Rules and Regulations of the State of Georgia
 

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charset=UTF-16"> </HEAD> <div id="infobar"><a href="javascript:;" accesskey="r" Name="Route" title="Route" class="quickkey"><em class="mnemonic">R</em>oute </a>:<div class="searchtips" style="float:right;margin-right:10px;color: rgb(47, 79, 79);"> <a style="text-decoration:none;color: rgb(47, 79, 79);" title="search tips" name="searchtip" href="../help.aspx#searching" target="_blank"><em class="mnemonic">S</em>earch tips</a></div><ul class="breadcrumb"> <li><a href="/GAC" name="GAC" title="GAC">GA R&amp;R</a></li> <li>&raquo; <a href="/GAC/505" title="505">Department 505</a></li> <li>&raquo; Chapter 505-3</li> </ul> </div> </div><div id="doc" class="container"> <div id="doc-content" class="content"> <h1><nllchapter>Chapter 505-3 EDUCATOR PREPARATION RULES</nllchapter></h1> <h2><a href="/GAC/505-3-.01" name="505-3-.01" title="505-3-.01">Rule 505-3-.01 Requirements and Standards for Approving Educator Preparation Providers and Educator Preparation Programs</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states requirements and standards for the approval of educator preparation providers (EPPs) and programs for the initial and continuing preparation of educators in Georgia.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Definitions.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Accreditation</U>: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(a)(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A process for assessing and enhancing academic and educational quality through external, often voluntary, peer review.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(a) (2)"> (2)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A decision awarded and process certified by an accrediting organization. For the purposes of educator preparation provider (EPP) and program approval, GaPSC recognizes three types of accreditation: Regional Accreditation, National Accreditation, and Specialized Accreditation. Each type of accreditation is defined in subsequent definitions.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Advanced Preparation/Degree-Only Program</U>: An educator preparation program at the post-baccalaureate level for the continuing education of educators who have previously completed initial preparation and are certified in the program's subject area or field of certification. Advanced preparation programs commonly award graduate credit and include master's, specialist, and doctoral degree programs. Although GaPSC-approved EPPs must provide data on advanced preparation programs in reports required by the state and for national accreditation, they are neither reviewed nor approved by GaPSC.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Approval</U>: A process for assessing and enhancing academic and educational quality through peer review and annual reporting, to assure the public an EPP and/or program has met and continues to meet institutional, state, and national standards of educational quality; also, a Georgia Professional Standards Commission (GaPSC) decision rendered when an EPP or program meets GaPSC standards and annual reporting requirements.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Approval Review</U>: Examination of evidence and interviews of stakeholders conducted by GaPSC site visitors and sometimes CAEP site visitors either on-site at an institution/agency, or electronically through the use of Internet and telephone conferencing systems as part of a Developmental, First Continuing, Continuing, Focused, or Probationary Review. Although not an approval review, the Substantive Change process is used when certain changes are made to the design or operations of approved program (see definition (ar)).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>B/P-12</U>: Formerly P-12, the term <I>B/P-12</I> references schools serving children aged birth to grade 12.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Branch Campus</U>: A campus that is physically detached from the parent university or college and has autonomous governance. A branch campus generally has full student and administrative services with a CEO and is regionally accredited separately from the parent campus. For approval purposes, GaPSC considers branch campuses distinct from the parent institution and therefore a separate EPP. For approval purposes, a branch campus located in the state of Georgia having an original, or main, campus located in another state or country is considered an out-of-state institution and is therefore ineligible to seek GaPSC approval as an EPP.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Candidates/Teacher Candidates</U>: Individuals enrolled in programs for the initial or advanced preparation of educators, programs for the continuing professional development of educators or programs for the preparation of other professional school personnel. Candidates are distinguished from students in B/P-12 schools. (The term <I>enrolled</I> is used in the GaPSC approval process to mean the candidate is admitted and taking classes.)</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Clinical Educators</U>: All educator preparation provider (EPP) and P-12 school-based individuals, including classroom teachers, who assess, support, and develop a candidate's knowledge, skills, or professional dispositions at some stage in the clinical experiences. The term <I>Clinical Educators</I> is intended to be inclusive of the roles of Mentor Teacher, B/P-12 Supervisor, and Faculty Supervisor. EPPs are expected to clearly define the roles and responsibilities of all clinical educators with whom candidates interact.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Clinical Practice</U>: Culminating residency (formerly referred to as <I>student teaching)</I> or internship experiences with candidates placed in classrooms for at least one full semester where they experience intensive and extensive practices in which they are fully immersed in the learning community and provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing. In initial preparation programs in Service and Leadership fields, candidates will complete such culminating residency or internship experiences in placements that allow the knowledge, skills, and dispositions included in the programs to be practiced and applied. In non-traditional preparation programs, such as GaTAPP, clinical practice is job-embedded as candidates must be hired as a classroom teacher to be admitted to the program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(j)">(j)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Knowledge</U>: The central concepts, tools of inquiry, and structures of a discipline (Source: CAEP Glossary).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(k)">(k)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Council for the Accreditation of Educator Preparation (CAEP)</U>: The national accreditation organization formed as a result of the unification of the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). CAEP advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen B/P-12 student learning. CAEP accredits educator preparation providers (EPPs).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(l)">(l)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Dispositions</U>: Moral commitments and professional attitudes, values, and beliefs that underlie educator performance and are demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(m)">(m)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Distance Learning</U>: A formal educational process in which instruction occurs when candidates and the instructor are not in the same place at the same time. Distance learning can occur through virtually any media including asynchronous or synchronous, electronic or printed communications.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(n)">(n)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Distance Learning Program</U>: A program delivered primarily (50% or more contact hours) through distance technology in which the instructor of record and candidates lack face-to-face contact and instruction is delivered asynchronously or synchronously (see definition (m)). These preparation programs include those offered by the EPP through a contract with an outside vendor or configured as a consortium with other EPPs, as well as those offered solely by the provider.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(o)">(o)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Diverse</U>: Showing a great deal of variety; very different, as in clinical placement (see definition (p)) (Source: CAEP Glossary).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(p)">(p)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Diversity</U>: Diversity is inclusive of individual differences and group differences. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(p)(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Individual differences (e.g., personality, interests, learning modalities, and life experiences); and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(p)(2)">(2) </a></td> <td valign="top" style="text-align:left" class="leftalign"> group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background) (Source: CAEP Glossary).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(q)">(q)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Educator Preparation Program</U>: A planned sequence of courses and experiences for preparing B/P-12 teachers and other professional school personnel. See the definitions for the three types of educator preparation programs: Initial (aa), Endorsement (s), and Advanced (b).