Ga. Comp. R. & Regs. R. 505-3-.107 - Dual Immersion Elementary Education (P-5) Endorsement
(1)
Purpose. This rule states field-specific content standards for
approving endorsement programs that prepare teachers certified in P-12 Foreign
Language Education to teach content to students in a dual immersion classroom.
This rule 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 Dual Immersion Elementary Education (P-5)
Endorsement are qualified to teach Elementary Education courses (grades P-5)
only in a dual immersion setting in which content is delivered in a foreign
language in which the educator holds certification. Holding this endorsement
does not allow an educator to be in-field to teach any Elementary Education
courses outside of a dual immersion setting.
(3)
Requirements.
(a) A GaPSC approved professional educator
preparation provider may seek state approval to offer this field as either a
stand-alone endorsement program or as an endorsement program embedded in a
GaPSC-approved initial preparation Foreign Language program or an advanced
(degree-only) preparation program. In addition to meeting all applicable
approval requirements and standards, embedded endorsement programs must meet
requirements specified in paragraph (e) 3. (ix) of GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.
(b) Candidates admitted to the
program must hold certification in P-12 Foreign Language education.
(c) To receive approval for a Dual Immersion
Elementary Education (P-5) Endorsement a GaPSC-approved educator preparation
provider shall offer a preparation program described in program planning forms,
catalogs, and syllabi addressing the following standards published by the
National Association for the Education of Young Children (2012), Association
for Childhood Education International (2007), and the California Commission on
Teacher Credentialing "Approved Bilingual Program Standards" as follows:
1.
Using Developmentally
Effective Approaches. Candidates prepared in Dual Immersion
Elementary Education (P-5) programs understand that teaching and learning with
children is a complex enterprise, and its details vary depending on children's
ages, characteristics, and the setting within which teaching and learning
occur. They understand and use positive relationships and supportive
interactions as the foundation for their work with children and families.
Candidates know, understand, and use a wide array of developmentally
appropriate approaches, instructional strategies, and tools to connect with
children and families and positively influence each child's development and
learning. The indicators are as follows:
(i)
Using developmental knowledge to establish a classroom environment that is
healthy, respectful, and grounded in positive relationships and supportive
interactions as the foundation of their work with children;
(ii) Knowing and using effective research
based strategies and tools for pre-Kindergarten through
5th grade children including the appropriate use of
technology;
(iii) Using a broad
repertoire of developmentally appropriate research-based teaching/learning
approaches (play, small group projects, open-ended questioning, group
discussion, problem solving, cooperative learning, reflection, and inquiry
experiences) to help pre-Kindergarten through 5th
grade children develop intellectual curiosity, solve problems, and make
decisions;
(iv) Reflecting on own
practice to promote positive outcomes for each child;
(v) Understanding the interrelatedness among
the four domains of language (listening, speaking, reading, and writing) and to
know language forms and functions; and
(vi) Employing a variety of instructional and
assessment strategies, appropriate to student language proficiency levels, that
foster higher-order thinking skills.
2.
Using Content Knowledge to
Build Meaningful Curriculum. Candidates prepared in Dual Immersion
Elementary Education (P-5) programs use their knowledge of academic disciplines
to design, implement, and evaluate experiences that promote positive
development and learning for each and every child. Candidates understand the
importance of developmental domains and academic (or content) disciplines in
elementary curriculum. They know the essential concepts, inquiry tools, and
structure of content areas, including academic subjects, and can identify
resources to deepen their understanding. Candidates use their own knowledge and
other resources to design, implement, and evaluate meaningful, challenging
curriculum that promotes comprehensive development and learning outcomes for
every child. The indicators are as follows:
(i) Understanding and integrating
multicultural content knowledge and resources in academic disciplines: language
and literacy; mathematics, science, social studies, the arts--music, creative
movement, dance, drama, visual arts; physical activity, physical education and
health and safety across the curriculum;
(ii) Knowing and using the central concepts,
inquiry tools, and structures of content areas or academic
disciplines;
(iii) Using content
knowledge, appropriate content standards, and other resources to design
implement and evaluate developmentally meaningful, culturally responsive, and
challenging curriculum for each child;
(iv) Recognizing and utilizing opportunities
for appropriate curriculum integration;
(v) Planning, developing, implementing and
assessing standards-aligned content instruction in the primary and target
language differentiating by students' levels of language proficiency;
(vi) Evaluating, selecting, using and
adapting state-board adopted and state-board approved materials, as well as
other supplemental instructional materials; and
(vii) Demonstrating the ability to use a
variety of criteria for selection of culturally responsive instructional
materials, to assess the suitability and appropriateness for local context and
to augment resources when they are not suitable or available.
