Ga. Comp. R. & Regs. R. 505-3-.63 - Curriculum and Instruction Program
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare individuals to serve in Curriculum and
Instruction roles in P-12 educational settings and supplements requirements in
GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.
Curriculum and Instruction Programs will be classified as Service 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 advanced degrees. Programs leading to initial certification in the
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,
leadership certificate, service field certificate, or Life certificate is
required for program admission.
(3)
Completion Requirements.
(a) Candidates seeking initial certification
in the field must complete the following requirements at the appropriate level:
1. Master's Degree level: a minimum of six
(6) semester hours (or the quarter hours equivalent) of advanced level
coursework focused on the content or content pedagogy of a certificate field
held by the educator. These hours may be satisfied through advanced pedagogy
courses in which candidates are required to demonstrate advanced pedagogical
skills or understandings related to their field(s) of certification. All six
(6) hours may also be satisfied through a thesis focused on the content
knowledge of a certificate field held by the educator.
2. Specialist or Doctoral degree level: a
minimum of six (6) semester hours (or the quarter hours equivalent) of advanced
level coursework focused on the content or content pedagogy of a certificate
field held by the educator. All six (6) hours may be satisfied through advanced
level content or content pedagogy courses in which candidates are required to
demonstrate advanced skills or understandings related to their field of
certification, or these hours may be satisfied through work on a thesis,
research project or dissertation directly focused on a content field held by
the educator.
(4)
Program Approval.
(a) To receive program approval, a
GaPSC-approved educator preparation provider shall offer a preparation program
described in program planning forms, catalogs, and syllabi addressing the
following standards.
1.
Knowledge
of Curriculum. Program completers will demonstrate advanced
ability to design, implement, and evaluate curriculum that promotes student
learning as indicated by the following:
(i)
Completers recognize the needs of students, the contexts which must be
considered when planning curriculum, and the philosophical frameworks that
undergird curriculum design;
(ii)
Completers can align curriculum across local, state, and national standards
within and across subject areas;
(iii) Completers have knowledge of resources,
including technology, to support evidence-based teaching practices;
and
(iv) Completers can evaluate
curriculum by using performance data and student work to determine student
understanding and to refine curriculum.
2.
Knowledge of
Instruction. Program completers will demonstrate advanced ability
to plan, implement, and evaluate instruction to facilitate student learning as
indicated by the following:
(i) Completers
can design and modify environments that promote learning and are based on
appropriate, evidence-based practices and student performance data;
(ii) Completers can differentiate instruction
through the use of evidenced-based practices, student performance data,
appropriate resources, and culturally responsive pedagogy; and
(iii) Completers can evaluate and modify
instruction based on a variety of data, educational research, and continuous
self-assessment.
3.
Knowledge of Content. Program completers will
demonstrate advanced depth and breadth of knowledge and skills in their
academic discipline and pedagogy as indicated by the following:
(i) Completers can apply current research and
data as they demonstrate content knowledge, and identify appropriate resources
to promote student success; and
(ii) Completers can plan, implement, and
assess the important ideas and organizational structure of the domains
represented in their content body of knowledge to benefit each
student.
4.
Knowledge of Students. Program completers will
demonstrate advanced knowledge of students as influenced by cognitive,
physical, emotional, social, cultural, environments, and economic factors as
indicated by the following:
(i) Completers
demonstrate knowledge of major learning and developmental theories and how they
explain student learning;
(ii)
Completers can design instruction to meet the unique needs of each student;
and
(iii) Completers provide
evidence of an understanding of the cultural and linguistic contexts of
learning.
5.
Knowledge of Research. Program completers will
demonstrate the ability to use research to promote student learning and to
contribute to the teaching profession as indicated by the following:
(i) Completers can apply theoretical insights
and research findings to curriculum, instruction, and assessment in P-12
systems to improve student learning, classroom processes, and /or institutional
practices; and
(ii) Completers can
use quantitative, qualitative, and/or mixed research methods to investigate
education problems and are able to articulate the findings to a variety of
audiences.
6.
Knowledge of Assessment. Program completers will
demonstrate advanced knowledge of assessment and the ability to use multiple
sources of assessment for maximizing student learning as indicated by the
following:
(i) Completers demonstrate
knowledge of assessment that enables appropriate analysis and interpretation
for facilitating effective instruction and student learning;
(ii) Completers demonstrate an understanding
of the principles of assessment design;
(iii) Completers can use diagnostic,
formative, and summative assessments to differentiate instruction, and to
provide timely and effective feedback to improve student learning;
(iv) Completers can conduct program
evaluations to determine the effectiveness of curriculum and instructional
practices; and
(v) Completers can
use assessment data to identify longitudinal trends and achievement gaps,
establish goals for improvement, and articulate pertinent information to a
variety of audiences.
7.
Professional Practices. Program completers will
demonstrate high standards for professional practice as indicated by the
following:
(i) Completers establish high
standards for academic rigor, intellectual inquiry, and professional
integrity;
(ii) Completers
participate in and/or lead professional learning experiences to promote
effective practices; and
(iii)
Completers advocate for the profession by modeling collaboration, leadership,
and professionalism.
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.