Ga. Comp. R. & Regs. R. 505-3-.77 - Educational Leadership Program
(1)
Purpose. This rule states field-specific content standards and
requirements for approving programs that prepare individuals to serve in
educational leadership positions in P-12 schools and Local Units of
Administration (LUAs), and supplements requirements in GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.
The term leadership position refers to those positions
requiring leadership certification as determined by the employing LUA for
placement on the state salary schedule.
(2)
Two-tiered Educational Leadership
Preparation.
(a) Tier I, or entry
level certification, in the field of Educational Leadership shall prepare
candidates for entry leadership positions that include P-12 school level
positions below the principal and district level positions that do not
supervise principals.
(b) Tier II,
or advanced level certification, in the field of Educational Leadership shall
prepare candidates for advanced leadership positions that include P-12 school
level principals or the equivalent, superintendents, or other LUA staff who
supervise principals.
(c) The
Educator Preparation Provider (EPP) must seek and receive GaPSC approval to
offer Tier I and Tier II preparation programs and shall comply with all GaPSC
reporting requirements for preparation programs. The EPP shall offer both a
Tier I and a Tier II program.
(3)
Preparation Program
Requirements.
(a) To receive approval,
a GaPSC-approved EPP shall offer Tier I and Tier II Educational Leadership
preparation programs described in program planning forms, catalogs, syllabi,
and on websites conforming to the following Georgia Educational Leadership
Standards, which are adapted from the Professional Standards for Educational
Leaders (PSEL) published in 2015 by the National Policy Board for Educational
Administration. The elements accompanying the standards are adapted from PSEL
Standards. Although programs shall be designed upon the PSEL Standards and as
required by GaPSC Rule
505-3-.01, the Teacher Assessment on
Performance Standards (TAPS) in relation to instructional leadership (see GaPSC
Rule 505-3-.01
paragraph (e) 3. (i)), EPPs are advised to consider additional standards in
developing program curricula and clinical experiences at the appropriate level
(Tier I or Tier II), such as the Learning Forward Standards for Professional
Learning, Georgia Teacher Leadership Standards (GaPSC Rule
505-3-.72 TEACHER LEADERSHIP PROGRAM),
the Model Principal Supervisor Standards, and the evaluation standards
comprising the Georgia Teacher Keys Effectiveness System (TKES) and the Georgia
Leader Keys Effectiveness System (LKES), and the standards delineated in GaPSC
Rule 505-3-.03
FOUNDATIONS OF READING, LITERACY, AND LANGUAGE. GaPSC and Georgia Department of
Education (GaDOE) rules are often focused on implementation of such standards;
candidates shall complete preparation programs prepared to implement programs
and processes that address such standards. Professional learning as described
in the GaPSC certificate renewal rule (GaPSC Rule
505-2-.36 RENEWAL REQUIREMENTS) and
continuous improvement as described in GaDOE rules and processes shall be
addressed in the leadership preparation curriculum and clinical experiences.
The elements accompanying the standards inform and support the practice of the
educational leader by illustrating some, but not all, leadership practices that
define the standards in practice. Programs will be assessed at the standard
level. Effective leaders:
1.
Develop, advocate, and enact a shared mission, vision, and core
values of high-quality education and academic success and well-being of each
student. Education leaders build consensus among all stakeholders
to develop an educational mission, vision, and core values of what students
should know and do as a consequence of their schooling, as well as what it
means for students to become well-adjusted, contributing members of society.
Building such a vision supported by core values can require reconciling
possibly competing perspectives among all members of the school community.
Based on this vision, leaders work with school and community members to
establish the school's mission, and to plan, implement, monitor, and evaluate
impact to promote continuous and sustainable improvement. Effective leaders:
(i) Using relevant data and in collaboration
with school and community members, develop an educational mission, vision, and
statement of core values for the school to promote student success and
well-being.
(ii) In collaboration
with members of the school and the community and using relevant data, develop
and promote a vision for student success and well-being by articulating,
advocating, and cultivating core values that define the school's culture, and
stress the imperative of child-centered education; high expectations and
student support; fair access, opportunity, and advancement for all students;
openness, caring, and trust; and continuous improvement.
