Ga. Comp. R. & Regs. R. 505-3-.24 - English Education Program
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare individuals to teach English Language Arts
(ELA) in grades 6-12, and supplements requirements in 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 an educator
preparation program described in program planning forms, catalogs, and syllabi
addressing the following standards, adapted from the standards published in
2021 by the National Council of Teachers of English.
1.
Learners and Learning in
English Language Arts. Candidates apply and demonstrate knowledge
of learners and learning to foster learning environments that support coherent,
relevant, 6-12 standards-aligned, and differentiated instruction to engage all
6-12 learners in ELA.
(i) Candidates gather
and interpret comprehensive data on learners' individual differences,
identities, and funds of knowledge to foster learning environments that
actively engage all learners in ELA;
(ii) Candidates apply and demonstrate
knowledge of how the constructs of adolescence/adolescents and learners'
identities affect learning experiences to foster coherent, relevant, responsive
instruction that critically engages all learners in ELA; and
(iii) Candidates apply and demonstrate
knowledge of learning processes that involve individually, collaboratively, and
critically accessing, consuming, curating, and creating texts (e.g., print,
non-print, digital, media).
2.
English Language Arts Content
Knowledge. Candidates apply and demonstrate knowledge and
theoretical perspectives pertaining to texts (e.g., print, non-print, digital,
media), composition, language, and languaging practices, and crosscutting
concepts to develop deep understandings of the core disciplinary ideas in their
instructional planning.
(i) Candidates apply
and demonstrate knowledge and theoretical perspectives about a variety of
literary and informational texts (e.g., young adult, classic, contemporary, and
media) representing a range of world literatures, historical traditions,
genres, cultures, and lived experiences;
(ii) Candidates apply and demonstrate
knowledge and theoretical perspectives of the relationships among form,
audience, context, and purpose by composing and critically curating a range of
texts (e.g., print, non-print, digital, media); and
(iii) Candidates apply and demonstrate
knowledge and theoretical perspectives of language and languaging, including
language acquisition, conventions, dialect, grammar systems, and the impact of
languages on society as they relate to various rhetorical situations (e.g.,
journalism, social media, popular culture) and audiences.
3.
Instructional Practice and
Planning for Instruction in ELA. Candidates apply and demonstrate
knowledge of theories, research, and ELA to plan coherent, relevant, 6-12
standards-aligned, differentiated instruction and assessment.
(i) Candidates use a variety of resources and
technologies to plan coherent, relevant, standards-aligned, and differentiated
instruction that incorporates theories, research, and knowledge of ELA to
support and engage all learners in meeting learning goals; and
(ii) Candidates identify and/or design
formative and summative assessments that reflect ELA research, align with
intended learning outcomes, and engage all learners in monitoring their
progress toward established goals.
4.
Instructional Practice and
Planning for Assessment in ELA. Candidates implement coherent,
relevant, 6-12 standards-aligned, and differentiated ELA instruction and
assessment to motivate and engage all learners.
(i) Candidates implement coherent, relevant,
6-12 standards-aligned, and differentiated instruction that uses a variety of
resources and technologies and incorporates theories, research, and knowledge
of ELA to support and engage all learners in meeting learning goals;
(ii) Candidates implement formative and
summative assessments that reflect ELA research, align with intended learning
outcomes, engage all learners in monitoring their progress toward established
goals, and guide the next steps of ELA instruction; and
(iii) Candidates communicate with learners
about their performance in ELA in multiple ways that actively involve them in
their own learning (e.g., learning management systems, digital communication
tools, conferencing, and written feedback).
5.
Professional Responsibility
for ELA teachers. Candidates reflect on their ELA practice, use
knowledge and theoretical perspectives to collaborate with educational
community members, and demonstrate readiness for leadership, professional
learning, and advocacy.
(i) Candidates reflect
on their own identities and experiences and how they frame their practices and
impact their teaching of ELA;
(ii)
Candidates use feedback and evidence from a range of sources to reflect upon
and inform their practice;
(iii)
Candidates apply and demonstrate knowledge in collaboration with learners,
families, colleagues, and ELA-related learning communities; and
(iv) Candidates demonstrate readiness for
leadership, professional learning, and advocacy for learners, themselves, and
ELA.
(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)).
Notes
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