Ga. Comp. R. & Regs. R. 505-3-.92 - K-5 Mathematics Endorsement
(1)
Purpose.
(a) This rule describes
requirements and field-specific content standards for approving endorsement
programs that prepare mathematics specialists for teaching students in grades
K-5 and supplements requirements in Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION
PROGRAMS.
(b) This endorsement is
designed to strengthen and enhance educator competency levels. Individuals
teaching mathematics in grades K-5 who hold a valid, level 4 or higher
Induction, Professional, Advanced Professional, or Lead Professional teaching
certificate and this endorsement will be eligible to earn salary incentives
when funded by the General Assembly. The endorsement applies to educators
teaching within grades K-5 but it does not modify the grade levels of the base
certificate. For example, educators with the Middle Grades Mathematics (4-8)
certificate and this K-5 endorsement are only in-field to teach mathematics in
grades 4-8. They will be eligible for salary incentives only if they are
assigned to teach mathematics in grades 4 or 5.
(c) Individuals with the following
certificates will be eligible for pay incentives if they are assigned to teach
mathematics in the grade levels defined below:
1. Elementary Education (P-5) certificate
holders will be eligible to earn pay incentives if they are assigned to teach
mathematics to children in grades K-5.
2. Middle Grades Mathematics (4-8)
certificate holders will be eligible to earn pay incentives if they are
assigned to teach mathematics to children in grades 4-5.
3. Special Education General
Curriculum/Elementary Education (P-5) certificate holders will be eligible to
earn pay incentives if they are assigned to teach mathematics to children in
grades K-5.
4. Educators holding
the following certificates and a core academic content concentration in
mathematics will be eligible to earn pay incentives if they are assigned to
teach mathematics to children in grades K-5:
(i) Special Education General Curriculum
(P-12)
(ii) Special Education
Adapted Curriculum (P-12)
(iii)
Special Education Behavior Disorders (P-12)
(iv) Special Education Learning Disabilities
(P-12)
(v) Special Education Deaf
Education (P-12)
(vi) Special
Education Physical and Health Disabilities (P-12)
(vii) Special Education Visual Impairment
(P-12)
(viii) Gifted Education
(P-12)
(2)
In-Field Statement.
Completers of the K-5 Mathematics Endorsement program have strengthened and
enhanced competency levels in mathematics content and instruction for teaching
students in grades Kindergarten through five, based on the grade levels of
their base certificate.
(3)
Requirements.
(a) To be eligible
to enroll in this endorsement program, the educator must have:
1. A valid, level 4 or higher Induction,
Professional, Advanced Professional, or Lead Professional teaching certificate,
in one of the following fields:
(i) Elementary
Education (P-5);
(ii) Middle Grades
Mathematics (4-8);
(iii) Special
Education General Curriculum/Elementary Education (P-5); or
(iv) any of the following certificates
combined with a core academic content concentration in mathematics:
(I) Special Education General Curriculum
(P-12);
(II) Special Education
Adapted Curriculum (P-12);
(III)
Special Education Behavior Disorders (P-12);
(IV) Special Education Learning Disabilities
(P-12);
(V) Special Education Deaf
Education (P-12);
(VI) Special
Education Physical and Health Disabilities (P-12);
(VII) Special Education Visual Impairment
(P-12); or
(VIII) Gifted
Certificate (P-12); and
2. A minimum of one year of teaching
experience.
(b) The
program may be offered only by a GaPSC-approved educator preparation
provider.
(c) The program shall be
offered as a post-baccalaureate endorsement and may not be embedded in an
initial preparation program.
(d)
The program shall require candidates to complete an authentic residency. An
authentic residency is defined as a supervised and coordinated series of real
applications of knowledge and skills occurring in actual classroom settings
that allow candidates to further develop and demonstrate the knowledge and
skills acquired in coursework. Residency experiences shall require
demonstration of the content knowledge and pedagogical skills delineated in
program content standards. Authentic residency experiences shall occur in
candidates' assigned classrooms, as well as in settings other than candidates'
assigned classrooms to ensure experiences with avariety of students and with
students in the grade levels of the candidate's base certificate. The authentic
residency must include a portfolio component.