(iii) Utilize best practices to strategically
identify, implement, and evaluate actions to achieve the vision, mission, and
core values for the school.
(iv)
Ensure core values support processes and procedures that allow all students
access to the most effective teachers and an instructional program that will
ensure they are college and career ready.
(v) Develop a systematic, inclusive, and
comprehensive process to review, revise, and communicate the school's mission,
vision, and core values, and respond to changing expectations and opportunities
for the school, and changing needs and situations of students.
(vi) Develop shared understanding of and
commitment to mission, vision, and core values within the school and the
community.
(vii) Monitor
communications and actions to build and sustain school and community alignment
with the shared vision, mission, and core values.
(viii) Model and pursue the school's mission,
vision, and core values in all aspects of leadership.
2.
Act ethically and according to
professional norms to promote each student's academic success and
well-being. Educational leaders are professionals who ensure
personnel are equipped with professional understanding of the school's mission
and the professional norms that must be followed to ensure student success and
well-being. Leaders have an understanding of ethical principles to guide
actions and decision-making, which must be within the boundaries of
professional practice. Leaders foster the development of a school culture that
nurtures understanding of professional conduct and ethics, and have a
professional responsibility to take an intentional approach to ensure not only
regulatory enforcement, but also ethics education, outreach, and prevention.
Effective leaders:
(i) Act ethically and
professionally in personal conduct, relationships with others, decision-making,
stewardship of the school's resources, and all aspects of school
leadership.
(ii) Act according to
and promote the professional norms of integrity, fairness, transparency, trust,
collaboration, perseverance, learning, and continuous improvement.
(iii) Place children at the center of
education and accept responsibility for each student's academic success and
well-being.
(iv) Safeguard and
promote the values of democracy, individual freedom and responsibility, and
fairness.
(v) Lead with
interpersonal and communication skill, social-emotional insight, and
understanding of all students' and staff members' backgrounds and
cultures.
(vi) Provide moral
direction for the school and promote ethical and professional behavior among
faculty and staff.
3.
Strive for fairness of educational opportunity and responsive
practices to promote each student's academic success and
well-being. Education leaders create a school culture that values
learner differences. Students are known, accepted, valued, and empowered to
reach their full potential. The school's culture supports a climate in which
students are healthy, safe, and supported. The culture defines high
expectations, encourages trust, and expects all to be responsible participants;
as a result, all students thrive. Effective leaders:
(i) Ensure that each student feels a sense of
belonging, is treated fairly and respectfully, and is accepted and valued as an
active member of the school community.
(ii) Recognize, respect, and employ each
student's strengths, differences, and culture as assets for teaching and
learning.
(iii) Analyze data to
ensure that each student has equitable access to effective teachers, learning
opportunities, academic and social support, and other resources needed for
college/career readiness.
(iv)
Develop and communicate expectations and codes of conduct to address student
behavior in a positive, and fair manner.
(v) Eliminate barriers associated with race,
class, culture and language, gender and sexual orientation, and disability or
special status.
(vi) Utilize a
variety of strategies to examine and address assumptions and beliefs that may
conflict with vision, mission, core values, and goals.
(vii) Incorporate knowledge of the social,
cultural, leadership, and political dynamics of the school community to
cultivate a positive academic learning environment.
(viii) Promote the preparation of students to
live productively in and contribute to the varied cultural contexts of a global
society.
(ix) Act with cultural
competence and responsiveness in their interactions, decision making, and
practice.
4.
Develop and support intellectually rigorous and coherent systems of
curriculum, instruction, and assessment to promote each student's academic
success and well-being. Effective educational leaders develop and
support intellectually rigorous and coherent systems of curriculum,
instruction, and assessment to maximize each student's growth and learning.
Education leaders promote the use of rigorous curricula, which set high
expectations for students and are aligned to academic standards. They seek to
maximize student learning through authentic and differentiated pedagogy,
systems of support, and effective assessment strategies that inform
instruction. They develop and coordinate these systems in ways that create
opportunities to personalize the academic program to meet individual student
needs. The effectiveness of implementation and the impact of these systems on
student learning are evaluated. Effective leaders:
(i) Promote the mission, vision, and core
values of the school, embody high expectations for student learning, and align
curriculum, instruction, and assessment with academic standards that are
responsive to the needs of all learners.