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(r)">(r)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Educator Preparation Provider (EPP)</U>: The institution of higher education (IHE), college, school, department, agency, or other administrative body responsible for managing or coordinating all programs offered for the initial and continuing preparation of teachers and other school personnel, regardless of where these programs are administratively housed (formerly referred to as the professional education unit).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(s)">(s)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Endorsement Program</U>: A planned sequence of courses and experiences, typically three (3) to four (4) courses in length, designed to provide educators with an additional, specific set of knowledge and skills, or to expand and enhance existing knowledge and skills. Successful completion of an endorsement program results in the addition of the endorsement field to the Georgia educator certificate designating expertise in the field. Endorsement programs may be offered as non-credit bearing programs (or if applicable, as continuing education units), or they may lead to college credit; they must be approved by the GaPSC and administered by a GaPSC-approved EPP, and may be offered as either a stand-alone program or, unless otherwise specified in GaPSC Educator Preparation Rules <a title="505-3-.82" href="505-3-.82">505-3-.82</a> through <a title="505-3-.106" href="505-3-.106">505-3-.106</a>, embedded in an initial preparation program. Depending on the needs of the individual educator, endorsement programs may also be included as a part of an educator's professional learning plan/goals. See GaPSC Rule <a title="505-2-.14" href="505-2-.14">505-2-.14</a>, <U>ENDORSEMENTS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(t)">(t)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Field Experiences</U>: Activities that include organized and sequenced engagement of candidates in settings providing opportunities to observe, practice, and demonstrate the knowledge, skills, and dispositions delineated in institutional, state, and national standards. The experiences must be systematically designed and sequenced to increase the complexity and levels of engagement with which candidates apply, reflect upon, and expand their knowledge and skills. Since observation is a less rigorous method of learning, emphasis should be on field experience sequences requiring active professional practice or demonstration, and including substantive work with B/P-12 students and B/P-12 personnel as appropriate. In non-traditional preparation programs, such as GaTAPP, field experiences occur outside candidates' classrooms with students with diverse learning needs and varied backgrounds in at least two settings during the clinical practice.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(u)">(u)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>First Continuing Review</U>: Formerly called the <I>Initial Performance Review</I>, the First Continuing Review is conducted three years after a Developmental Review to determine if the EPP and/or educator preparation program(s) have evidence of meeting all applicable standards. For EPPs seeking CAEP accreditation, the First Continuing Review of an EPP will be conducted jointly by state and national (CAEP) site visitors in accordance with Georgia's State Partnership Agreement with CAEP.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Franchise Program</U>: An endorsement program developed by and approved for one GaPSC-approved EPP (the franchise manager) and subsequently shared with other GaPSC-approved EPPs operating as franchisees.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(w)">(w)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP)</U>: Georgia's non-traditional preparation program for preparing career changers for certification as B/P-12 teachers. See GaPSC Rule <a title="505-3-.05" href="505-3-.05">505-3-.05</a>, <U>GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY (GaTAPP)</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(x)">(x)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Grade Point Average (GPA)</U>: A quantitative indicator of candidate achievement. Letter grades are converted to numbers and averaged over a period of time.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(y)">(y)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Induction</U>: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(y)(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The formal act or process of placing an individual into a new job or position and providing appropriate support during the first three years of employment. The Georgia Department of Education defines The Induction Phase Teacher as any teacher who has been hired into a new permanent position in any Georgia school.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(y) (2)"> (2)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A Georgia level of professional educator certification; for additional information see Rule 505-2-04, <U>INDUCTION CERTIFICATE</U>.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(z)">(z)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Information Literacy</U>: An intellectual framework for understanding, finding, evaluating, and using information-activities which may be accomplished in part by fluency with information technology, in part by sound investigative methods, but most importantly, through critical discernment and reasoning (adopted from The Association of College and Research Libraries).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(aa)">(aa)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Initial Preparation Program</U>: A program designed to prepare candidates for their first professional certificate in a teaching, leadership, or service field. Examples include degree programs at the baccalaureate, master's, or higher levels; or post-baccalaureate programs, non-degree certification-only programs, and non-traditional programs such as the GaTAPP program. Programs leading to an educator's first certificate in a particular field are considered initial preparation even if the educator is certified in one or more other fields.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ab)">(ab)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Local Unit of Administration (LUA)</U>: A local education agency, including but not limited to public, waiver, Investing in Educational Excellence (IE2), charter schools and private schools (i.e., faith-based schools, early learning centers, hospitals, juvenile detention centers, etc.). As referenced in GaPSC Certification Rule <a title="505-2-.01" href="505-2-.01">505-2-.01</a>, paragraph (2) (d) 1, for employment purposes GaPSC Certification Division staff consider all non-IHEs as LUAs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ac)">(ac)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Media Literacy</U>: The ability to encode and decode the symbols transmitted via media and the ability to access, analyze, evaluate, and communicate information in a variety of forms, including print and non-print messages. Also known as the skillful application of literacy skills to media and technology messages (adopted from the National Association for Media Literacy Education).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ad)">(ad)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Mentor Teacher</U>: A B/P-12 employed teacher and an expert practitioner who supports the development of a pre-service or novice teacher by assessing and providing feedback on instructional practice; interactions with students, colleagues, and parents; classroom management; and professionalism. Mentor teachers are typically involved with faculty supervisors in the formal supervision and evaluation of pre-service clinical practice experiences (residency/internship). The term <I>Mentor Teacher</I> is often used synonymously with the terms <I>Cooperating Teacher</I> and <I>B/P-12 Supervisor</I>. See (as) for definitions of the terms <I>B/P-12 Supervisor</I> and <I>Faculty Supervisor</I>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ae)">(ae)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>National Accreditation</U>: National accreditation is conducted by an accrediting organization which develops evaluation criteria and conducts peer evaluations to assess whether or not those criteria are met. National accrediting agencies operate throughout the country and review entire institutions. CAEP (see definition (k)) is an example of a national accrediting organization.