Ga. Comp. R. & Regs. R. 505-3-.108 - Personalized Learning Endorsement
(1)
Purpose. This rule states field-specific content standards for
approving endorsement programs that prepare individuals to model personalized
learning in the field and at the grade level of their base certification and
supplements requirements in GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
PROGRAMS.
(2)
Definitions.
(a)
Asset-Based Language: language or speech that
expresses value for individual differences, and focuses on the strengths and
potential of peers and other educators rather than emphasize differences as
deficits.
(b)
Competency of Focus: an individual competency which
the learner and the Learning Coach have prioritized for immediate
focus.
(c)
Digital
Content Ecosystem: Any dynamic and changing collection of
instructional content accessed by either a teacher or a learner using a digital
system.
(d)
Educator as
Instructional Designer: the designer of instructional curricula
within his/her content area of expertise.
(e)
Educator as Learning
Coach: the learner's co-planner and guide within the learning
environment.
(f)
Executive Function: an umbrella term for the complex
cognitive processes that serve ongoing, goal-directed behaviors.
(g)
Growth and Mastery
Mindset: a perspective or attitude toward learning that views it
as an ongoing progression of continuous growth and improvement towards new
understanding and mastery of interdependent competencies, and not an end point
of either success or failure.
(h)
Learner Agency: when learners advocate for their own
needs, preferences, and interests to plan and drive their learning.
(i)
Personalized
Learning: an instructional approach that uses student voice to
enact an individual path and pace through a collection of
competencies.
(j)
Responsive Instructional Design: considers user
feedback and data to make real-time, high impact adjustments to the learning
environment, curricula, and resources.
(3)
In-Field Statement.
Completers of the Personalized Learning Endorsement have strengthened and
enhanced competencies to utilize personalized learning practices in the
field(s) and at the grade level(s) of their base certification.
(4)
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 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) 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 for the preparation of teachers informed by the
Educator Competencies for Personalized, Learner-Centered Teaching published in
2015 by the Council of Chief State School Officers:
1.
Prioritized Executive
Function. The candidate explicitly teaches students the skills of
executive function (self-regulation, emotional responsibility, task completion,
working memory, cognitive flexibility, time management, reflection, etc.),
teaches practices of metacognition, and prepares the learning environment to
promote learner agency. The candidate will:
(i) Prepare learners to take responsibility
for their learning through the acquisition and practice of executive
function;
(ii) design and transform
curricula that supports learner acquisition and practice of executive function
by considering the cognitive development of the learner; and
(iii) measure and report growth in learner
executive function to coach learners towards independence.
2.
Learner Agency.
The candidate teaches and encourages learners to advocate for their needs,
preferences, and interests to plan and drive their learning. The candidate
will:
(i) Support learners in identifying and
advocating for their preferred modalities, talents, and interests when
co-planning experiences that support mastery;
(ii) create a flexible or innovative learning
environment that supports learner agency; and
(iii) ensure learning experiences reflect
preferred modalities, talents, and interests when co-planning experiences that
support mastery.
3.
Asset-Based Dispositions. The candidate uses
asset-based language and classroom practices to serve all learners. The
candidate will:
(i) Encourage all learners to
value his/her own individualities and to view the individualities and
differences of peers and other educators as assets rather than
deficits;
(ii) practice responsive
pedagogy and curriculum design in a way that promotes learner differences as
assets rather than deficits; and
(iii) value the differing learner
characteristics of all students and demonstrates a belief that all students can
learn any competency given adequate resources and time through asset-based
language.
4.
Growth and Mastery Mindset. The candidate defines
learning as an ongoing progression by embracing a growth and mastery mindset,
rejecting the binary of success and failure. The candidate will:
(i) Prepare learners to monitor their own
pace and progress and persevere towards mastery, embracing mistakes as learning
opportunities;
(ii) identify causes
of learner struggles, prescribe solutions, and co-plan with learners to set
short and long-term goals for growth; and
(iii) design and implement adaptive tools,
strategies and learning experiences to support growth towards mastery for all
learners.
5.
Authentic and Adaptive Assessment. The candidate
co-plans with the learner to collect evidence of mastery using varied and
data-rich performances that are on-going, authentic, flexible, and relevant.
The candidate will:
(i) Prepare learners to
self-assess by identifying, documenting, and defending formal and informal
learning experiences to build an assessed portfolio as evidence of
mastery;
(ii) consider multiple
means of demonstration when co-designing assessments aligned to competencies;
and
(iii) assess learner
experiences (formal and informal) in diagnostic, formative and summative ways
as they align to mastery using authentic and adaptive assessments.
6.
Flexible
Educational Resources. The candidate provides the learner access
to flexible resources when co-planning unique ways to master competencies.
These include, but are not limited to the resources available in the digital
content ecosystem. The candidate will:
(i)
Provide opportunity for learners to seek or select content from a curated menu
of educational resources that address the competencies;
(ii) employ engaging pedagogies and
research-based best practices of instructional design to curate, mine, create,
and organize high impact educational resources and make them accessible to
learners; and
(iii) monitor and
observe the effectiveness of educational resources in real-time and suggest or
seek alternatives as needed.
7.
Individualized
Path. The candidate prepares learners to be aware of
competency-based learning progressions and to make informed choices in
co-planning a unique pathway and pace towards mastery of the curriculum. The
candidate will:
(i) Co-plan and co-design with
the learner a challenging learning pathway towards mastery while considering
the interdependencies within and across content(s);
(ii) use data of previously assessed
competencies to coach and co-plan current and future learning paths;
and
(iii) facilitate and coach the
learner towards independence in mastering the content.
8.
Dynamic
Communication. The candidate facilitates communication that flows
multi-directionally from all stakeholders to meet learner needs in a variety of
flexible formats. The candidate will:
(i)
Coach learners to initiate communication with all stakeholders as s/he
advocates for her/himself and others;
(ii) communicate curricula to ensure
resources are leveraged for best outcomes; and
(iii) model and nurture effective
communication strategies to build relationships with all
stakeholders.
9.
Expanded Collaboration. The candidate values learners
as equal contributors in the planning process. The candidate will:
(i) Coach learners to effectively collaborate
in all interactions (group work, instructional conversations, sharing ideas,
critical feedback, roles, peer feedback, etc.);
(ii) collaborate using tools and strategies
to acquire real-time feedback and data from all stakeholders to inform
curriculum design and improvement;
(iii) build relationships with all
stakeholders that foster success, and
(iv) commit to timely personal interaction
(co-plan, monitor progress, provide feedback, reflect and celebrate, etc.) with
all learners.
10.
Life-Long Professional Learning. The candidate
perceives his/her own learning as a life-long pursuit. The candidate will:
(i) Value and participate in professional
learning communities and networks for ongoing growth in personalized
learning;
(ii) keep abreast of
innovative strategies and technologies that hold potential to support
personalized learning; and
(iii)
seek and create opportunities as a teacher leader, mentor, coach or content
expert within the school, district or state to promote personalized
learning.
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.
No prior version found.