(ii) Align and focus systems of curriculum,
instruction, and assessment within and across grade levels to promote student
academic success, love of learning, the identities and habits of learners, and
healthy sense of self.
(iii)
Promote instructional and assessment practice that is consistent with knowledge
of learning, learner growth and development, effective pedagogy, and the needs
of each student.
(iv) Guide the
selection and implementation of evidence-based teaching strategies, curricular
materials, educational technologies, and other resources appropriate to address
all student populations.
(v) Ensure
instructional practice that is intellectually challenging, authentic to student
experiences, aligned to student strengths, and is differentiated and
personalized.
(vi) Collaboratively
model and promote with all stakeholders a culture of high expectations for all
students.
(vii) Promote the
effective use of technology.
(viii)
Employ valid assessments that are consistent with knowledge of child learning
and development and technical standards of measurement.
(ix) Monitor and evaluate the use of
diagnostic, formative, and summative assessment to provide timely and accurate
feedback to students and parents, and to inform instructional
practices.
5.
Cultivate a welcoming, caring, and supportive school community that
promotes the academic success and well-being of each student.
Education leaders build a school culture and climate that supports students
being known and valued. The learning environment is personalized so students
feel encouraged to engage with others as active learners. In such an
environment learners are willing to take chances in their learning since a
support system has been built to reinforce student learning. Effective leaders:
(i) Build and maintain a safe, caring, and
healthy school environment that meets the academic, social, emotional, and
physical needs of each student.
(ii) Create and sustain a school environment
in which each student is known, accepted and valued, trusted and respected,
cared for, and encouraged to be an active and responsible member of the school
community.
(iii) Provide coherent
systems of academic and social supports, services, extracurricular activities,
and accommodations to meet the range of learning needs of each
student.
(iv) Promote
adult-student, student-peer, and school-community relationships that value and
support academic learning and positive social and emotional
development.
(v) Cultivate and
reinforce student engagement in school and positive student conduct.
(vi) Infuse the school's learning environment
with the cultures and languages of the school's community.
6.
Develop the professional
capacity and practice of school personnel to promote each student's academic
success and well-being. Education leaders support the professional
learning of effective, caring teachers and leaders who are able to work with
students productively in the classroom and who can collaboratively lead a
school or district. Building an effective staff requires careful personnel
recruitment, selection, assignment of responsibilities, support, evaluation,
and retention. Developing the professional skills of educators involves such
activities as coaching, creating supportive conditions, and fostering a
professional learning community. Effective leaders:
(i) Recruit, hire, assign, support, develop,
and retain effective and caring teachers and other professional staff and form
them into an educationally effective faculty in an equitable manner based on
school needs, and local, state, and federal requirements.
(ii) Plan for and manage staff turnover and
succession, providing opportunities for effective induction including mentoring
of new personnel by carefully selected and trained mentors.
(iii) Develop teachers' and staff members'
professional knowledge, skills, and practice through differentiated
opportunities for learning and growth, guided by understanding of professional
and adult learning and development.
(iv) Foster continuous improvement of
individual and collective instructional capacity to achieve outcomes envisioned
for each student.
(v) Deliver
actionable feedback about instruction and other professional practice through
valid, research-anchored systems of supervision and evaluation to support the
development of teachers' and staff members' knowledge, skills, and
practice.
(vi) Empower and motivate
teachers and staff to the highest levels of professional practice and to
continuous learning and improvement.
(vii) Recognize the achievements of highly
effective teachers and others by developing the capacity, opportunities, and
support for teacher leadership and leadership from other members of the
school.
(viii) Promote the personal
and professional health, well-being, and work-life balance of faculty and
staff.
(ix) Address their own
learning and effectiveness through reflection, study and improvement,
maintaining a healthy work-life balance.
7.