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(af)">(af)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Nationally Recognized Program</U>: A program that has met the standards of a national specialized professional association (SPA) that is a constituent member of CAEP. The term <I>National Recognition</I> signifies the highest level of SPA recognition awarded to programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ag)">(ag)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Non-traditional Preparation Program (GaTAPP)</U>: A program designed to prepare individuals who at admission hold an appropriate degree with verified content knowledge through a major or its equivalent in the content field or a passing score on the state-approved content assessment in the content field. If the state-approved content knowledge was not required at admission, it must be passed for program completion. Non-traditional preparation programs do not lead to a degree or college credit and: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ag)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Feature a flexible timeframe for completion;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ag)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are job-embedded, allowing candidates to complete requirements while employed by a regionally accredited local unit of administration (school district or private school), a charter school approved by the Georgia State Charter School Commission, or a charter school approved by the Georgia Department of Education as a classroom teacher full-time or part-time for at least a half day;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ag)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Require that candidates are supported by a Candidate Support Team;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ag)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Require an induction component that includes coaching and supervision;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ag)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide curriculum, performance-based instruction and assessment focused on the pedagogical knowledge, skills, and dispositions necessary for the candidate to teach his/her validated academic content knowledge; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ag)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are individualized based on the needs of each candidate with respect to content knowledge, pedagogical skills, learning modalities, learning styles, interests, and readiness to teach. See Rule <a title="505-3-.05" href="505-3-.05">505-3-.05</a>, <U>GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY (GaTAPP)</U>.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ah)">(ah)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Out-of-State Institution</U>: An institution of higher education administratively based in a state within the United States other than Georgia, or another country.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ai)">(ai)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Pedagogical Content Knowledge</U>: A core part of content knowledge for teaching that includes: core activities of teaching, such as determining what students know; choosing and managing representations of ideas; appraising, selecting and modifying textbooks; and deciding among alternative courses of action and analyzing the subject matter knowledge and insight entailed in these activities (Source: adapted from the CAEP Glossary).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(aj)">(aj)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Pedagogical Knowledge</U>: The broad principles and strategies of classroom instruction, management, and organization that transcend subject matter knowledge (Source: CAEP Glossary).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ak)">(ak)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Pedagogical Skills</U>: An educator's abilities or expertise to impart the specialized knowledge/content and skills of their subject area(s) (Source: CAEP Glossary).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(al)">(al)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Preconditions</U>: Fundamental requirements that undergird the GaPSC standards that must be met as a first step in the approval process and before an EPP is permitted to schedule a Developmental Approval Review.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(am)">(am)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Preparation Program Effectiveness Measures (PPEMs)</U>: A set of common measures applied to all teacher and leader preparation programs leading to initial certification in a field. Teacher Preparation Program Effectiveness Measures (TPPEMs) and Leader Preparation Program Effectiveness Measures (LPPEMs) are further defined in GaPSC Rule <a title="505-3-.02" href="505-3-.02">505-3-.02</a>, <U>EDUCATOR PREPARATION PROVIDER ANNUAL REPORTING AND EVALUATION</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(an)">(an)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Program Completer</U>: A person who has met all the requirements of a GaPSC-approved or state-approved out-of-state educator preparation program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ao)">(ao)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Regional Accreditation</U>: Regional accreditation is conducted by an accrediting organization which develops evaluation criteria and conducts peer evaluations to assess whether or not those criteria are met. Six regional accreditors operate in the United States to conduct educational accreditation of public, private, for-profit, and not-for-profit schools, colleges, and universities in their regions.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ap)">(ap)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Specialized Accreditation</U>: Specialized accrediting organizations operate throughout the country to review programs and some single-purpose institutions. Like national and regional accreditors, specialized accreditation organizations develop evaluation criteria and conduct peer evaluations to assess whether or not those criteria are met.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(aq)">(aq)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Specialized Professional Association (SPA)</U>: A constituent member of CAEP representing a particular disciplinary area that develops standards for the approval of educator preparation programs in that area and reviews programs for compliance with those standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(ar)">(ar)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Substantive Change Procedure</U>: Process used for EPPs to submit changes that are considered significant, including additional levels of program offerings and changes to key assessments or leadership personnel.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(as)">(as)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Supervisor</U>: An individual involved in the oversight and evaluation of educator preparation candidates during field and clinical experiences. In most cases one or more individuals are involved in the formal supervision of clinical experiences' a supervisor employed by the EPP and one or more supervisors employed by the B/P-12 site hosting a pre-service educator. The term <I>Faculty Supervisor</I> refers to the employee of the EPP and the term <I>B/P-12 Supervisor</I> (sometimes referred to as Mentor Teacher or Cooperating Teacher) refers to the school-based employee who hosts a pre-service educator for the culminating residency or internship.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(at)">(at)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Technology Literacy</U>: Using technology as a tool to research, organize, evaluate, and communicate information and understanding the ethical and legal issues surrounding the access and use of information. </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(au)">(au)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Traditional Preparation Program</U>: A credit-bearing program designed for the preparation of educators typically offered by institutes of higher education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(2)(av)">(av)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Year-long Residency</U>: An extended clinical practice lasting the entire length of the B/P-12 school year, in the same school, in which candidates have more time to practice teaching skills with students under the close guidance of experienced and effective B/P-12 teachers licensed in the content area the candidate is preparing to teach. Candidates fully participate in the school as a member of the faculty, including faculty meetings, parent conferences, and professional learning activities spanning, if feasible, the beginning (e.g. pre-planning) and ending (post-planning) of the academic year. (Candidates may participate in post-planning at the end of the junior year if it is not possible for them to participate at the end of the senior year). These extended residencies also include supervision and mentoring by a representative of the preparation program who, along with the B/P-12 supervisor, ensures the candidate is ready for program completion and is eligible for state certification.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>GENERAL REQUIREMENTS APPLICABLE TO ALL EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Authorization for the Establishment of Georgia Educator Preparation Providers (EPPs) <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Regionally accredited institutions of higher education administratively based in the state of Georgia (as determined by the location of the office of the President or the single highest ranking executive officer of the institution), regionally accredited local units of administration with student enrollment over 30,000, Georgia Regional Educational Service Agencies (RESAs), and other education service organizations to include national or Georgia-based non-profit associations are eligible to seek GaPSC approval as an EPP for the purpose of preparing educators. For-profit organizations that are not regionally accredited institutions of higher education are not eligible to seek GaPSC approval as an EPP. Out-of-state institutions operating in the state of Georgia through a branch or satellite campus or by online delivery of programs and seeking approval to offer programs leading to Georgia certification in the field of Educational Leadership must be approved by GaPSC prior to enrolling Georgia candidates. These EPPs must be accredited by CAEP and their Educational Leadership program(s) must be Nationally Recognized by the Educational Leadership Constituent Council (ELCC) prior to seeking GaPSC approval and must maintain CAEP accreditation and ELCC National Recognition in order to maintain GaPSC program approval; additional GaPSC approval requirements are described in paragraphs (d) 5 and 6.