(e) The portfolio shall include but not be
limited to: evidence of observations by supervisors, student work samples
including analysis of student work, self-reflection and evidence of competence
in the six standards specified below.
(f) The preparation program described in
program planning forms, catalogs, and syllabi shall require a minimum of three
courses of which two courses shall be focused on the advancement of content
knowledge and one course shall be focused on content-specific pedagogy and
proven strategies that address the following standards adapted from the
standards published in 2020 by the National Council of Teachers of Mathematics
(NCTM), as well as portions of the 2014 NCTM document titled,
Principles to actions.
1.
Knowing and Understanding Meaningful Mathematics:
Candidates demonstrate conceptual understanding, procedural fluency,
application, and progression within and among the major concepts of mathematics
appropriate for grades K-5:
(i) Number and
Operations
(I) Prenumeration concepts and
numeracy progression;
(II)
Development, use, and multiple representation of numbers and number
systems;
(III) Numbers (whole
numbers, fractions, decimals, percents) and their relationships;
(IV) Place value, in the study of base ten
and other number systems, and flexible use with operations;
(V) Model the use of the four basic
operations in multiple contexts with the understanding of common
additive/multiplicative problem situations/types;
(VI) Four basic operations with positive and
negative rational numbers;
(VII)
Use a variety of mental computation techniques or computational
strategies;
(VIII) Apply estimation
strategies to quantities, measurements, and computation to determine the
reasonableness of results;
(ii) Algebraic Thinking
(I) Describe, extend, and generate patterns;
model various kinds of growth, both numerical and geometric;
(II) Symbols - such as representing unknowns
or relationships (e.g. equals sign);
(III) Generalization;
(IV) Relationships - describe and represent
mathematical relationships;
(V)
Algebraic concepts that focus on properties of the number system and their
connection to the order of operations;
(VI) Model, explain, and develop a variety of
(invented and standard) computational algorithms;
(VII) Write, interpret, and evaluate
numerical expressions within real-life problems;
(VIII) Logical conjectures and conclusions
using quantifiers such as "all", "some", and "none";
(iii) Statistical Reasoning
(I) The nature and use of data;
(II) Categorical and numerical
data;
(III) Statistical
investigative questions;
(IV) Data
collection, organization, and representation;
(V) Elementary data analysis;
(VI) Drawing conclusions and making
inference;
(iv) Geometry
and Measurement
(I) Measurement as a concept,
an attribute of a shape (what does it mean to have a measure, and what are you
measuring);
(II) Measurement of
time;
(III) Measurement of one-,
two- and three-dimensional objects using nonstandard, customary and metric
units;
(IV) Conversion of
measurement units;
(V) 1D, 2D and
3D shapes and their properties;
(VI) Spatial visualization;
(VII) Location;
(VIII) Use geometric concepts and
relationships to describe and model mathematical ideas and real world
constructs.
2.
Knowing and Using Mathematical Processes: Candidates
demonstrate, within or across mathematical domains, their knowledge of and
ability to apply the mathematical processes of:
(i) Problem Solving. Candidates demonstrate a
range of mathematical problem-solving strategies to make sense of and solve
cognitively-demanding tasks, both contextual and non-contextual.
(ii) Reasoning and Communicating. Candidates
organize their mathematical thinking and use the language of mathematics to
express ideas precisely in verbal and written formats.
(iii) Modeling. Candidates apply their
mathematical knowledge to analyze and model contextual problems. They use
models such as manipulatives, tables, diagrams, and graphs, equations, and
technological tools to represent the mathematical relationships in contextual
problems.
3.
Knowing Students and Planning for Mathematical
Learning: Candidates use knowledge of students and mathematics to
plan rigorous and engaging mathematics instruction supporting all students'
access and learning. The mathematics instruction that is developed provides
fair and impartial, culturally responsive opportunities for all students to go
deep with mathematics, leverage multiple mathematical competencies, affirm
mathematical identities, challenge spaces of marginality, and draw on multiple
resources of knowledge.
(i) Student
Differences. Candidates design lessons in which all students have access to
engage in meaningful mathematics, drawing upon cultural, linguistic, and
academic differences. Candidates draw on student and community assets during
lesson preparation that draw on student thinking and experiences.