Foster a professional
community of teachers and other professional staff to promote each student's
academic success and well-being. Education leaders promote each
student's academic success and well-being by creating and supporting a
professional community of teachers. Building a community of teachers and other
professional staff includes creating effective workplace conditions, promoting
collective engagement and responsibility, and mutual accountability. Creating
professional communities of teachers and other professional staff includes
job-embedded opportunities that promote collaborative examination of practice
and focuses on improvement of programs and practices. Effective leaders:
(i) Foster supportive workplace conditions
for teachers and other professional staff that promote effective professional
development, practice, and student learning.
(ii) Empower and entrust teachers and staff
with collective responsibility for meeting the academic, social, emotional, and
physical needs of each student, pursuant to the mission, vision, and core
values of the school.
(iii)
Establish and sustain a professional culture of engagement and commitment to
shared vision, goals, and objectives pertaining to the education of the whole
child; high expectations for professional work; ethical and equitable practice;
trust and open communication; collaboration, collective efficacy, and
continuous individual and organizational learning and improvement.
(iv) Promote mutual accountability among
teachers and other professional staff for each student's success and the
effectiveness of the school as a whole.
(v) Develop and support open, productive,
caring, and trusting working relationships among leaders, faculty, and staff to
promote professional capacity and the improvement of practice.
(vi) Design and implement job-embedded and
other opportunities for professional learning collaboratively with faculty and
staff.
(vii) Provide roles,
structures, opportunities, and norms to support collaborative examination of
practice, collegial feedback, and collective learning.
(viii) Encourage faculty-initiated
improvement of programs and practices.
(ix) Use data, including student performance
data, to evaluate the impact professional learning has on the faculty and
staff, the school/district, and student learning.
8.
Engage families and the
community in meaningful, reciprocal, and mutually beneficial ways to promote
each student's academic success and well-being. Education leaders
build and sustain productive relationships with families and other community
partners in the government, non-profit, and private sectors. They promote
understanding, appreciation, and use of the community's cultural, social, and
intellectual resources. They communicate regularly and openly with families and
community partners, and seek their input and support for continuous improvement
efforts. Effective leaders:
(i) Are
approachable, accessible, and welcoming to all families and community
members.
(ii) Create and sustain
positive, collaborative, and productive relationships with families and the
community for the benefit of students.
(iii) Engage in regular and open two-way
communication with families and the community about the school, students,
needs, challenges, and accomplishments.
(iv) Maintain a presence in the community to
understand its strengths and needs, develop productive relationships, and
engage its resources for the school.
(v) Create means for the school community to
partner with families to support student learning in and out of
school.
(vi) Build and sustain
mutually beneficial productive partnerships with public and private sectors to
share resources and promote school improvement and student learning.
(vii) Create an environment that values
differences, serves as a resource for families and the school community, and
welcomes family engagement in school activities.
(viii) Understand, value, and employ the
community's cultural, social, intellectual, and political resources to promote
student learning and school improvement.
(ix) Advocate publicly for the needs and
priorities of the school, district, students, families, and the
community.
(x) Work with the
community to collect and analyze data on economic, social, and other emerging
issues that impact district and school planning, programs, and
structures.
9.
Manage school operations and resources to promote each student's
academic success and well-being. Education leaders are responsible
for the effective, efficient, equitable, and ethical management of schools and
districts. Their responsibilities include garnering and allocating resources,
monitoring and addressing internal and external regulatory requirements,
developing organizational policies and practices, and other administrative
duties that maintain the continued viability of the school or district.
Effective leaders:
(i) Institute, manage, and
monitor operations and administrative systems that promote the mission and
vision of the school.
(ii)
Strategically manage staff resources, assigning and scheduling teachers and
staff to roles and responsibilities that optimize their professional capacity
to address each student's learning needs.
(iii) Seek, acquire, and manage fiscal,
physical, and other resources to support curriculum, instruction, and
assessment; student learning community; professional capacity and community;
and family and community engagement.
(iv) Are responsible, ethical, and
accountable stewards of the school's monetary and nonmonetary resources,
engaging in effective budgeting and accounting practices.
(v) Protect teachers' and other staff
members' work and learning from disruption.
(vi) Employ technology to improve the quality
and efficiency of operations and management.
(vii) Develop and maintain data and
communication systems to deliver actionable information for classroom and
school improvement.
(viii) Know,
comply with, and help the school community understand local, state, and federal
laws, rights, policies, and regulations to promote student success.