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Accreditation of Institutions/Agencies with an Educator Preparation Provider (EPP) <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Institutions of higher education with a college, school, department or other entity that is a GaPSC-approved EPP shall be fully accredited by the Southern Association of Colleges and Schools (SACS) (out-of-state Educational Leadership program providers must be accredited by their regional accreditor), at the level(s) of degree(s) granted by the institution. The institution shall submit program(s) for GaPSC approval corresponding to the appropriate level of accreditation and in a field recognized for certification by the GaPSC. If an institution has submitted an application for change in degree level to a GaPSC-accepted regional accreditation agency, and is seeking Developmental Approval of a program(s) at the proposed new degree level by the GaPSC, the institution must be regionally accredited at the new degree level prior to approval review by the GaPSC. See GaPSC <a title="505-2-.31" href="505-2-.31">505-2-.31</a>, <U>GaPSC-ACCEPTED ACCREDITATION; VALIDATION OF NON-ACCREDITED DEGREES</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Local education agencies, RESAs, or other approved, non-IHE providers shall admit candidates who hold degrees from a GaPSC-accepted accredited institution of higher education appropriate for the certificate sought. GaPSC-approved EPPs offering Career Technical and Agricultural Education (CTAE) programs, including GaTAPP providers, may admit individuals who do not hold post-secondary degrees who are seeking CTAE certification in certain fields (see Rule <a title="505-3-.05" href="505-3-.05">505-3-.05</a> Georgia Teacher Academy for Preparation and Pedagogy). See Rule, <a title="505-2-.31" href="505-2-.31">505-2-.31</a>, <U>GaPSC-ACCEPTED ACCREDITATION; VALIDATION OF NON-ACCREDITED DEGREES</U> for a list of acceptable accrediting agencies.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC Approval of Educator Preparation Providers (EPPs) <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An education institution or agency's EPP (e.g. college/school/department of education) and/or program(s) shall be approved by its governing board prior to seeking GaPSC approval for the first time (Developmental Approval). Once an EPP is approved, subsequent submission of programs for approval may be made as long as governing board approval is in process and completed 45 days prior to the GaPSC program approval review.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC approval standards for EPPs and programs shall at a minimum be adapted from the most recent version of the standards of the Council for the Accreditation of Educator Preparation (CAEP).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> CAEP accreditation of an EPP shall be accepted as a route to GaPSC approval of an EPP administratively based in the state of Georgia for which GaPSC has regulatory authority. Program approval is contingent upon EPP approval. If CAEP accreditation of the EPP is delayed, denied, or revoked, GaPSC will render a decision regarding EPP approval to offer educator preparation programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> LUAs, qualifying organizations (see paragraph (3)(a)1.), and IHEs seeking GaPSC approval as an EPP shall follow all applicable GaPSC policies and procedures, e.g., preconditions to determine eligibility for a review, approval review requirements, post review requirements, Commission decisions, public disclosure policy, and annual reporting procedures. In order to maintain approval status, all GaPSC-approved EPPs must maintain regional or GaPSC-accepted accreditation and must comply with all applicable GaPSC rules and policies including, but not limited to, those regarding Preparation Program Effectiveness Measures, annual reporting, and data submission requirements. Failure by an approved provider to fully comply with GaPSC Educator Preparation, Certification, and Ethics Rules, Commission approval decisions, or agency procedures and/or requirements may result in changes in approval status that could include revocation of approval. Failure to comply with federal reporting requirements may result in fines.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The EPP must have completed the GaPSC approval process and be approved by the GaPSC before candidates are enrolled in educator preparation programs and begin taking classes.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC EPP approval cycles shall include Developmental Approval valid for three (3) years and Continuing Approval valid for seven (7) years. The Developmental Approval Review is used to determine if a new EPP has the capacity to meet state standards; it is followed (in three years) by a First Continuing Review to determine if the EPP has evidence of meeting state standards. For IHEs seeking CAEP accreditation, the First Continuing Review will be conducted jointly by state and national (CAEP) site visitors in accordance with Georgia's State Partnership Agreement with CAEP. Following the First Continuing Review, the GaPSC will conduct Continuing Reviews of the EPP and all preparation programs at seven (7) year intervals. For IHEs seeking to maintain CAEP accreditation, the Continuing Review will be conducted jointly by state and national (CAEP) site visitors. GaPSC and/or CAEP will require a Focused Approval Review or a Probationary Review of an approved or accredited EPP and/or its educator preparation programs in fewer than seven (7) years if annual performance data indicate standards are not being met, or if a previous approval review indicates pervasive problems exist that limit provider capacity to offer programs capable of meeting standards and requirements specified in GaPSC educator preparation and certification rules, or if GaPSC staff determine non-compliance with state rules.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall comply with all GaPSC reporting requirements, to include the submission of data in all appropriate candidate-level, program-level, and EPP-level reporting systems (e.g. Traditional Program Management System (TPMS), Non-Traditional Reporting System (NTRS), Provider Reporting System (PRS), and Preparation Approval Annual Report (PAAR)), federal annual reports on the performance of the EPP and all educator preparation programs. EPPs shall report according to the schedules and timelines published by GaPSC and shall accurately provide all data elements. Failure to report on-time and accurately may negatively impact EPP approval status. See GaPSC Rule <a title="505-3-.02" href="505-3-.02">505-3-.02</a>,<U>EDUCATOR PREPARATION PROVIDER ANNUAL REPORTING AND EVALUATION</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(c)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall notify all enrolled candidates when EPP and/or program approval status changes. Notification must be made within 60 days after a GaPSC decision is granted resulting in a change in approval status, in written form via letter or e-mail, and a copy must be provided to GaPSC by the EPP head. This notification must clearly outline the impact of the change in approval status on candidates and what options may be available to candidates. The EPP must maintain records of candidates' acknowledgement of receipt of the notification.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC Approval of Educator Preparation Programs <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Educator preparation programs leading to Georgia educator certification shall be offered only by GaPSC-approved EPPs (reference paragraph (c)3). All initial preparation programs and endorsement programs must be approved by the GaPSC. Although GaPSC does not review and approve advanced preparation/degree-only programs (those that do not lead to certification), data related to them must be included in all appropriate reporting systems as specified in relevant Educator Preparation procedures.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs seeking approval to add new preparation programs may submit the programs for GaPSC approval prior to receiving governing board approval, as long as governing board approval is granted forty-five (45) days prior to the scheduled pre-visit, which occurs thirty (30)-to-forty-five (45) days prior to the approval review.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs seeking approval for preparation programs leading to Georgia educator certification shall follow all applicable GaPSC program approval policies and procedures in effect at the time of the requested approval and shall comply with revised policies in accordance with timelines published by the GaPSC.