Ga. Comp. R. & Regs. R. 505-3-.66 - Literacy Specialist Program
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare individuals to serve as literacy specialists
(e.g., literacy coaches, instructional coaches, teacher leaders) 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.
This field is classified as a service (S) field and therefore may not be added
by passing the state-approved content assessment.
(2)
Requirements.
(a) Three years of teaching experience and a
valid level 4 or higher Induction, Professional, Advanced Professional, or Lead
Professional teaching certificate, leadership certificate, service field
certificate, or Life certificate are required for program admission. Candidates
must demonstrate proficiency in the knowledge and skills delineated in GaPSC
Rule 505-3-.03,
FOUNDATIONS OF READING, LITERACY, AND LANGUAGE, as a prerequisite for admission
to this program.
1. Proficiency may be
demonstrated through completion of the Reading Endorsement (based on GaPSC Rule
505-3-.96, effective July 1, 2023 or
later), certification in Elementary Education (earned after July 1, 2025), a
passing score on the Reading Education GACE (after July 1, 2025), or another
valid and reliable measure of candidate proficiency.
2. The EPP shall require candidates not
demonstrating proficiency in the knowledge and skills delineated in GaPSC Rule
505-3-.03, FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE, to successfully complete one or more pre-requisite
courses prior to program admission.
(b) To receive approval, GaPSC-approved
educator preparation providers shall offer a preparation program at the
Master's degree level or higher 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 the major theoretical, conceptual, historical, and evidenced-based
foundations of literacy and language and the ways in which they interrelate;
demonstrate a knowledge base of effective school-wide professional learning;
demonstrate knowledge of research about school-wide literacy programs; and
demonstrate understanding of the role of those who support literacy as
indicated by the following:
(i) Candidates
demonstrate knowledge of the major theoretical, conceptual, historical, and
evidence-based foundations of literacy and language, including language
acquisition, reading, writing, speaking, listening, viewing, and visual
representation from pre-K through grade 12 and across academic disciplines,
including connections and potential integration for literacy
learning;
(ii) Candidates
demonstrate knowledge of major concepts, theories, and evidence-based
foundations of effective professional learning, adult learning theory, school
change, community-school partnerships, collaboration, coaching, and
leadership;
(iii) Candidates
demonstrate knowledge of major concepts, theories, and evidence-based
foundations for developing, implementing, and evaluating school-wide
comprehensive literacy instruction and curriculum, including that of
disciplinary literacy, pre-K through grade 12; and
(iv) Candidates demonstrate knowledge of
historical and evidence-based foundations related to the role of the literacy
coach and its instructional and leadership dimensions.
2.
Curriculum and
Instruction. Candidates develop, analyze, and evaluate the
school's literacy curriculum; design, implement, and evaluate effective
classroom literacy instruction; collaborate with and coach teachers to guide
teaching practices, and improve literacy learning of individuals and groups of
students; and facilitate or participate in efforts to develop a vision and
goals for the literacy program as indicated by the following:
(i) Candidates coach classroom teachers and
other professionals in selecting, designing, analyzing, and evaluating the
school's literacy curriculum, aligned to state and district
standards;
(ii) Candidates coach
teachers in designing, selecting, implementing, and evaluating evidence-based
instructional approaches, interventions, and supplemental programs that address
the needs of students and enable them to be successful in various settings
(e.g., general classroom, academic disciplines, other subject areas, outside
school);
(iii) Candidates
collaborate and coach as a means of improving teaching practices and enhancing
teachers' knowledge and skills of evidence-based classroom, supplemental, and
intervention approaches and programs to improve student learning; and
(iv) Candidates, in collaboration with school
and district personnel, facilitate efforts to develop a vision and goals for a
comprehensive literacy program, including across the academic disciplines that
reflects evidence-based practices and effective integration of all dimensions
of language and literacy.
3.
