Ga. Comp. R. & Regs. R. 505-3-.06 - Pedagogy-Only Program
(1)
Purpose. This rule specifies the requirements and standards
required for approval of initial educator preparation programs offered at the
post-baccalaureate level that prepare individuals with the pedagogical
knowledge and skills necessary to teach in a field in which they have
demonstrated content expertise. This rule supplements requirements in GaPSC
Rule 505-3-.01
REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND
EDUCATOR PREPARATION PROGRAMS, and in GaPSC Rule
505-3-.03 FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE.
(2)
Eligible Fields. Pedagogy-Only Programs are authorized to prepare
individuals for initial certification in the Teaching (T) fields of: Middle
Grades (4-8) language arts, mathematics, science, and social science; all
Secondary (6-12) fields; and the P-12 fields of Art Education, Computer
Science, Dance Education, Drama Education, Engineering and Technology
Education, English to Speakers of Other Languages (ESOL) Education, World
Languages Education, Health and Physical Education, and Music Education.
Excluded from eligibility are the fields of Birth Through Kindergarten,
Elementary Education, Middle Grades reading, Reading Education, and all Special
Education programs (Rules
505-3-.54 through
505-3-.60).
(3)
Requirements.
(a) To receive approval, a GaPSC-approved
educator preparation provider shall offer a preparation program described in
program planning forms, catalogs, syllabi, and key assessments addressing the
Georgia Teacher Assessment on Performance Standards (TAPS), listed below,
published by the Georgia Department of Education.
1.
Professional
Knowledge. The provider ensures candidates demonstrate an
understanding of the curriculum, subject content, pedagogical knowledge,
learner development, and the needs of students by providing relevant learning
experiences.
2.
Instructional Planning. The provider ensures
candidates plan for instruction using their understanding of learner
development, state and local school district curricula and standards, effective
strategies, resources, and data to address the differentiated needs of all
students.
3.
Instructional Strategies. The provider ensures
candidates promote student learning by using research-based instructional
strategies relevant to the content to engage students in active learning and to
facilitate the students' acquisition of key knowledge and skills. The provider
ensures candidates model and apply national or state approved technology
standards to engage and improve learning for all students.
4.
Differentiated
Instruction. The provider ensures that candidates are able to
apply critical concepts and principles of P-12 student growth and development.
The provider ensures candidates challenge and support each student's learning
by providing appropriate content and developing skills which address individual
learning differences.
5.
Assessment Strategies. The provider ensures candidates
systematically choose a variety of diagnostic, formative, and summative
assessment strategies and instruments that are valid and appropriate for the
content and student population.
6.
Assessment Uses. The provider ensures candidates
systematically gather, analyze, and use relevant data to measure student
progress, to inform instructional content and delivery methods, and to provide
timely and constructive feedback to both students and families.
7.
Positive Learning
Environment. The provider ensures candidates provide a
well-managed, safe, and orderly environment that is conducive to learning and
encourages respect for all.
8.
Academically Challenging Environment. The provider
ensures candidates create a student-centered, academic environment in which
teaching and learning occur at high levels and students are self-directed
learners.
9.
Professionalism. The provider ensures candidates
exhibit a commitment to professional ethics and the school's mission,
participate in professional growth opportunities to support student learning,
and contribute to the profession.
10.
Communication.
The provider ensures candidates communicate effectively with students,
families, district and school personnel, and other stakeholders in ways that
enhance student learning.
(b) Program Admission Requirements.
1. In addition to meeting all program
admission requirements specified in Rule
505-3-.01, candidates must meet prior
to enrollment the following requirements:
(i)
Candidates must hold a minimum of a bachelor's degree from a GaPSC-accepted,
accredited institution of higher education; and
(ii) Candidates must provide evidence of
expertise in the content of the field of certification sought. This can be
accomplished through one of three options:
(I)
A major in the field of certification sought earned in conjunction with a
bachelor's or higher degree from a GaPSC-accepted, accredited institution of
higher education, or
(II) A passing
score on the Georgia state-approved content assessment in the field of
certification sought, or
(III)
Evidence of successful completion of a specified number of semester hours of
content area coursework earned in conjunction with a bachelor's or higher
degree or through additional coursework from a GaPSC-accepted, accredited
institution of higher education. The number of semester hours of content area
coursework required for secondary (6-12) and P-12 fields is twenty-one (21)
semester hours; and for Middle Grades (4-8) fields, fifteen (15) semester hours
of coursework is required in one of the content areas of language arts, math,
science, or social science.