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Initial educator preparation programs and endorsement programs shall be approved by the GaPSC before candidates are enrolled and begin program coursework.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs, in conjunction with preparations for an EPP approval review, shall submit program reports conforming to GaPSC program standards and program review requirements for evaluation either by the appropriate CAEP-accepted national Specialized Professional Association (SPA) or accrediting agency, or by GaPSC. If the highest level of recognition, in most cases National Recognition or Accreditation, is granted for a program, state approval procedures will be reduced to remove duplication in processes and will include only those procedures necessary to ensure Georgia'specific standards and requirements are met. Programs submitted for national recognition that are not granted National Recognition (e.g. granted Recognition with Conditions or any level of recognition lower than National Recognition) must comply with all applicable GaPSC program approval review procedures.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Out-of-State CAEP-accredited EPPs seeking GaPSC approval to offer programs leading to Georgia certification in the field of Educational Leadership must gain and maintain National Recognition for each program (and at each applicable program/degree level) through the appropriate CAEP-accepted Specialized Professional Association (SPA) (currently ELCC) and must comply with all GaPSC program approval policies and procedures in effect at the time of the requested approval. Educational Leadership programs offered by out-of-state institutions that do not receive and maintain National Recognition by the appropriate CAEP-accepted SPA are not eligible for GaPSC program approval, and therefore completers will not be eligible for Georgia Educational Leadership certification.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC educator preparation program approval shall include a Developmental Approval Review to determine if the new educator preparation program has the capacity to meet state standards. Developmental Approval is valid for three (3)-to-four (4) years and is followed by a First Continuing Review to determine if the educator preparation program has evidence of meeting state standards. Following the First Continuing Review, the GaPSC will conduct Continuing Reviews of the educator preparation programs in conjunction with the EPP Continuing Review at seven (7) year intervals. The GaPSC will require a Focused Approval Review or a Probationary Review of an approved educator preparation program in fewer than seven (7) years if annual performance data indicate standards are not being met or if a previous approval review indicates pervasive problems exist, limiting program capacity to meet standards and requirements specified in GaPSC educator preparation and certification rules.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall submit program(s) for GaPSC approval corresponding to the appropriate level of preparation (initial or endorsement) and in a certification field authorized in GaPSC Certification Rules. Although advanced preparation programs are neither reviewed nor approved by GaPSC, those accepted by GaPSC for the purposes of certificate level upgrades must be listed in the GaPSC Certificate Upgrade Advisor.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall make program decisions based upon program purpose, institutional mission, supply and demand data, and P-12 partner needs, and shall attempt to include a variety of options for program completion (e.g. multiple delivery models, degree options, and individualized programs; additional examples are provided in the guidance document accompanying this rule).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ongoing GaPSC approval of educator preparation programs is contingent upon EPP approval status and shall be dependent upon the performance of the EPP and its programs. Upon the effective date of GaPSC Rule <a title="505-3-.02" href="505-3-.02">505-3-.02</a>, <U>EDUCATOR PREPARATION PROVIDER ANNUAL REPORTING AND EVALUATION</U>, and full implementation of Preparation Program Effectiveness Measures (PPEMs), PPEMs will be used as outlined in Rule <a title="505-3-.02" href="505-3-.02">505-3-.02</a>, as part of the approval process to determine ongoing approval of EPPs and educator preparation programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Out-of-state institutions offering initial teacher preparation programs to Georgia residents and/or to residents of other states who fulfill field and clinical experiences in Georgia B/P-12 schools shall ensure their candidates hold the Georgia Pre-Service Certificate prior to beginning any field and clinical experiences in any Georgia B/P-12 school required during program enrollment. The requirements for this certificate are outlined in GaPSC Rule <a title="505-2-.03" href="505-2-.03">505-2-.03</a>, <U>PRE-SERVICE TEACHING CERTIFICATE.</U> Out-of-state institutions preparing candidates for Georgia certification must also ensure their candidates meet all program completion assessment requirements outlined in (3)(e)(5)(i) and (ii), and requirements outlined in GaPSC Rule <a title="505-2-.04" href="505-2-.04">505-2-.04</a>, <U>INDUCTION CERTIFICATE</U>, including passing the ethics, content, and content pedagogy assessments.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(d)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon the implementation date specified in the rule, out-of-state institutions offering initial teacher preparation programs to Georgia residents and/or to residents of other states who fulfill field and clinical experiences in Georgia B/P-12 schools are subject to all applicable data collection and reporting requirements referenced in paragraph (c) 7. and described in GaPSC Rule <a title="505-3-.02" href="505-3-.02">505-3-.02</a>, <U>EDUCATOR PREPARATION PROVIDER ANNUAL REPORTING AND EVALUATION</U>.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Educator Preparation Program Requirements <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Admission Requirements <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall ensure candidates enrolled in initial preparation programs at the baccalaureate level have a minimum undergraduate GPA of 2.5 on a 4.0 scale. EPPs offering non-traditional or traditional post-baccalaureate programs in teaching (T), service (S), or leadership (L) fields shall ensure enrolled candidates have a GPA of 2.5 or higher in major or applicable content area coursework in the field of certification sought. There are no equivalent majors for the teaching fields of Elementary Education, Birth Through Kindergarten, or Special Education; therefore, candidates enrolling in these programs must have an overall GPA of 2.5. The provider shall ensure the average GPA of each enrolled cohort is 3.0 or higher. The term <I>enrolled cohort</I> refers to all candidates admitted to and enrolled in all initial preparation programs (across all T, S, and L fields as applicable) offered by the EPP in the GaPSC-defined reporting year (September 1 - August 31). EPPs may exempt individuals from the minimum GPA requirement under the following circumstances: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> if the prospective candidate's most recent undergraduate GPA was obtained ten or more years prior to admission or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> if the prospective candidates did not complete undergraduate coursework (applicable only to CTAE programs). <P>Exempted GPAs are not included in the calculation of the average for the admitted cohort. As long as the average GPA of the admitted cohort meets the 3.0 minimum requirement, EPPs may accept up to 10% of the admitted cohort with GPAs lower than 2.5.</P> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall ensure candidates admitted into initial preparation programs meet the GaPSC Program Admission Assessment requirement. A passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption is required prior to enrollment in all initial preparation programs, with three exceptions: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Military retirees or spouses of active-duty military personnel who do not exempt the requirement must attempt the Program Admission Assessment within the first year of program enrollment and must pass the assessment within two (2) years of program admission or prior to program completion, whichever occurs first (see GaPSC Rule <a title="505-2-.46" href="505-2-.46">505-2-.46</a> MILITARY SUPPORT CERTIFICATE);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates seeking Career and Technical Specializations certification must either exempt the requirement or pass the Program Admission Assessment within three (3) years of program admission or prior to program completion, whichever occurs first; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Professionally certified educators (valid or expired) who enroll in initial preparation programs for the purpose of adding a new field of certification are not required to meet the Program Admission Assessment requirement.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Qualifying exemptions are available at <a class="LinkOut" href="http://www.gapsc.com/EducatorPreparation/Assessment/BasicSkillsInfo.aspx" target="_blank">http://www.gapsc.com/EducatorPreparation/Assessment/BasicSkillsInfo.aspx</a>. See GaPSC Rule <a title="505-2-.26" href="505-2-.26">505-2-.26</a>, <U>CERTIFICATION AND LICENSURE ASSESSMENTS</U> for additional information related to program admission testing requirements and www.gapsc.comfor Georgia educator assessment information, including qualifying exemption scores.