Ga. Comp. R. & Regs. R. 505-3-.14 - Elementary Education (P-5) Program
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare individuals to teach any subject in grades P-5
and supplements requirements in GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS
and 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 an
educator preparation program described in program planning forms, catalogs, and
syllabi addressing the standards and requirements delineated below. The
standards are adapted from the standards published in 2019 by the National
Association for the Education of Young Children (NAEYC), the standards
published in 2018 by the Council for the Accreditation of Educator Preparation
(CAEP), and the standards published in 2007 by the Association for Childhood
Education International (ACEI). A guidance document accompanying this rule
provides supporting explanations for the scope and focus of each
standard.
(b) The program shall
prepare elementary education professionals to meet the following indicators
based on content standards published by the Association for Childhood Education
International (2007):
1.
Reading,
Writing, and Oral Language: Candidates demonstrate a high level of
competence in the use of English language arts and they know, understand, and
use concepts from 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;
2.
Science: Candidates know, understand, and use
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;
3.
Mathematics: Candidates know, understand, and use 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;
4.
Social Studies: Candidates know, understand, and use
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 democratic society and interdependent world;
5.
The Arts:
Candidates know, understand, and use, as appropriate to their own understanding
and skills, 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;
6.
Health Education:
Candidates know, understand, and use 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
7.
Physical
Education: Candidates know, understand, and use, as appropriate to
their own understanding and skills, human movement and physical activity as
central elements to foster active, healthy life styles and enhanced quality of
life for elementary students.
(c) The program shall prepare elementary
education professionals to meet the following pedagogical standards adapted
from the standards published in 2019 by the National Association for the
Education of Young Children (NAEYC) and the standards published in 2018 by the
Council for the Accreditation of Educator Preparation (CAEP).
1.
Understanding and Addressing
Each Child's Developmental and Learning Needs: Candidates use
their understanding of child growth and development, individual differences,
and different families, and communities to plan and implement learning
environments that provide each child with access to high quality learning
experiences that engage and create learning opportunities for them to meet high
standards. They work collaboratively with families to gain a holistic
perspective on children's strengths and needs and how to motivate their
learning.
(i) Candidates use their
understanding of how children grow, develop and learn to plan and implement
developmentally appropriate and challenging learning experiences within
environments that take into account the individual strengths and needs of
children across early learning centers, elementary classrooms, and digital
learning environments.
2.
Working with Families and Communities: Candidates use
their understanding of individual differences and different families, and
communities to plan and implement learning experiences and environments that
build on children's strengths and address their individual needs across early
learning centers, elementary classrooms, and digital learning environments.
(i) Candidates work respectfully and
reciprocally with families to gain insight into each child in order to maximize
his/her development, learning and motivation across early learning centers,
elementary classrooms, and digital learning environments.
(ii) Candidates get to know the unique
contexts of children and families to appropriately plan and program
experiences.
(iii) Candidates work
to respectfully and reciprocally work with families to gain insight into each
child in order to maximize development, learning, and motivation.
(iv) Candidates communicate with families in
ways which foster respect, partnerships, and engagement.
3.
Understanding and Applying
Content and Curricular Knowledge for Teaching: To support a
coherent curriculum, candidates demonstrate and apply understandings of major
concepts, skills, and practices, as they interpret disciplinary curricular
standards and related expectations within and across language and literacy,
mathematics, science, social studies, approaches to learning, and social
emotional learning. Candidates know the essential concepts, inquiry tools, and
structure of content areas, including all academic subjects, and can identify
resources to deepen their learning. Candidates know how particular content
topics and expectations are connected to each other throughout the early
learning (Preschool-Kindergarten), primary (1-3), and intermediate (4-5)
grades. Candidates demonstrate understandings related to learning, curricular
practices and standards, the academic language of the disciplines, and
assessment as they consider within and across grade level progressions.
Candidates include digital learning opportunities within and across the core
disciplines, including the knowledge base and practices of other content areas
of fine and performing arts, and physical education.
(i) Candidates demonstrate and apply
understandings of the elements of language and literacy critical for purposeful
oral, print, and digital communication.
(ii) Candidates demonstrate and apply
understandings of major mathematics concepts, algorithms, procedures,
applications and mathematical practices in varied contexts, and connections
within and among mathematical domains.
(iii) Candidates demonstrate and apply
understandings and integration of the three dimensions of science and
engineering practices, cross-cutting concepts, and major disciplinary core
ideas, within the major content areas of science.
(iv) Candidates demonstrate understandings,
capabilities, and practices associated with the central concepts and tools in
Civics, Economics, Geography, and History, within a framework of informed
inquiry.
(v) Candidates demonstrate
understanding, capabilities, and practices associated with approaches to
learning such as initiative and exploration, attentiveness and persistence, and
play for young learners.
(vi)
Candidates demonstrate and apply understandings and integration of social
emotional development and learning including self-awareness, self-management,
responsible decision making, relationship skills, and social
awareness.