(viii) Content specific indicators: The
program shall prepare elementary professionals to meet the following indicators
based on content standards promoted by the Association for Childhood Education
International (2007):
(I) Reading, Writing and
Oral Language: Demonstrating a knowledge of teaching reading and writing in the
target language and English;
(II)
Language Arts: Demonstrating reading, language and child development, to teach
reading, writing, speaking, viewing, listening, and thinking skills and to help
students successfully apply their developing skills to many different
situations, materials, and ideas;
(III) Science: Demonstrating the use of
fundamental concepts of physical, life, and earth/space sciences. Candidates
can design and implement age-appropriate inquiry lessons to teach science, to
build student understanding for personal and social applications, and to convey
the nature of science;
(IV)
Mathematics: Demonstrating the major concepts and procedures that define number
and operations, algebra, geometry, measurement, and data analysis. In doing so
they consistently engage problem solving, reasoning and proof, communication,
connections, and representation;
(V) Social studies: Demonstrating the major
concepts and modes of inquiry from the social studies, the integrated study of
history, geography, the social sciences, and other related areas, to promote
elementary students' abilities to make informed decisions as citizens of a
culturally diverse democratic society and interdependent world;
(VI) The arts: Demonstrating the content,
functions, and achievements of the performing arts (dance, music, theater) and
the visual arts as primary media for communication, inquiry, and engagement
among elementary students;
(VII)
Health education: Demonstrating the major concepts in the subject matter of
health education to create opportunities for student development and practice
of skills that contribute to good health; and
(VIII) Physical education: Demonstrating
human movement and physical activity as central elements to foster active,
healthy life styles and enhanced quality of life for elementary
students.
3.
Observing, Documenting, and Assessing to Support Children and
Families. Candidates prepared in Dual Immersion Elementary
Education (P-5) programs understand that child observation, documentation, and
other forms of assessment are central to the practice of all elementary
professionals. They know about and understand the goals, benefits, and uses of
assessment. They know about and use systematic observations, documentation, and
other effective assessment strategies in a responsible way, in partnership with
families and other professionals, to positively influence the development of
every child. The indicators are as follows:
(i) Understanding the goals, benefits, and
uses of assessment including its interpretation and use in development of
appropriate goals and differentiated teaching strategies for pre-Kindergarten
through 5th grade children;
(ii) Systematically collecting and analyzing
relevant data (via observation, documentation, and other appropriate assessment
tools and approaches including the use of technology) to monitor student
progress and to inform instruction;
(iii) Understanding and practicing
responsible assessment to promote positive outcomes for each child, including
the use of assistive technology for children with disabilities;
(iv) Engaging in productive effective
assessment partnerships with families and with professional colleagues to build
effective learning environments; and
(v) Using a variety of formal and informal
assessments of content and language proficiency in a dual immersion
program.
4.
Becoming a Dual Immersion Professional. Candidates
prepared in Dual Immersion Elementary Education (P-5) programs identify and
conduct themselves as members of the profession. They know and use ethical
guidelines and other professional standards related to practice. They are
continuous, collaborative learners who demonstrate knowledgeable, reflective
and critical perspectives on their work, making informed decisions that
integrate knowledge from a variety of sources. They are informed advocates for
sound educational practices and policies. The indicators are as follows:
(i) Understanding the base of knowledge of
the history, policies, programs, and research on the effectiveness of dual
immersion education and biliteracy in the United States;
(ii) Applying knowledge of the research on
the cognitive effects of bilingualism and biliteracy as developmental processes
in instructional practice and the dimensions of learning in dual language
education program models;
(iii)
Understanding the benefits of multilingualism and multi-literacy in a global
society;
(iv) Recognizing the
knowledge of contrastive linguistics; specifically, the transferability of
knowledge and skills between primary and target language with the understanding
that the level of transferability is affected by the level of compatibility and
may vary among languages;
(v)
Demonstrating knowledge of the country/countries of origin, including
geographic barriers, demographic and linguistic patterns, and the ways in which
these affect trends of migration, immigration and settlement in Georgia and the
United States; and
(vi) Promoting
authentic family participation that includes learning about school systems,
assuming leadership roles and affecting policy.
5.
Building Family and Community
Relationships. Candidates prepared in Dual Immersion Elementary
Education (P-5) programs understand that successful elementary education
depends upon partnerships with children's families and communities. They know
about, understand, and value the importance and complex characteristics of
children's families and communities. They use this understanding to create
respectful, reciprocal relationships that support and empower families, and to
involve all families in their children's development and learning. The
indicators are as follows:
(i) Knowing about
and understanding a wide range of different family structures and community
characteristics;
(ii) Supporting
and engaging families and communities through respectful, reciprocal
relationships;
(iii) Involving
families and communities in children's development and learning;
(iv) Promoting candidates' understanding of
the family as a primary language and cultural resource, regardless of the home
language;
(v) Understanding that
students' motivation, participation and achievement are influenced by an
intercultural classroom climate and school community; and
(vi) Developing dual immersion candidates'
understanding and knowledge of intercultural communication and interaction that
is linguistically and culturally responsive.
6.
Dual Immersion Field
Experiences. Field experiences for dual immersion are planned and
sequenced so that candidates develop the knowledge, skills and professional
dispositions necessary to promote the development and learning of
pre-Kindergarten through 5th grade children in a
dual immersion classroom. Candidates shall:
(i) Observe and participate under the
supervision of qualified professionals in dual immersion settings in which
children are served (such as public and private centers, schools, and community
agencies);
(ii) Work effectively
over time with dual language learners of different ages (preschoolers, or
school-age), with children with varying abilities, and with children reflecting
culturally and linguistically different family systems; and
(iii) Analyze and evaluate the dual immersion
field experience, including supervised experience in working with families, and
supervised experience in working with interdisciplinary teams of
professionals.
Notes
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