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The appropriate state-approved Assessment of Educator Ethics " Program Entry is required to be completed prior to enrollment in a traditional or non-traditional initial educator preparation program and to qualify for the Pre-Service Teaching Certificate (see GaPSC Rule <a title="505-2-.03" href="505-2-.03">505-2-.03</a>, <U>PRE-SERVICE TEACHING CERTIFICATE</U>).Although a minimum score is not required for program admission, assessment results shall be used by EPPs to design appropriate ethics instruction needed for each candidate.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Pre-service Certificate Request <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> EPPs must request the Pre-Service Certificate for all candidates admitted to traditional initial teacher preparation programs at the baccalaureate level or higher, except for candidates who hold a valid professional Georgia teaching certificate and are currently employed in a Georgia school. Out-of-state EPPs must request the Pre-Service Certificate for candidates enrolled in initial teacher preparation programs and completing field and clinical experiences in Georgia schools; such candidates must be enrolled in programs leading to a certification field offered by the GaPSC. See GaPSC Rule <a title="505-2-.03" href="505-2-.03">505-2-.03</a>, <U>PRE-SERVICE CERTIFICATE</U> for Pre-Service certification requirements.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Successful completion of a criminal record check is required to earn the Pre-Service Certificate. The Pre-Service Certificate is required for all candidates enrolled in traditional initial teacher preparation programs and participating in field and clinical experiences in Georgia B/P-12 schools (see GaPSC Rule <a title="505-2-.03" href="505-2-.03">505-2-.03</a>, <U>PRE-SERVICE TEACHING CERTIFICATE</U>).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program Content and Curriculum Requirements <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Preparation programs for educators prepared as teachers shall incorporate the latest version of the In TASC Model Core Teaching Standards developed by the Interstate Teacher Assessment and Support Consortium. Preparation programs for educators prepared as leaders shall incorporate these standards into those courses related to instructional leadership to assure leadership candidates understand the In TASC standards as they apply to the preparation and continued growth and development of teachers.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall require a major or equivalent in all secondary and P-12 fields, where appropriate. The equivalent of a major is defined for middle grades (4-8) as a minimum of 15 semester hours of coursework in the content field and for secondary (6-12) as a minimum of 21 semester hours of coursework in the content field. Content field coursework must meet expected levels of depth and breadth in the content area (i.e. courses above the General Education level) and shall address the program content standards required for the field as delineated in GaPSC Educator Preparation Rules <a title="505-3-.19" href="505-3-.19">505-3-.19</a> through <a title="505-3-.53" href="505-3-.53">505-3-.53</a>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall ensure candidates in all initial preparation programs complete a sequence of courses and/or experiences in professional studies that includes knowledge about and application of professional ethics and behavior appropriate for school and community, ethical decision-making skills, and specific knowledge about the Georgia Code of Ethics for Educators. Candidates are expected to demonstrate knowledge and dispositions reflective of professional ethics and the standards and requirements delineated in the Georgia Code of Ethics for Educators. In addition to candidates meeting the state-approved ethics assessment requirements in 505-3-.01,(e)1. (iv) and (e)5. (iii) (see GaPSC Rule <a title="505-2-.26" href="505-2-.26">505-2-.26</a><U>CERTIFICATION AND LICENSURE ASSESSMENTS</U>), GaPSC-approved EPPs shall assess candidates' knowledge of professional ethics and the Georgia Code of Ethics for Educators either separately or in conjunction with assessments of dispositions.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall ensure candidates are prepared to implement Georgia state mandated standards (i.e., Georgia Performance Standards (GPS); Georgia Performance Standards (CCGPS), Georgia Standards of Excellence, College and Career Ready Standards, and all other GaDOE-approved standards) in each relevant content area. Within the context of core knowledge instruction, providers shall ensure candidates are prepared to develop and deliver instructional plans which incorporate critical thinking, problem solving, communication skills and opportunities for student collaboration. EPPs shall ensure candidates are also prepared to implement any Georgia mandated educator evaluation system. EPPs shall ensure educational leadership candidates understand all state standards and have the knowledge and skills necessary to lead successful implementation of standards in schools.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall require candidates seeking certification to demonstrate satisfactory proficiency in computer and other technology applications and skills, and satisfactory proficiency in integrating Information, Media and Technology Literacy into curricula and instruction, including incorporating B/P-12 student use of technology, and to use technology effectively to collect, manage, and analyze data for the purpose of improving teaching and learning. This requirement may be met through content embedded in courses and experiences throughout the preparation program and through demonstration of knowledge and skills during field and clinical experiences. At a minimum, candidates shall be exposed to the specialized knowledge and skills necessary for effective teaching in a distance learning environment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall require candidates seeking certification in a teaching field, educational leadership and/or the service fields of Media Specialist and School Counseling to complete either five (5) or more quarter hours or three (3) or more semester hours of coursework in the identification and education of children who have special educational needs or the equivalent through a Georgia-approved professional learning program. This requirement may be met in a separate course, or content may be embedded in courses and experiences throughout the preparation program (see Rule <a title="505-2-.24" href="505-2-.24">505-2-.24</a>, <U>SPECIAL GEORGIA REQUIREMENTS)</U>. In addition, candidates in all fields must have a working knowledge of Georgia's framework for the identification of differentiated learning needs of students and how to implement multi-tiered structures of support addressing the range of learning needs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall ensure candidates being prepared to teach in the fields of Elementary Education, Middle Grades Education, and the special education fields of General Curriculum, Adapted Curriculum, and General Curriculum/Elementary Education (P-5) demonstrate competence in the knowledge of methods of teaching reading.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs offering endorsement programs shall ensure the programs are designed to result in candidates' expanded knowledge and skills in creating challenging learning experiences, supporting learner ownership and responsibility for learning, and in strengthening analysis and reflection on the impact of planning to reach rigorous curriculum goals as specified in GaPSC Rules <a title="505-3-.82" href="505-3-.82">505-3-.82</a>-505-3-.106. Unless specified otherwise in GaPSC Rules <a title="505-3-.82" href="505-3-.82">505-3-.82</a> through <a title="505-3-.106" href="505-3-.106">505-3-.106</a>, endorsement programs may be offered as a stand-alone program or embedded in initial preparation programs. The GaPSC approval process for embedded endorsement programs will require EPPs to provide evidence of meeting a minimum of two of the following three options: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(viii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Option 1: Additional Coursework. Endorsement programs are typically comprised of three (3) or four (4) courses (the equivalent of nine (9) or twelve (12) semester hours). Although some endorsement standards may be required in initial preparation programs (e.g. Reading Endorsement standards must be addressed in Elementary Education programs) and in such cases some overlap of coursework is expected, it may be necessary to add endorsement courses to a program of study to fully address the additional knowledge and skills delineated in endorsement standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(viii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Option 2: Additional Field Experiences. Endorsement programs require candidates to demonstrate knowledge and skills in classroom settings via field experiences. Candidates completing an embedded endorsement program may be required to complete additional field experiences (above and beyond those required for the initial preparation program) specifically to address endorsement standards and requirements.