Ga. Comp. R. & Regs. R. 505-3-.23 - Economics Education Program
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare individuals to teach Economics in grades 6-12,
and 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) A
GaPSC-approved educator preparation provider shall offer a preparation program
described in program planning forms, catalogs, and syllabi addressing the
following standards adapted from the National Council for the Social Studies
(2018) and the National Standards for Personal Financial Education published in
2021 by the Council for Economic Education and Jump Start.
1.
Content
Knowledge. Candidates demonstrate knowledge of social
studies disciplines. Candidates are knowledgeable of disciplinary concepts,
facts, and tools; structures of inquiry; and forms of representation.
2.
Application of Content Through
Planning. Candidates plan learning sequences that
leverage social studies knowledge and literacies, technology, and theory and
research to support the civic competence of learners as indicated by the
following:
(i) Candidates plan learning
sequences that demonstrate social studies knowledge aligned with the College,
Career and Civic Life (C3) Framework, state-required content standards, and
theory and research.
(ii)
Candidates plan learning sequences that engage learners with disciplinary
concepts, facts, and tools from the social studies disciplines to facilitate
social studies literacies for civic life.
(iii) Candidates plan learning sequences that
engage learners in disciplinary inquiry to develop social studies literacies
for civic life.
(iv) Candidates
plan learning sequences where learners create disciplinary forms of
representation that convey social studies knowledge and civic
competence.
(v) Candidates plan
learning sequences that use technology to foster civic competence.
3.
Design and
Implementation of Instruction and Assessment.
Candidates design and implement instruction and authentic assessments, informed
by data literacy and learner self-assessment, that promote civic competence.
(i) Candidates design and implement a range
of authentic assessments that measure learners' mastery of disciplinary
knowledge, inquiry, and forms of representation for civic competence and
demonstrate alignment with state-required content standards.
(ii) Candidates design and implement learning
experiences that engage learners in disciplinary knowledge, inquiry, and forms
of representation for civic competence and demonstrate alignment with
state-required content standards.
(iii) Candidates use theory and research to
implement a variety of instructional practices and authentic assessments
featuring disciplinary knowledge, inquiry, and forms of representation for
civic competence.
(iv) Candidates
exhibit data literacy by using assessment data to guide instructional
decision-making and reflect on student learning outcomes related to
disciplinary knowledge, inquiry, and forms of representation for civic
competence.
(v) Candidates engage
learners in self-assessment practices that support individualized learning
outcomes related to disciplinary knowledge, inquiry, and forms of
representation for civic competence.
4.
Social Studies Learners and
Learning. Candidates use knowledge of learners to
plan and implement relevant and responsive pedagogy, create collaborative and
interdisciplinary learning environments, and prepare learners to be informed
advocates for a society that promotes the well-being of all.
(i) Candidates use knowledge of learners'
socio-cultural assets, learning demands, and individual identities to plan and
implement relevant and responsive pedagogy that ensures learning opportunities
for all students in social studies.
(ii) Candidates facilitate collaborative,
interdisciplinary learning environments in which learners use disciplinary
facts, concepts, and tools, engage in disciplinary inquiry, and create
disciplinary forms of representation.
(iii) Candidates engage learners in ethical
reasoning to deliberate social, political, and economic issues, communicate
conclusions, and take informed action toward achieving a society that promotes
the well-being of all.
5.
Professional Responsibility and Informed
Action. Candidates reflect and expand upon their
social studies knowledge, inquiry skills, and civic dispositions to advance
social justice and promote human rights through informed action in schools
and/or communities.
(i) Candidates use theory
and research to continually improve their social studies knowledge, inquiry
skills, and civic dispositions, and adapt practice to meet the needs of each
learner.
(ii) Candidates explore,
interrogate, and reflect upon their own cultural frames to attend to issues of
fairness, acceptance, access, power, human rights, and social justice within
their schools and/or communities.
(iii) Candidates take informed action in
schools and/or communities and serve as advocates for learners, the teaching
profession, and/or social studies.
6.
Financial
Literacy. Candidates demonstrate and apply understandings of the
six major financial literacy concepts of earning income, spending, saving,
investing, managing credit, and managing risk to plan rigorous and engaging
instruction supporting students' practical application of financial literacy
knowledge and skills. The financial literacy instruction developed provides
fair, culturally responsive opportunities for all students to learn and apply
financial literacy concepts, skills, and practices. The six major concepts of
financial literacy are defined as follows:
(i)
Earning Income. Most people earn wage and salary income in return for working,
and they can also earn income from interest, dividends, rents,
entrepreneurship, business profits, or increases in the value of investments.