(c) The program shall prepare candidates who
meet the applicable standards for the teaching of reading for the field of
certification sought, as specified in GaPSC Rule
505-3-.03 FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE.
(d) Program
Completion Requirements. Prior to completion, candidates must meet all program
completion requirements specified in GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS,
with one exception; candidates seeking Middle Grades certification through the
pedagogy-only program are required to attempt the state-approved content
assessment in only one content field.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
(1) Purpose. This rule specifies the pedagogical standards required for approval of initial educator preparation programs offered at the post-baccalaureate level that prepare individuals to teach in Middle Grades (4-8), Secondary (6-12), and all P-12 fields except Reading Education and Special Education, for which they have demonstrated content expertise. This rule supplements requirements in GaPSC Rule 505-3-.01 REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS, and in GaPSC Rule 505-3-.03 FOUNDATIONS OF READING, LITERACY, AND LANGUAGE.
(2) Requirements.
(a) To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, syllabi, and key assessments addressing the Georgia Teacher Assessment on Performance Standards (TAPS), listed below, published by the Georgia Department of Education.
1. Professional Knowledge. The provider ensures candidates demonstrate an understanding of the curriculum, subject content, pedagogical knowledge, learner development, and the needs of students by providing relevant learning experiences.
2. Instructional Planning. The provider ensures candidates plan for instruction using their understanding of learner development, state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
3. Instructional Strategies. The provider ensures candidates promote student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students' acquisition of key knowledge and skills. The provider ensures candidates model and apply national or state approved technology standards to engage and improve learning for all students.
4. Differentiated Instruction. The provider ensures that candidates are able to apply critical concepts and principles of P-12 student growth and development. The provider ensures candidates challenge and support each student's learning by providing appropriate content and developing skills which address individual learning differences.
5. Assessment Strategies. The provider ensures candidates systematically choose a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
6. Assessment Uses. The provider ensures candidates systematically gather, analyze, and use relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and families.
7. Positive Learning Environment. The provider ensures candidates provide a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.
8. Academically Challenging Environment. The provider ensures candidates create a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
9. Professionalism. The provider ensures candidates exhibit a commitment to professional ethics and the school's mission, participate in professional growth opportunities to support student learning, and contribute to the profession.
10. Communication. The provider ensures candidates communicate effectively with students, families, district and school personnel, and other stakeholders in ways that enhance student learning.
(b) Program Admission Requirements.
1. In addition to meeting all program admission requirements specified in Rule 505-3-.01, candidates must meet prior to enrollment the following requirements:
(i) Candidates must hold a minimum of a bachelor's degree from a GaPSC-accepted, accredited institution of higher education; and
(ii) Candidates must provide evidence of expertise in the content of the field of certification sought. This can be accomplished through one of three options:
(I) A major in the field of certification sought earned in conjunction with a bachelor's or higher degree from a GaPSC-accepted, accredited institution of higher education, or
(II) A passing score on the Georgia state-approved content assessment in the field of certification sought, or
(III) Evidence of successful completion of a specified number of semester hours of content area coursework earned in conjunction with a bachelor's or higher degree or through additional coursework from a GaPSC-accepted, accredited institution of higher education. The number of semester hours of content area coursework required for secondary (6-12) and P-12 fields (excluding Special Education) is twenty-one (21) semester hours; and for Middle Grades (4-8) fields, fifteen (15) semester hours of coursework is required in one of the content areas of Language Arts, Math, Reading, Science, or Social studies.
(c) The program shall prepare candidates who meet the applicable standards for the teaching of reading for the field of certification sought, as specified in GaPSC Rule 505-3-.03 FOUNDATIONS OF READING, LITERACY, AND LANGUAGE.
(d) Program Completion Requirements. Prior to completion, candidates must meet all program completion requirements specified in GaPSC Rule 505-3-.01 REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS, with one exception; candidates seeking Middle Grades certification through the pedagogy-only program are required to be prepared in and attempt the state-approved content assessment in only one content field.