(ix) Develop and manage relationships with
feeder and connecting schools for enrollment management and curricular and
instructional articulation.
(x)
Develop and manage productive relationships with the central office and school
board.
(xi) Develop and administer
systems for fair and equitable management of conflict among students, faculty
and staff, leaders, families, and community.
(xii) Manage governance processes and
internal and external politics toward achieving the school's mission and
vision.
10.
Act as agents of continuous improvement to promote each student's
academic success and well-being. Educational leaders foster an
environment among stakeholders where data are analyzed and used to continuously
improve the academic and social success of the students, staff, and the
community of learners. Leaders ensure a systematic and collaborative process
that promotes a culture of school improvement and accountability. This plan,
do, check, act process is created with input from all stakeholders. The leader
uses current and relevant research and effectively gathers, analyzes, and
interprets student data from multiple sources to promote a shared vision for
instructional improvement that engages all stakeholders in decision-making that
drives and sustains school improvement for each student. Effective leaders are
willing to make difficult decisions and confront adverse situations to promote
student academic success and well-being. Effective leaders:
(i) Use a systematic continuous improvement
process to achieve the vision, fulfill the mission, and promote the core values
of the school.
(ii) Create a
continuous improvement culture within the school and community that promotes
mutual commitment and accountability for student success.
(iii) Develop the capacity of staff to
effectively lead strategic teams in a systematic process of school
improvement.
(iv) Employ
situationally-appropriate strategies for improvement, including
transformational and incremental, adaptive approaches and attention to
different phases of implementation.
(v) Build the capacity of staff to assess the
value and applicability of emerging educational trends and the findings of
research for school improvement.
(vi) Develop systematic processes of data
collection, management, and analysis to determine root causes and inform the
decision-making process.
(vii)
Adopt a systems perspective ensuring alignment among improvement efforts and
within all aspects of school organization, programs, and services.
(viii) Manage uncertainty, risk, competing
initiatives, and politics of change with courage and perseverance, providing
support and encouragement, and openly communicating the need for, process for,
and outcomes of improvement efforts.
(ix) Develop and promote leadership among
teachers and staff for inquiry, experimentation and innovation, and initiating
and implementing improvement.
(b) Tier I. Educational Leadership
preparation programs leading to entry level certification may be offered by
GaPSC-approved EPPs as Master's degree programs or non-degree granting
certification-only programs for educators who already hold Master's degrees. To
receive approval, a GaPSC-approved EPP shall offer an educator preparation
program for entry level preparation described in program planning forms,
catalogs, syllabi, and on websites meeting the following requirements:
1.
Program
Admission. EPPs shall determine admission requirements for Tier I
entry level preparation programs in addition to the minimum requirements
established in the rule.
2.
Program Curriculum. Programs leading to Tier I Entry
Level Educational Leadership certification shall address all the GEL Standards
referenced in paragraph (3) (a), but shall place emphasis on standards related
specifically to practices designed to directly impact the improvement of
teaching and learning.
3.
Partnerships. A partnership agreement shall be
established with LUAs, agencies, or other organizations for the purpose of
collaborative work to ensure program curriculum and clinical experiences
address LUA leadership preparation needs and to continuously examine program
effectiveness. Such partnerships shall permit candidate self-selection for Tier
I programs provided the partner district has the capacity to mentor the
candidate and the candidate meets program admission criteria. A regular and
systematic plan agreeable to the partner districts and the EPP shall be
established for updating partnership agreements to ensure continuous
improvement of the preparation program.
4.
Candidate
Support. At a minimum, Tier I candidates shall receive mentoring
by a leader who is actively employed in a leadership position in the P-12
school or LUA and who has been trained to be a leader mentor. In addition,
candidates shall receive EPP support through group coaching or other means
whereby candidates have opportunities to interact with program staff and other
candidates for reflection, feedback, and support related to their performances
in the field.
(c) Tier
II. Educational Leadership preparation programs leading to Tier II advanced
level certification may be offered by GaPSC-approved EPPs as education
specialist or doctoral degree programs, or as non-degree certification-only
programs for educators who already hold an education specialist degree, a
doctoral degree, or a GaPSC-issued certificate at Level 6 or 7. To receive
approval, a GaPSC-approved EPP shall offer a performance-based educator
preparation program described in program planning forms, catalogs, syllabi, and
on websites meeting the following requirements:
1.
