Ga. Comp. R. & Regs. R. 505-3-.51 - READING EDUCATION PROGRAM
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare individuals to serve as teachers of reading and
related literacy topics in grades P-12, in accordance with GaPSC Rule
505-3-.03 FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE, and supplements requirements in GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.
Reading Education programs will be classified as teaching (T) field programs
and may be offered for initial certification in the field at the Master's
degree level or higher, or as a certification-only program for those holding an
advanced degree. All programs leading to initial certification in this field,
regardless of degree level, must be approved by the GaPSC.
(2)
Admission Requirements.
(a) A valid, level 4 or higher Induction,
Professional, Advanced Professional, or Lead Professional teaching certificate
is required for program admission.
(3)
Program Standards and
Requirements.
(a) To receive approval,
GaPSC-approved educator preparation providers shall offer a preparation program
at the Master's degree or higher level described in program planning forms,
catalogs, and syllabi based on the science of reading and addressing the
following standards adapted from those published by the International Literacy
Association (2017):
1.
Foundational Knowledge. Candidates demonstrate
knowledge of major theoretical, conceptual, historical, and evidence-based
foundations of literacy and language, and the ways in which they interrelate as
indicated by the following:
(i) Candidates
demonstrate knowledge of the major theoretical, conceptual, historical, and
evidence-based components of reading development (e.g., concepts of print,
phonological awareness, phonics, word recognition, fluency, vocabulary,
comprehension) throughout the grades and their relationship with other aspects
of literacy;
(ii) Candidates
demonstrate knowledge of the major theoretical, conceptual, historical, and
evidence-based aspects of writing development, writing processes (e.g.,
revising, audience), and foundational skills (e.g., spelling, sentence
construction, word processing) and their relationships with other aspects of
literacy; and
(iii) Candidates
demonstrate knowledge of theoretical, conceptual, historical, and
evidence-based components of language (e.g., language acquisition, structure of
language, conventions of standard English, vocabulary acquisition and use,
speaking, listening, viewing, visually representing) and its relationships with
other aspects of literacy.
2.
Curriculum and
Instruction. Candidates use foundational knowledge to design
literacy curricula to meet the needs of learners, especially those who
experience difficulty with literacy; design, implement, and evaluate
small-group and individual evidence-based literacy instruction for learners;
and collaborate with other teachers to implement effective literacy practices
as indicated by the following:
(i) Candidates
use foundational knowledge to design, select, critique, adapt, and evaluate
evidence-based literacy curricula that meet the needs of all
learners;
(ii) Candidates design,
select, adapt, teach and evaluate evidence-based instructional approaches,
using both informational and narrative texts, to meet the literacy needs of
whole class and groups of students in the academic disciplines and other
subject areas, and when learning to read, write, listen, speak, view or
visually represent;
(iii)
Candidates select, adapt, teach, and evaluate evidence-based supplemental and
intervention approaches and programs, and such instruction is explicit,
intense, and provides adequate scaffolding to meet the literacy needs of
individual and small groups of students, especially those who experience
difficulty with reading and writing; and
(iv) Candidates collaborate with school-based
educators in developing, implementing, and evaluating literacy instructional
practices and curriculum.
3.
Assessment and
Evaluation. Candidates understand, select, and use
valid, reliable, fair, and appropriate assessment tools to screen, diagnose,
and measure student literacy achievement; inform instruction and evaluate
interventions; assist other teachers in their understanding and use of
assessment results; and advocate for appropriate literacy practices to relevant
stakeholders as indicated by the following:
(i) Candidates understand the purposes,
attributes, formats, strengths/limitations (including validity, reliability,
inherent language, dialect), and influences of various types of tools in a
comprehensive literacy and language assessment system, and apply that knowledge
to using assessment tools;
(ii)
Candidates collaborate with colleagues to administer, interpret, and use data
for decision making about student assessment, instruction, intervention, and
evaluation for individual and groups of students;
(iii) Candidates participate in and lead
professional learning experiences to assist other teachers in selecting,
administering, analyzing, interpreting assessments, and using results for
instructional decision making in classrooms and schools; and
(iv) Candidates, using both written and oral
communication, explain assessment results, and advocate for appropriate
literacy and language practices to a variety of stakeholders, including
students, administrators, teachers, other educators, and parents/
guardians.
4.
Learners and the Literacy Environment. Candidates meet
the developmental needs of all learners and collaborate with school personnel
to use a variety of print and digital materials to engage and motivate all
learners; integrate digital technologies in appropriate, safe, and effective
ways; and foster a positive climate that supports a literacy-rich learning
environment as indicated by the following:
(i)
Candidates, in consultation with families and colleagues, meet the
developmental needs of all learners (e.g., English learners, those with
difficulties learning to read, the gifted), taking into consideration physical,
intellectual, and other learner differences;
(ii) Candidates provide opportunities for
student choice and engagement with a variety of print and digital materials to
engage and motivate all learners;
(iii) Candidates integrate digital
technologies into their literacy instruction in appropriate, safe, and
effective ways and assist colleagues in these efforts; and
(iv) Candidates facilitate efforts to foster
a positive climate that supports the physical and social literacy-rich learning
environment, including knowledge of routines, grouping structures, and social
interactions.
5.
Professional Learning and Leadership. Candidates
demonstrate the ability to be reflective literacy professionals, who apply
their knowledge of adult learning to work collaboratively with colleagues;
demonstrate their leadership and facilitation skills; and advocate on behalf of
teachers, students, families, and communities as indicated by the following:
(i) Candidates reflect on their professional
practices, belong to professional organizations, and are critical consumers of
research, policy, and practice;
(ii) Candidates use their knowledge of adult
learning to engage in collaborative decision making with colleagues to design,
align, and assess instructional practices and interventions within and across
classrooms;
(iii) Candidates
develop, refine, and demonstrate leadership and facilitation skills when
working with individuals and groups; and
(iv) Candidates consult with and advocate on
behalf of teachers, students, families, and communities for effective literacy
practices and policies.
6.
Practicum/Clinical
Experiences. Candidates complete supervised, integrated, extended
practice/clinical experiences that include intervention work with students and
working with their peers and experienced colleagues; practice includes ongoing
experiences in school-based setting(s); and supervision includes observation
and ongoing feedback by qualified supervisors as indicated by the following:
(i) Candidates work with individual and small
groups of students at various grade levels to assess students' literacy
strengths and needs, develop literacy intervention plans, implement
instructional plans, create supportive literacy learning environments, and
assess impact on student learning. Settings may include a candidate's own
classroom, literacy clinic, other school, or community settings;
(ii) Candidates collaborate with and coach
peers and experienced colleagues to develop, reflect on, and study their own
and others' teaching practices;
(iii) Candidates have ongoing opportunities
for authentic, school-based practicum experiences; and
(iv) Candidates receive supervision,
including observation (in-person, computer assisted, or video analysis) and
ongoing feedback during their practicum/clinical experiences by supervisors who
understand literacy processes, have literacy content knowledge, understand
literacy assessment and evidence-based instructional strategies, and,
preferably, have experience as reading/literacy
specialists.
Notes
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