12 setting;

 (b) Have completed a state board of education-approved educational administration collegiate program at the post-master's certificate of advanced graduate study (CAGS), educational specialist, or doctoral level; and

 (c) Have acquired the competencies, skills, and knowledge itemized in (d) below through experience in comparable leadership positions in education or other professions.

 II. The application procedures for certification shall be as follows: 

 (a) The candidate may obtain the necessary forms and information from the bureau of credentialing; and

 (b) The candidate shall file the following materials and documents with the bureau of credentialing:

 (1) Completed application forms containing the information required in Ed 508.04;

 (2) Previous work record;

 (3) Education record; and

 (4) A minimum of 3 confidential references from persons who can attest to the candidate's proficiencies in the required leadership area. 

 III. If the bureau of credentialing determines that the materials described in subparagraph (b) attest to the candidate's successful completion of the requirements for certification, the candidate shall receive initial certification as superintendent from the bureau of credentialing. This certification shall enable the holder to apply for employment as a New Hampshire superintendent. 

 IV. Qualifications for superintendent shall include the following skills, competencies, and knowledge: 

 (a) As relating to vision, mission, and goals, the candidate shall understand and demonstrate knowledge of, or competency in, promoting the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning and strong organization mission setting high expectations for every student that is shared and supported by the school community, including but not limited to: 

 (1) Creating a vision that establishes high, measurable goals for all students and educators;

 (2) Creating shared commitments in that the process of creating and sustaining the vision, mission, and goals is inclusive, building common understandings and genuine commitment among all school community members to implement vision and goals; and

 (3) Monitoring and evaluating progress toward the vision, mission, and goals, based on systematic evidence to foster continuous improvement and ensure that the vision, mission, goals, and implementation plans are realized.

 (b) As relating to district culture and instructional programs, the candidate shall understand and demonstrate knowledge of, or competency in, promoting the success of all students by advocating, nurturing, and sustaining a district organizational culture and instructional program conducive to student learning and staff professional growth, including, but not limited to: 

 (1) Promoting achievement and success of all students by monitoring and continuously improving teaching and learning, establishing a strong professional culture of growth, openness, and collaboration wherein educators engage in analyzing student data and planning program improvements that result in closing achievement gaps;

 (2) Providing support, time, and resources for leaders and staff to examine their own beliefs, values, and practices in relation to the vision and goals for teaching and learning;

 (3) Developing shared understanding of rigorous curriculum and standards-based instructional programs, working with teams to a