Program
Admission. EPPs shall require potential candidates to:
(i) Hold Tier I entry level certification or
hold a Tier II certificate if that certificate is based on completion of an
Educational Leadership program that led to a Georgia L or PL
certificate;
(ii) Serve in a
leadership position (see (1) Purpose above for the definition of the term,
leadership position) at either the P-12 school or LUA level (or agency or
organization equivalent to LUA level) that will enable the candidate to fully
meet the program's clinical requirements. Candidates who do not serve in a
leadership position as described above may be enrolled if the EPP and employer
establish a formal, written agreement specifying the candidate will be released
from other responsibilities for two full days per week or the equivalent to
allow the candidate sufficient time to participate in and successfully complete
clinical work. Employees of state education or human service agencies, RESAs,
universities or technical colleges, and employees of education or human service
non-profit organizations may also pursue Tier II Educational Leadership
certification as long as the employer has established a partnership with a
GaPSC-approved EPP and in the partnership agreement agrees to meet all
requirements specified in this rule; and
(iii) Meet program admission criteria, and
admission criteria specified by the EPP and in the partnership agreements with
employers of potential candidates.
2.
Program
Curriculum. Programs leading to Tier II Educational Leadership
certification shall address all standards through clinical performances
required in the program. In coursework emphasis shall be on those standards not
emphasized in the Tier I program.
3.
Partnerships. A
partnership agreement shall be established with the employing LUA, agency, or
organization of each candidate for the purpose of ensuring candidates will be
able to meet Tier II level clinical requirements. Partnership agreements:
(i) Shall be developed collaboratively by the
LUA, agency, or organization and the program provider;
(ii) Shall establish mutually agreed upon
responsibilities; and
(iii) Shall
be regularly and systematically updated to ensure continuous improvement of the
preparation program and its partnerships.
4.
Candidate
Support. The clinical work of each Tier II candidate shall be
supervised by a candidate support team. At a minimum, the candidate support
team shall be composed of the candidate, a trained and qualified leadership
coach, a trained P-12 school or LUA mentor, and an EPP representative. (The
leadership coach may serve as both the coach and the EPP representative
provided the coach is employed by the EPP). These individuals shall work as a
team to meet candidate and program needs.
(4)
Clinical Practice Requirements and
Candidate Performance Expectations.
(a)
Tier I Entry Leader Preparation.
1.
Clinical Practice. Tier I Clinical Practice shall
include 250 clock hours (in certification-only and degree programs) in addition
to performances required in courses and shall consist of significant
opportunities for candidates to synthesize and apply the knowledge, and
practice and develop the skills identified in the standards through field
experiences cooperatively developed by the candidate, mentor, and EPP advisor.
Field experiences shall engage candidates in substantial, standards-based work
in a variety of settings. In Tier I programs candidates shall, at a minimum,
observe leaders at all levels-elementary, middle, high school, and central
office.
2.
Performance
Expectations. Candidates in Tier I entry level preparation
programs shall demonstrate at a proficient level the knowledge, skills, and
dispositions required for entry level educational leaders by demonstrating
performance proficiency in the Georgia Educational Leadership Standards
referenced in paragraph (3) (a).
(b) Tier II Advanced Level Leader
Preparation.
1.
Tier II Clinical
Practice - Residency. Tier II programs shall be performance-based,
and as such, shall be designed around leadership performances. Courses shall be
designed to support performances. Candidates in Tier II preparation programs
shall participate in performance-based experiences in courses as well as during
an extended residency (in certification-only and degree programs). The extended
residency shall consist of 750 clock hours of extended, job-embedded residency
work. This work provides significant opportunities for candidates to synthesize
and apply the knowledge, and practice and develop the skills identified in the
standards through substantial, sustained, standards-based work in real settings
in real time (actual P-12 school and LUA settings or similar settings for
candidates employed in agencies or organizations not classified as P-12 schools
or LUAs). Such a residency shall be planned and guided cooperatively by the EPP
and LUA or employer through candidate support teams that develop and manage
individual induction plans for each candidate.
