Ga. Comp. R. & Regs. R. 505-3-.25 - Geography Education Program
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare individuals to teach Geography 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):
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 more inclusive and
equitable 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.
(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 geography that meets the specialty area
standard listed below:
(a) Geography.
Candidates seeking certification in the field of geography are expected to
possess the knowledge, skills, and dispositions necessary to organize and
provide instruction at the appropriate school level for the study of geography,
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
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