Ga. Comp. R. & Regs. R. 505-3-.104 - Teacher Leader Endorsement
(1)
Purpose. This rule states field-specific content standards for
approving endorsement programs that prepare individuals to serve in teacher
leader roles in grades P-12 and supplements requirements in GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
PROGRAMS.
(2)
In-Field
Statement. Completers of the Teacher Leader Endorsement have
strengthened and enhanced competencies to:
(a) Facilitate the design and implementation
of sustained, intensive, and job-embedded professional learning based on
identified student and teacher needs;
(b) Work with others to promote the
development of a school culture that fosters excellence in teaching and
learning and focuses on continuous improvement creating a sense of belonging
and building a collaborative work environment;
(c) Demonstrate a comprehensive understanding
of curriculum and apply this knowledge to the alignment of curriculum,
instruction, and assessment to standards;
(d) Model best practices in pedagogy and
serve as a mentor and coach for other educators;
(e) Work with others to design and implement
assessment practices and analyze data for monitoring and improving teaching and
learning;
(f) Both explore existing
research and also engage in the research process for the purpose of improving
teaching and learning via the application of the collective findings;
and
(g) Demonstrate the ability to
collaborate with all stakeholders to improve student learning and
foster/influence change.
(3)
Requirements.
(a) A valid, level 4 or higher Induction,
Professional, Advanced Professional, or Lead Professional teaching certificate,
service certificate, leadership certificate, or Life certificate is required
for program admission. While at least one year of successful classroom teaching
experience is required for program admission, this program is better suited for
teachers who have completed the induction phase of their careers, or have at
least three years of teaching experience.
(b) To receive approval, a GaPSC-approved
educator preparation provider shall offer a preparation program described in
program planning forms, catalogs, and syllabi addressing the following
standards:
1. Candidates who complete the
program are teacher leaders who will facilitate the design and implementation
of sustained, intensive, and job-embedded professional learning based on
identified student and teacher needs. The teacher leader:
(i) Applies appropriate knowledge and
strategies of adult learning theories across teacher leadership and
professional learning practices;
(ii) Models lifelong learning for students,
colleagues, and community stakeholders by being reflective, by engaging in
professional development, advocating for the profession, and staying current
and knowledgeable of policy, trends, and practices in education;
(iii) Works with others to build, lead, and
assist with creating and sustaining viable professional learning communities
designed to support the collaborative work of schools;
(iv) Collects data in order to diagnose staff
needs, works with administrators to implement strategies to address needs, and
provides ongoing support;
(v)
Mentors colleagues and participates in professional learning via supportive
observation and feedback that models reflective practice;
(vi) Stays current with research on the
organizational conditions and features of effective professional learning,
which are necessary for designing and implementing ongoing professional
learning experiences that are based on best practices and identified teacher
and student needs;
(vii) Involves
colleagues in development, implementation, and evaluation of a coherent
professional learning plan based on school goals;
(viii) Teaches and models changes in teacher
practices that are necessary for improvement in student learning;
(ix) Applies the knowledge and skills of
effective mentoring, coaching, and instructional leadership to provide support
for teachers' professional learning and practice;
(x) Utilizes multiple measures to continually
assess the effectiveness of professional learning activities and makes
adjustments as needed; and
(xi)
Designs, facilitates, and implements professional development aligned to state
and national professional learning standards.
2. Candidates who complete the program are
teacher leaders who work with others to promote the development of a school
culture that fosters excellence in teaching and learning and focuses on
continuous improvement, creating a sense of belonging, and building a
collaborative work environment. The teacher leader:
(i) Works with others to create an
environment where colleagues and students take learning risks, where fear of
initial failure is minimized and mistakes are openly discussed;
(ii) Uses effective conflict management, team
building, and consensus-building skills in a variety of contexts to build a
culture of collaboration, respect, trust and high expectations;
(iii) Works with others to create an
environment that encourages needed change using a research-based change
model;
(iv) Supports analysis of
the school's culture and builds understanding of the impact of organizational
culture on teaching and learning;
(v) Engages colleagues in creating a culture
supportive of a collaborative learning community that embraces a shared vision
of mission and desired results;
(vi) Considers the ethical and legal
implications of decisions made individually and collectively;
(vii) Is informed on emerging trends and
initiatives, and as a result helps the school or school district refine,
redefine, or sharpen its vision;
(viii) Facilitates the development of an
interdependent culture of improvement and accountability grounded in the belief
that collective responsibility and commitment to the team are fundamental to
the school's success;
(ix)
Clarifies issues to sharpen the focus on the elements of student, adult, and
organizational culture that are most important to the school's success;
and
(x) Works with others to build
a culture that personalizes the work and learning of colleagues and
students.