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(viii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Option 3: Additional Assessment(s). Candidates' demonstration of endorsement program knowledge and skills must be assessed by either initial preparation program assessments or via additional assessment instruments specifically designed to address endorsement program content. <P>See the guidelines accompanying this rule for further clarification of expectations for endorsement programs.</P> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)3.(ix)">(ix)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall provide information to each candidate on Georgia's tiered certification structure, professional learning requirements, and employment options.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Requirements for Partnerships, and Field Experiences and Clinical Practice <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Effective partnerships with B/P-12 schools and/or school districts are central to the preparation of educators. At a minimum, GaPSC-approved EPPs shall establish and maintain collaborative relationships with B/P-12 schools which are formalized as partnerships and focused on continuous school improvement and student growth and learning through the preparation of candidates, support of induction phase educators, and professional development of B/P-20 educators. EPPs are encouraged to establish and sustain partnerships meeting higher levels of effectiveness, as described in the guidance document accompanying this rule.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall require in all programs leading to initial certification in teaching, leadership, or service fields, and endorsement programs, field experiences that include organized and sequenced engagement of candidates in settings providing them with opportunities to observe, practice, and demonstrate the knowledge, skills, and dispositions delineated in all applicable institutional, state, and national standards. The experiences must be systematically designed and sequenced to increase the complexity and levels of engagement with which candidates apply, reflect upon, and expand theirknowledge and skills. Since observation is a less rigorous method of learning, emphasis should be on field experience sequences requiring active professional practice or demonstration and including substantive work with B/P-12 students or B/P-12 personnel as appropriate depending upon the preparation program. Field experience placements and sequencing will vary depending upon the program. In non-traditional preparation programs, such as GaTAPP, field experiences occur outside candidates' classrooms with students with diverse learning needs and varied backgrounds in at least two settings during the clinical practice. Refer to the guidance document accompanying this rule for additional information related to field experiences and clinical practice.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall ensure candidates complete supervised field experiences consistent with the grade levels of certification sought. For Birth Through Kindergarten programs, field experiences are required at three age levels: ages 0 to 2, ages 3 to 4, and kindergarten. For Elementary Education programs (P-5), field experiences are required in three grade levels: PK-K, 1-3, and 4-5. For middle grades education programs, field experiences are required in two grade levels: 4-5 and 6-8. Programs leading to P-12 certification shall require field experiences in four grade levels: PK-2, 3-5, 6-8, and 9-12; and secondary education programs (6-12) shall require field experiences in two grade levels: 6-8 and 9-12.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall offer clinical practice (residency/internships) in those fields for which the EPP has been approved by the GaPSC. Clinical practice for all fields must occur in regionally accredited schools, charter schools approved by the Georgia State Charter School Commission, charter schools approved by the Georgia Department of Education, or in international settings meeting accreditation criteria specified in GaPSC Rule <a title="505-2-.31" href="505-2-.31">505-2-.31</a>, <U>GAPSC-ACCEPTED ACCREDITATION; VALIDATION OF NON-ACCREDITED DEGREES</U>. Candidates in Birth Through Kindergarten programs may participate in residencies or internships in regionally accredited schools or in pre-schools accredited by USDOE- or CHEA-accepted accrediting agencies. Candidates of GaPSC-approved EPPs must meet all applicable Pre-Service Certificate requirements, regardless of clinical practice placement location. Clinical practice must be designed and implemented cooperatively with B/P-12 partners and candidates' experiences must allow them to demonstrate their developing effectiveness and positive impact on all students' learning and development. Although year-long residencies/internships as defined herein (see paragraph (2) (av)) are recognized as most effective, teacher candidates must spend a minimum of one full semester or the equivalent in residencies or internships. GaPSC preparation program rules for service and leadership fields may require more than one full semester of clinical practice; see GaPSC Rules <a title="505-3-.63" href="505-3-.63">505-3-.63</a> through 505-3-.8.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> B/P-12 educators who supervise candidates (mentors, cooperating teachers, leadership coaches/mentors, service field supervisors) in residencies or internships at Georgia schools shall meet the following requirements: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(v)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> B/P-12 supervisors shall have a minimum of three (3) years of experience in a teaching, service, or leadership role; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(v)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the residency or internship is completed at a Georgia school requiring GaPSC certification, the B/P-12 supervisor shall hold renewable Professional Level Certification in the content area of the certification sought by the candidate. In cases where a B/P-12 supervisor holding certification in the content area is not available, the candidate may be placed with a Professionally Certified educator in a related field of certification (related fields are defined in the guidance document accompanying this rule). For teaching field candidates who are employed as the full-time teacher of record while completing residency or internship in a school requiring GaPSC certification, the B/P-12 supervisor must hold Professional Certification.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(v)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If the residency or internship is completed at a Georgia school that has the legal authority to waive certification, the B/P-12 supervisor must hold a Clearance Certificate.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(v)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The Partnership Agreement shall describe training, evaluation, and ongoing support for B/P-12 supervisors and shall clearly delineate qualifications and selection criteria mutually agreed upon by the EPP and B/P-12 partner. The Partnership Agreement shall also include a principal or employer attestation assuring educators selected for supervision of residencies/internships are the best qualified and have received an annual summative performance evaluation rating of proficient/satisfactory or higher for the most recent year of experience.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)4.(v)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Certificate IDs (to include Clearance Certificate IDs as applicable) of B/P-12 supervisors must be entered in TPMS or NTRS prior to the completion of the residency or internship. <P>It is the responsibility of GaPSC-approved EPPs and out-of-state EPPs who place candidates intending to seek Georgia certification in Georgia schools for field and clinical experiences to ensure these requirements are met.</P> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessment Requirements <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> State-approved Content Assessment. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Eligibility: EPPs shall determine traditional program candidates' readiness for the state-approved content assessment and shall authorize candidates for testing only in their field(s) of initial preparation and only at the appropriate point in the preparation program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attempts: GaPSC-approved EPPs shall require all enrolled candidates to attempt the state-approved content assessment (resulting in an official score on all parts of the assessment) within the content assessment window of time beginning on a date determined by the EPP after program admission and ending on August 31 in the year of program completion, and at least once prior to program completion. Candidates enrolled in a traditional (IHE-based), initial preparation program leading to Middle Grades certification must attempt the state-approved content assessment in each of the two areas of concentration required for program completion and receive an official score on each assessment prior to program completion. For more information on Middle Grades areas of concentration, see GaPSC Rule <a title="505-3-.19" href="505-3-.19">505-3-.19</a>, MIDDLE GRADES EDUCATION PROGRAM.