4.
Assessing, Planning, and Designing Contexts for
Learning: Candidates assess students, plan instruction, and design
classroom contexts for learning. Candidates use developmentally appropriate
formative and summative assessment to monitor students' learning and guide
instruction. Candidates plan learning activities to promote a full range of
competencies for each student. They differentiate instructional materials and
activities to address learner differences. Candidates foster engagement in
learning by establishing and maintaining social norms for classrooms.
Candidates build interpersonal relationships with students that generate
motivation, and promote students' social and emotional development.
(i) Candidates use content knowledge,
appropriate content standards, and other resources to design, implement, and
evaluate developmentally meaningful and challenging curriculum for each
child.
(ii) Candidates administer
formative and summative assessments regularly to determine students'
competencies and learning needs.
(iii) Candidates use assessment results to
improve instruction and monitor learning.
(iv) Candidates plan instruction including
goals, materials, learning activities, and assessments.
(v) Candidates differentiate instructional
plans to meet the unique needs of each students in the classroom.
(vi) Candidates demonstrate competency in a
variety of assessment techniques and tools for young children including
observation, work samples, and screening.
(vii) Candidates demonstrate the ability to
assess learning and development through play for young learners.
5.
Guidance, Classroom
Management and Challenging Behaviors: Candidates explicitly
support motivation and engagement in learning through a variety of
evidence-based practices.
(i) Candidates
implement developmentally appropriate positive direct guidance practices with
young children.
(ii) Candidates
utilize developmentally appropriate indirect guidance strategies to foster
positive and healthy relationships with young children.
(iii) Candidates manage the classroom by
establishing and maintaining social norms and developmentally appropriate
behavioral expectations.
(iv)
Candidates understand how to manage challenging behaviors using developmentally
appropriate evidence based practices.
(v) Candidates use developmentally
appropriate strategies to promote classroom community and prosocial
skills.
6.
Supporting Each Child's Learning Using Effective
Instruction: Candidates make informed decisions about instruction
guided by knowledge of children and assessment of children's learning that
result in the use of a variety of effective instructional practices and
modalities that employ print and digital appropriate resources. Instruction is
delivered using a cohesive sequence of lessons and employing effective
instructional practices. Candidates use explicit instruction and effective
feedback as appropriate, and use whole class discussions to support and enhance
children's learning. Candidates use flexible grouping arrangements, including
small group and individual instruction to support effective instruction and
improved learning for every child.
(i)
Candidates use a variety of instructional practices that support the learning
of every child.
(ii) Candidates
teach a cohesive sequence of lessons to ensure sequential and developmentally
appropriate learning opportunities for each child.
(iii) Candidates explicitly teach concepts,
strategies, and skills, as developmentally appropriate, to guide learners as
they think about and learn academic content.
(iv) Candidates provide constructive feedback
to guide children's learning, increase motivation, and improve student
engagement.
(v) Candidates lead
whole class discussions to investigate specific content, strategies, or skills,
and ensure the participation of every child in the classroom.
(vi) Candidates effectively organize and
manage small group instruction to provide more focused, intensive instruction
and differentiate teaching to meet the learning needs of each child.
(vii) Candidates effectively organize and
manage individual instruction to provide targeted, focused, intensive
instruction that improves or enhances each child's learning.
(viii) Candidates teach concepts and support
development through child selected play utilizing developmentally appropriate
strategies for young leaners.
7.
Developing as a
Professional: Candidates promote learning and development of every
child through participation in collaborative learning environments, reflective
self-study and professional learning, and involvement in their professional
community.
(i) Candidates work collaboratively
with colleagues, mentors, and other school personnel to work toward common
goals that directly influence every learner's development and growth.
(ii) Candidates design and implement
professional learning activities based on ongoing analysis of student learning;
self-reflection; professional standards, research and contemporary practices;
and standards of ethical professional practice.
(iii) Candidates participate in peer and
professional learning communities to enhance student learning.
8.
Teaching of
Reading: The program shall prepare elementary education
professionals to meet the Elementary Education (P-5) standards specified in
GaPSC Rule
505-3-.03 FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE.
(d) The program shall assure field
experiences and clinical practice 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 fifth grade
children in all three age groups (PK-K, 1-3, and 4-5), and in a variety of
settings that offer elementary education. The indicators are as follows:
1. Observe and participate under supervision
of qualified professionals in a variety of settings and grade levels in which
children are served (such as public and private settings, centers, schools, and
community agencies);
2. Work
effectively over time with P-5 students with varying abilities from a variety
of family systems;
3. Demonstrate
ability to work effectively during full-time supervised residency (student
teaching) and/or practica experiences in at least two different settings,
serving children of three different age groups (PK-K, 1-3, and 4-5) and with
varying abilities; and
4. Analyze
and evaluate field experiences, including supervised experiences working with
parents, and supervised experiences working with interdisciplinary teams of
professionals.
Notes
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