3. Candidates
who complete the program are teacher leaders who demonstrate a comprehensive
understanding of curriculum and apply this knowledge to lead colleagues to
align curriculum, instruction, and assessment to standards. The teacher leader:
(i) Possesses an in-depth knowledge of
his/her discipline, and is knowledgeable about the structure of the
curriculum;
(ii) Understands how
the programs of study from various disciplines and grade levels are related and
sequenced in order to design and deliver meaningful and relevant professional
learning and instructional strategies;
(iii) Uses a variety of processes to engage
and focus teachers in cooperative planning to improve teaching and
learning;
(iv) Uses appropriate
research-informed protocols to audit curriculum and analyze student work to
assure high expectations for all students;
(v) Demonstrates deep understanding of the
curriculum and is able to use a variety of protocols and organizing frameworks
to engage in discussions about what students should know, understand, and do in
each instructional unit based on those standards;
(vi) Identifies content specific resources
that are important in the curriculum implementation process; and
(vii) Leads others in prioritizing, mapping,
and monitoring the implementation of the curriculum.
4. Candidates who complete the program are
teacher leaders who model best practices in pedagogy and serve as a mentor and
coach for other educators. The teacher leader:
(i) Models and articulates exemplary
instructional practices and strategies based on evidence-based
research;
(ii) Models the effective
application of curriculum standards, instructional choices, and a variety of
student assessment practices;
(iii)
Guides and assists teachers in designing and planning quality and meaningful
student work and learning experiences;
(iv) Assists teachers in developing higher
order questions that promote thoughtful discourse and critical thinking in the
classroom;
(v) Guides teachers in
the in-depth understanding of lesson planning and delivery of content in clear
and meaningful ways;
(vi) Models
the integration of technology to support classroom instruction and student
learning; and
(vii) Coaches
teachers through the reflective process so that they examine their existing
practices for the purpose of improving their future planning.
5. Candidates who complete the
program are teacher leaders who work with others to design and implement
assessment practices and analyze data for monitoring and improving teaching and
learning through data-informed decision making. The teacher leader:
(i) Guides teachers in the selection of
appropriate assessment instruments and practical assessment strategies to
improve instruction and monitor student learning;
(ii) Assists teachers in identifying
resources and providing appropriate support services for specific student
needs;
(iii) Assists teachers in
using formative and summative data to assess student progress toward and
attainment of expected outcomes;
(iv) Facilitates teachers in the collection,
analysis, use, and interpretation of varied assessment data for instructional
decisions and changes;
(v)
Facilitates the use of multiple sources of evidence to monitor and evaluate
teaching and learning; and
(vi) Is
knowledgeable of research on the appropriate use of assessment instruments and
data analysis techniques, and can coach colleagues on their
implementation.
6.
Candidates who complete the program are teacher leaders who collaborate to
explore existing research, engage in new research, and apply those collective
findings to the improvement of teaching and learning. The teacher leader:
(i) Guides colleagues to relevant research to
find the appropriate method and solutions for instructional problems and
challenges;
(ii) Conducts and
facilitates action research to improve educational outcomes and to help address
critical educational issues;
(iii)
Follows legal and ethical procedures when conducting research;
(iv) Reads and stays informed of current
educational research, trends, and innovations; and shares current research with
the school community;
(v) Analyzes
a variety of valid, reliable, and evidence based research before making
decisions; and
(vi) Initiates new
or different approaches based on informed decision-making.
7. Candidates who complete the program are
teacher leaders who demonstrate the ability to collaborate with all
stakeholders to improve student learning and foster, as well as influence
change. The teacher leader:
(i) Facilitates
group processes and builds alliances between and among stakeholders necessary
for school improvement;
(ii)
Exhibits strong interpersonal skills that establish and maintain effective
working relationships;
(iii)
Develops and sustains trusting, productive, and supportive relationships with
all stakeholders;
(iv) Promotes an
atmosphere of collaboration through the effective use of problem solving
processes and protocols;
(v)
Supports colleagues in the development and improvement of interpersonal
skills;
(vi) Promotes effective
communication and collaboration with the school community's broad range of
backgrounds and populations to enrich the educational experience of all
students;
(vii) Articulates and
advocates to various audiences the rationale and processes of school
improvement;
(viii) Facilitates
open dialogue of ideas and information that support student achievement goals
and the change of teaching and learning practices; and
(ix) Identifies and effectively utilizes
resources to promote school, family, and community relations.
Notes
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