Employee compensation may also include access to employee benefits such as
retirement plans and health insurance. Employers generally pay higher wages and
salaries to more educated, skilled, and productive workers. The decision to
invest in additional education or training can be made by weighing the benefit
of increased income-earning and career potential against the opportunity costs
in the form of time, effort, and money. Spendable income is lower than gross
income due to taxes assessed on income by federal, state, and local
governments.
(ii) Spending. A
budget is a plan for allocating a person's spendable income to necessary and
desired goods and services. When there is sufficient money in their budget,
people may decide to give money to others, save, or invest to achieve future
goals. People can often improve their financial well-being by making
well-informed spending decisions, which includes critical evaluation of price,
quality, product information, and method of payment. Individual spending
decisions may be influenced by financial constraints, personal preferences,
unique needs, peers, and advertising.
(iii) Saving. People who have sufficient
income can choose to save some of it for future uses such as emergencies or
later purchases. Savings decisions depend on individual preferences and
circumstances. Funds needed for transactions, bill-paying, or purchases, are
commonly held in federally insured checking or savings accounts at financial
institutions because these accounts offer easy access to their money and low
risk. Interest rates, fees, and other account features vary by type of account
and among financial institutions, with higher rates resulting in greater
compound interest earned by savers.
(iv) Investing. People can choose to invest
some of their money in financial assets to achieve long-term financial goals,
such as buying a house, funding future education, or securing retirement
income. Investors receive a return on their investment in the form of income
and/or growth in value of their investment over time. People can more easily
achieve their financial goals by investing steadily over many years,
reinvesting dividends, and capital gains to compound their returns. Investors
have many choices of investments that differ in expected rates of return and
risk. Riskier investments tend to earn higher long-run rates of return than
lower-risk investments. Investors select investments that are consistent with
their risk tolerance, and they diversify across a number of different
investment choices to reduce investment risk.
(v) Managing Credit. Credit allows people to
purchase and enjoy goods and services today, while agreeing to pay for them in
the future, usually with interest. There are many choices for borrowing money,
and lenders charge higher interest and fees for riskier loans or riskier
borrowers. Lenders evaluate creditworthiness of a borrower based on the type of
credit, past credit history, and expected ability to repay the loan in the
future. Credit reports compile information on a person's credit history, and
lenders use credit scores to assess a potential borrower's creditworthiness. A
low credit score can result in a lender denying credit to someone they perceive
as having a low level of creditworthiness. Common types of credit include
credit cards, auto loans, home mortgage loans, and student loans. The cost of
post-secondary education can be financed through a combination of grants,
scholarships, work-study, savings, and federal or private student
loans.
(vi) Managing Risk. People
are exposed to personal risks that can result in lost income, assets, health,
life, or identity. They can choose to manage those risks by accepting,
reducing, or transferring them to others. When people transfer risk by buying
insurance, they pay money now in return for the insurer covering some or all
financial losses that may occur in the future. Common types of insurance
include health insurance, life insurance, and homeowner's or renter's
insurance. The cost of insurance is related to the size of the potential loss,
the likelihood that the loss event will happen, and the risk characteristics of
the asset or person being insured. Identity theft is a growing concern for
consumers and businesses. Stolen personal information can result in financial
losses and fraudulent credit charges. The risk of identity theft can be
minimized by carefully guarding personal financial information.
(b) The program shall
prepare candidates who meet the Secondary (6-12) standards for the teaching of
reading as specified in GaPSC Rule
505-3-.03 FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE (paragraph (3) (e)).
(3)
Specialty Field. The program
shall require a major or equivalent in economics that meets the specialty area
standard listed below:
(a) Economics.
Candidates seeking certification in the field of economics are expected to
possess the knowledge, skills, and dispositions necessary to organize and
provide instruction at the appropriate school level for the study of economics,
and should hold a major or an equivalent in the field. The equivalent of a
major is defined for secondary (6-12) fields as a minimum of twenty-one (21)
semester hours of content coursework that addresses the program content
standards for the 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.
No prior version found.