2.
Performance
Expectations. Candidates in Tier II preparation programs shall
demonstrate knowledge, skills, and dispositions required for advanced level
educational leaders by demonstrating performance proficiency in the standards
referenced in paragraph (3) (a). The candidate's program shall be planned and
guided cooperatively by the EPP and LUA, agency, or organization personnel. The
EPP shall be responsible for using formative assessments throughout the program
to assess candidate progress. Candidate performances shall be designed as
follows:
(i) Candidates shall demonstrate the
ability to accept genuine responsibility for leading, facilitating, and making
decisions typical of those made by principals, supervisors of principals, and
superintendents. The residency experiences shall provide candidates with
substantial responsibilities that increase over time in amount and complexity
and involve direct interaction and involvement with appropriate staff,
students, parents, and community leaders, including school board members. The
preponderance of experiences shall engage candidates in leading rather than
observing or participating;
(ii)
Candidates shall participate in a performance-based residency cooperatively
planned and guided by a candidate support team during the course of the
program, including assessment of candidate application of knowledge, skills,
and leadership dispositions;
(iii)
Candidates shall apply skills and knowledge articulated in national and state
standards for educational leaders in experiences designed to accommodate
candidates' individual needs;
(iv)
Candidates shall demonstrate performances in settings that allow for the
demonstration of a wide range of relevant knowledge, skills, and dispositions
while working with faculty and other LUA personnel, students, parents, and
appropriate community organizations such as social service groups, local
businesses, community organizations, parent groups, and school boards;
and
(v) Candidates' performances
shall be planned cooperatively by the candidate support team and provide
appropriate opportunities to apply skills, knowledge, and research contained in
the standards.
(5)
Testing Requirements.
(a) Tier I Entry Level. Candidates completing
an entry level preparation program shall be required to take the GACE content
assessment in Educational Leadership. A passing score on the state-approved
content assessment is not required for program completion; however, candidates
shall attempt the assessment prior to program completion, and a passing score
is required for state entry level certification in Educational
Leadership.
(b) Tier II Advanced
Level Preparation. Candidates completing a Tier II program shall be required to
take the Georgia Performance Assessment for Educational Leadership (PASL). A
passing score on the state-approved performance assessment is not required for
program completion; however, candidates shall attempt the assessment prior to
program completion, and a passing score is required for Tier II certification
in Educational Leadership.
(c)
Candidates who enroll in a GaPSC-approved Tier I Educational Leadership program
must pass the Georgia Ethics for Educational Leadership Assessment prior to
beginning program coursework. Any candidate enrolling in a Tier II program who
did not pass the Ethics Assessment prior to enrolling in a Tier I program must
pass the assessment prior to beginning Tier II program coursework.
(6)
Conversion of Previously
Issued Leadership Certificates to "PL" and/or Tier II Certificates.
(a) Educators who hold "L" certificates may
convert to "PL" certificates by completing a GaPSC-approved certification-only
Tier II program in Educational Leadership or a Tier II degree program if the
educator holds only Level 5 certification. Such a program shall be
performance-based and shall include extensive residency experiences meeting the
requirements described in this rule. Educators who hold "FLD704 Educational
Leadership (P-12)" certificates are exempted from meeting requirements to hold
any position requiring Educational Leadership certification.
(b) Educators holding a PL certificate
(FLD706 Building Level or FLD707 System Level; FLD706 and FLD707 were combined
and became FLD710 after July 1, 2015) are eligible to hold any position
requiring leadership certification. Holders of PL - Building Level or PL -
System level shall not be required to meet any additional requirements for
leadership certification.
(7)
Continuous Improvement as Part of
the Program Approval Process.
(a) As
part of the continuous improvement cycle required by GaPSC Program Approval
Standards (2023), EPPs are advised to engage partner school districts in
regularly reviewing program effectiveness. In addition, as a formative measure,
EPPs are advised to engage in a mid-cycle review using peers and partners as
reviewers; such reviews will have no regulatory consequences. Mid-cycle
formative reviews will use a valid and reliable process such as Quality
Measures.
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.