What type of activities are accepted for CPE clock hours? 

1. institutes, workshops, seminars, conferences, in-service or staff development activities given by an approved provider or sponsor. 

2. completing the following from an accredited institution of higher education: • undergraduate courses in the content area knowledge and skills related to the certificate being renewed • graduate courses • training programs

3. interactive distance learning, video conferencing, or on-line activities or conferences 

4. independent study not to exceed 20% of the required clock hours [30 hours for classroom teachers and 40 hours for professional class certificates] (which may include self-study of relevant professional materials (books, journals, periodicals, video and audio tapes, computer software, and participation in on-line programs), or authoring a published work 

5. developing curriculum or CPE training materials 

6. teaching or presenting a CPE activity not to exceed 10% of the required clock hours [15 clock hours for classroom teachers and 20 clock hours for professional certificates] 

7. providing professional guidance as a mentor to another educator [such as cooperating teacher, mentor to a candidate who is preparing for standard or professional certification], not to exceed 30% of the required clock hours [30 clock hours for a classroom teacher and 40 clock hours for the professional certificate). 

What topics are required for CPE hour credit for teachers? 

Continuing education requirements for a classroom teacher shall be related to the certificate(s) being renewed and focus on the standards required for issuance of the certificate(s), including: 

• Content area knowledge and skills; and 

• Professional ethics and standards of conduct. 

A classroom teacher must attain at least 37.5 hours of CPE that includes training directly related to each of the following topics and may include two or more listed topics combined: 

• collecting and analyzing information that will improve effectiveness in the classroom; 

• recognizing early warning indicators that a student may be at risk of dropping out of school; 

• digital learning, digital teaching, and integrating technology into classroom instruction; 

• educating diverse student populations, including: 

  • students who are eligible to participate in special education programs;

  • students who are eligible to receive educational services; 

  • students with mental health conditions or who engage in substance abuse; 

  • students with intellectual or developmental disabilities; 

  • students who are educationally disadvantaged; 

  • students of limited English proficiency; and 

  • students at risk of dropping out of school. 

• understanding appropriate relationships, boundaries, and communications between educators and students; 

• how mental health conditions, including grief and trauma affect student learning and behavior and how evidence-based grief informed and trauma-informed strategies support the academic success of students affected by grief and trauma. 

  • The instruction must be based on: 

• relevant best-practice based programs and research-based practices; and 

• approved by the commissioner, in consultation with the Health and Human Services Commission.