(ii) Student Mathematical Strengths.
Candidates recognize the mathematical strengths in each and every student.
Candidates plan instruction to draw upon the variety of mathematical strengths
present in the classroom.
(iii)
Student Thinking about Mathematical Content. Candidates anticipate students'
mathematical thinking. Candidates plan for instruction that attends to this
thinking and is grounded in mathematical learning progressions.
(iv) Student Mathematical Identities.
Candidates design learning experiences and plan instruction that develop and
foster positive mathematical identities, grounded in the understanding that
teachers' interactions impact individual students by influencing and
reinforcing students' mathematical identities, positive or negative. They build
lessons in which students are able to see themselves. Candidates purposefully
group students to promote positive mathematical learning and identities, with
the awareness of the negative impacts of homogeneous and static grouping
practices.
4.
Teaching Meaningful Mathematics: Candidates plan and
implement effective teaching practices to support rigorous mathematical
learning for each and every student drawing upon their knowledge of students.
(i) Establish mathematics goals to focus
learning. Candidates establish clear goals for the mathematics that students
are learning, situates goals within learning progressions, and uses the goals
to guide instructional decisions.
(ii) Implement tasks that promote reasoning
and problem solving. Candidates engage students in solving and discussing tasks
that promote mathematical reasoning and problem solving and allow multiple
entry points and varied solution strategies.
(iii) Use and connect mathematical
representations. Candidates engage students in making connections among
mathematical representations to deepen understanding of mathematics concepts
and procedures and as tools for problem solving.
(iv) Facilitate meaningful mathematical
discourse. Candidates facilitate discourse among students to build shared
understanding of mathematical ideas by analyzing and comparing student
approaches and arguments.
(v) Pose
purposeful questions. Candidates use purposeful questions to assess and advance
students' reasoning and sense making about important mathematical ideas and
relationships.
(vi) Build
procedural fluency from conceptual understanding. Candidates build fluency with
procedures on a foundation of conceptual understanding so that students, over
time, become skillful in using procedures flexibly as they solve contextual and
mathematical problems.
(vii)
Support productive struggle in learning mathematics. Candidates consistently
provide students, individually and collectively, with opportunities and support
to engage in productive struggle as they grapple with mathematical ideas and
relationships.
(viii) Elicit and
use evidence of student thinking. Candidates use evidence of student thinking
to assess progress toward mathematical understanding and to adjust instruction
continually in ways that support and extend learning.
5.
Assessing Impact on Student
Learning: Candidates use appropriate assessment methods to collect
and analyze evidence of students' mathematics learning, modify instruction,
monitor teaching effectiveness, and evaluate program effectiveness.
(i) Assessing for Learning. Candidates
select, modify, and create a variety of formative methods to elicit information
on students' progress toward mathematical learning goals.
(ii) Modify Instruction. Candidates use
formal and informal formative assessment data regarding learning of individual
students, the class as a whole, and subgroups in order to analyze the
effectiveness of their instruction. Candidates propose adjustments and modify
instruction.
(iii) Analyze
Assessment Data. Candidates collect and use summative assessment data regarding
learning of individual students, the class as a whole, and subgroups in order
to determine mastery of learning goals.
6.
Personal, Social, and
Professional Context of Mathematics Education: Candidates are
reflective mathematics educators who collaborate with colleagues and other
stakeholders to grow professionally, and foster and advocate for fair and
impartial mathematics learning environments.
(i) Demonstrate a Positive Mathematical
Identity. Candidates reflect on and pursue continuous growth of a positive
mathematical identity.
(ii)
Collaborate with Families and Community. Candidates collaborate with families
and other stakeholders to share and discuss strategies for ensuring children's
mathematical success.
(iii)
Participate in Professional Organizations and Communities. Candidates are
involved in and draw upon the resources of professional communities in
mathematics education.
(iv)
Consider Social Context of Mathematics Teaching and Learning. Because social,
historical, and institutional contexts of mathematics affect teaching and
learning, candidates will know about and integrate these ideas in their
instruction.
Notes
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