Act 48

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Act 48 Training & Credits

Act 48 requires all Pennsylvania educators holding Pennsylvania public school certification, including Intern, Instructional I and II, Educational Specialist I and II, Administrative, Supervisory, Letters of Eligibility and all vocational certificates, to participate in ongoing professional education. School psychologists hold education specialist certificates.

All professional educators must obtain six credits of collegiate study; six credits of continuing professional education courses; 180 hours (6/6/180) of continuing professional education programs, activities or learning experiences; or any combination of credits or hours equivalent to 180 hours every five years to maintain active status. All credits and hours must be related to an educator’s certification, professional education assignment in Pennsylvania public schools or potential administrative certification. The administrator may approve exceptions if a change of assignment area is anticipated.

N-Psy-T offers an Act 48 Credit group coaching model for school leadership teams which focuses on the following:

  • Organizational Change
  • Systems Development and Management
  • Creating System-Wide Buy-In
  • Managing the Stress of Organizational Change
Program Name Program Objective
Understanding English Language Learners: Strategies and Intervention for Teachers and Administrators To improve student specific achievement and school success outcomes by teaching participants to:
*Understand how to access and utilize second language acquisition for multi-lingual students
*Understand the learning culture of English Language Learners in order to construct effective teaching strategies for the students.
*Locate community information and resources to support multicultural students at homes and schools which reflect best practices and increase student academic engagement.
*Create support for the families of ELL students at home and in school
Response to Intervention 101 To improve student specific achievement and school success outcomes by teaching participants to:
*Explain the components and benefits of a school-wide approach to behavior.
*Identify school-wide supports provided to all students in the general education core curriculum through Response to Intervention framework
*Identify the role of data collection in a school-wide process
*Define standards aligned system of instruction
Special Education 101     The presentations and courses will empower teachers and administrators by expanding their knowledge of special education, behavior interventions, classroom set-up and management, and differentiated instructions which positions participants to be advocates for their students, colleagues and parents.

*The resources provided will increase teaching skills in linking behavior and instruction to produce increased achievement outcomes.
*The courses will provide strategies for behavioral assessment and implementing behavior support plans
*The courses will provide data collection strategies with an emphasis on interpretation, analysis, and data-driven decision making.
*The course will help administrators organize teachers in the behavioral assessment and management process.
Managing Behavioral and Mental Health Issues In Your Classroom Educational System Change To improve student specific achievement and school success outcomes by teaching participants to:
*Understand the nature and purpose of Functional Behavioral Assessments (FBA) and identify student’s, behavior in measurable and objective language in order to construct effective behavioral interventions.
*Create Behavior Support Plans for school and home and apply classroom and behavior management strategies that reflect best practices and increase student academic engagement.
*Apply classroom management strategies that reflect best practices.