Assessment and
Evaluation. Candidates foster educators' knowledge of assessment
and assessment tools to monitor student progress; inform and evaluate
school-wide instruction and interventions; facilitate professional learning and
school improvement initiatives; and disseminate and facilitate school-wide
assessment communication with relevant stakeholders as a means of advocating
for effective literacy practices as indicated by the following:
(i) Candidates foster educators' use of
assessment by articulating, explaining, and evaluating factors and contextual
influences (e.g., culture, language) of assessments within a comprehensive
literacy and language system;
(ii)
Candidates assist and collaborate with school leaders and teachers in the
administration and interpretation of reliable and valid assessment data to
inform classroom and school-wide decisions, instruction, and
interventions;
(iii) Candidates
facilitate professional learning activities that incorporate focused analyses
of assessment data and goal setting across grade levels, content areas, and
school improvement initiatives; and
(iv) Candidates routinely share and explain
reports, in both written and oral form, to administrators, parents/ guardians,
teachers/specialists, and other stakeholders and advocate for effective
literacy and language practices.
4.
Learners and the Literacy
Environment. Candidates support and facilitate colleagues' ability
to meet the developmental needs of all learners; use a variety of digital and
print 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 guide colleagues to
meet the developmental needs of all learners, taking into consideration
physical and intellectual, and other factors;
(ii) Candidates facilitate teachers' use of a
variety of digital and print materials that engage and motivate learners, and
optimize access to materials that increase student choice and support school
goals;
(iii) Candidates facilitate
and coach teachers in their efforts to integrate digital technologies in
appropriate, safe, and effective ways; and
(iv) Candidates provide support to and coach
teachers in developing a physical and social literacy-rich learning environment
that includes appropriate routines, grouping structures, and positive social
interactions.
5.
Professional Learning and Leadership. Candidates
demonstrate the ability to be reflective literacy professionals who critically
analyze and synthesize research, policy, and promising practices; apply their
knowledge of adult learning to work collaboratively with individuals and groups
of colleagues; demonstrate their leadership and coaching skills; and advocate
on behalf of teachers, students, families, and communities as indicated by the
following:
(i) Candidates reflect on their
work, belong to professional organizations, and, as critical consumers of
research, policy, and practices, share findings with colleagues and other
stakeholders;
(ii) Candidates
design, facilitate, and lead professional learning experiences for groups
(e.g., data team meetings, professional learning communities, grade-level
teams, academic department teams, workshops), using collaborative data
collection, analysis, and decision-making processes;
(iii) Candidates use their knowledge of adult
learning and leadership to support teacher inquiry and reflectivity by using
coaching tools and processes (e.g., modeling, problem solving,
observation-feedback cycles, co-teaching) in their work with individuals and
groups of teachers; and
(iv)
Candidates facilitate and work with teachers and other school leaders to
advocate on behalf of students, families, and communities for effective
literacy programs, practices, and policies.
6.
Practicum/Clinical
Experiences. Candidates complete supervised,
integrated, and extended practicum/clinical experiences that include both
collaborative and coaching roles with teacher(s), and school-wide collaboration
and leadership for instructional practices, curriculum design, professional
development, or family/community-school partnerships; practicum experiences are
ongoing in school-based setting(s); and supervision includes observation and
ongoing feedback by qualified supervisors as indicated by the following:
(i) Candidates collaborate with and coach
individuals and/or small groups of teachers in using assessment data to design,
revise, implement, and evaluate literacy instruction. Settings may include the
candidate's own school, literacy clinic, other school, or community
settings;
(ii) Candidates develop
expertise in collaborative and coaching roles at the school-wide level to
improve and develop literacy instructional practices, design or revise literacy
curricula, lead professional learning experiences, and facilitate
family/community-school partnerships;
(iii) Candidates have one or more ongoing
opportunities for authentic, school-based practicum experiences that include
opportunities for candidates to network with and be mentored by other coaches;
and
(iv) Candidate supervision
includes observation (in-person, computer assisted, or video analysis) and
ongoing feedback during their practicum/clinical experiences by supervisors who
understand coaching processes and tools, have literacy content and pedagogical
knowledge, understand literacy assessment, and have coaching
experiences.
Notes
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