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Passing Score: A passing score on all applicable state-approved content assessments is not required for program completion, except in the GaTAPP program, which is a non-traditional, certification-only program (See GaPSC Rule <a title="505-3-.05" href="505-3-.05">505-3-.05</a>); however, a passing score is required for state certification. See GaPSC Rule <a title="505-2-.26" href="505-2-.26">505-2-.26</a>, <U>CERTIFICATION AND LICENSURE ASSESSMENTS,</U> and GaPSC Rule <a title="505-2-.04" href="505-2-.04">505-2-.04</a>, <U>INDUCTION CERTIFICATE</U>.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> State-approved Content Pedagogy Assessment. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Eligibility: EPPs shall determine initial preparation program candidates- readiness for the state-approved content pedagogy assessment and shall authorize candidates for testing only in their field(s) of preparation and only at the appropriate point in the preparation program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attempts: GaPSC-approved EPPs shall require candidates enrolled in initial teacher preparation programs to attempt the state-approved content pedagogy assessment (resulting in an official score on all tasks within the assessment) prior to program completion. Educators who hold a Professional or Induction Certificate, or a Certificate of Eligibility for an Induction or Professional Certificate, in a teaching field and enroll in an initial teacher preparation program for the purpose of adding a new field, as well as candidates who passed the content pedagogy assessment as part of a previous initial preparation program, are not required to submit the assessment for official scoring. Non-traditional (GaTAPP) candidates must attempt the state-approved content pedagogy assessment by the end of the third semester of concurrent employment and GaTAPP enrollment. Certification-only and M.A.T. candidates who are employed as educators, full-time or part-time for a half-day or more, must attempt the state-approved content pedagogy assessment by the end of the third semester of concurrent employment and program enrollment. The term <I>concurrent employment</I> as used in this context implies B/P-12 school is in session; therefore, candidates are expected to complete the content pedagogy assessment only during the B/P-12 school year (not summer school). See GaPSC Rule <a title="505-2-.26" href="505-2-.26">505-2-.26</a>, <U>CERTIFICATION AND LICENSURE ASSESSMENTS,</U> and GaPSC Rule <a title="505-2-.04" href="505-2-.04">505-2-.04</a>, <U>INDUCTION CERTIFICATE</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Passing Score: A passing score on all applicable state-approved content pedagogy assessments is not required for program completion, except in the GaTAPP program; however, a passing score is required for state certification. See GaPSC Rule <a title="505-2-.26" href="505-2-.26">505-2-.26</a>, CERTIFICATION AND LICENSURE ASSESSMENTS, and GaPSC Rule <a title="505-2-.04" href="505-2-.04">505-2-.04</a>, INDUCTION CERTIFICATE.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> State-approved Performance-based Assessments. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Eligibility: EPPs shall determine initial preparation program candidates- readiness for the state-approved performance-based assessments in state-approved Teacher Leadership programs and Educational Leadership Tier II programs and shall authorize candidates for testing only in their field(s) of preparation and only at the appropriate point in the preparation program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attempts: GaPSC-approved EPPs shall require candidates enrolled in state-approved Educational Leadership Tier II preparation programs to attempt the state-approved performance-based assessment (resulting in an official score on all tasks within the assessment) prior to program completion.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Passing Score: A passing score on all applicable state-approved performance-based assessments is not required for program completion; however, a passing score is required for state certification. See GaPSC Rule <a title="505-2-.26" href="505-2-.26">505-2-.26</a>, CERTIFICATION AND LICENSURE ASSESSMENTS, Rule <a title="505-2-.153" href="505-2-.153">505-2-.153</a> EDUCATIONAL LEADERSHIP, and <a title="505-2-.149" href="505-2-.149">505-2-.149</a> TEACHER LEADERSHIP.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> State-approved Educator Ethics Assessments. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iv)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program Admission: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iv)(I)A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates who enroll in initial teacher preparation programs must complete, but do not have to pass, the Educator Ethics Assessment " Program Entry prior to beginning program coursework. Educators who hold a valid Induction, Professional, Lead Professional, or Advanced Professional Certificate are not required to attempt the assessment if they enroll in an initial preparation program for the purpose of adding a new teaching field.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iv)(I)B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates who enroll in any GaPSC-approved Educational Leadership program must have completed, but do not have to pass, the Georgia Ethics for Educational Leadership Assessment - Program Entry prior to beginning program coursework.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iv)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program Exit: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iv)(II)A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Eligibility: EPPs shall determine candidates' readiness for the appropriate state-approved program exit assessment of educator ethics and shall authorize candidates for testing at the appropriate point in the preparation program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iv)(II)B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Attempts: Candidates in initial teacher or leader preparation programs must attempt the appropriate Educator Ethics Assessment - Program Exit prior to program completion. Educators who hold a valid Induction, Professional, Lead Professional, or Advanced Professional Certificate are not required to attempt the assessment if they enroll in an initial teacher preparation program for the purpose of adding a new teaching field.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)5.(iv)(II)C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Passing Score: A passing score on this assessment is not required for program completion; however, a passing score is required for state certification. See GaPSC Rule <a title="505-2-.26" href="505-2-.26">505-2-.26</a>, CERTIFICATION AND LICENSURE ASSESSMENTS, Rule <a title="505-2-.04" href="505-2-.04">505-2-.04</a>, INDUCTION CERTIFICATE, and Rule <a title="505-2-.153" href="505-2-.153">505-2-.153</a>, EDUCATIONAL LEADERSHIP.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program Completion Requirements <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall require candidates completing initial preparation programs to have a 2.5 or higher overall GPA on a 4.0 scale. Non-traditional (GaTAPP) program providers do not issue grades and therefore are not subject to this requirement; however, non-traditional EPPs must verify all program requirements are met as specified in GaPSC Rule <a title="505-3-.05" href="505-3-.05">505-3-.05</a><U>GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs may accept professional learning, prior coursework, or documented experience the EPP deems relevant to the program of study in lieu of requiring candidates to repeat the same or similar coursework for college credit.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall provide, at appropriate intervals, information to candidates about instructional policies and requirements needed for completing educator preparation programs, including all requirements necessary to meet each candidate's certification objective(s), the availability of EPP services such as tutoring services, social and psychological counseling, job placement and market needs based on supply and demand data.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(e)6.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall provide performance data to candidates that they may use to inform their individual professional learning needs during induction.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Verification of Program Completion and Reporting of Ethics Violations <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(f)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall designate an official who will provide evidence to the GaPSC that program completers have met the requirements of approved programs, including all applicable Special Georgia Requirements, and thereby qualify for state certification.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(f)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall, through appropriate GaPSC reporting systems (e.g. Traditional Program Management System (TPMS) or the Non-traditional Reporting System (NTRS)) notify the GaPSC of program completion or program withdrawal within sixty (60) days of the event. EPPs shall also submit, in a timely manner, any documentation required of them by the GaPSC Certification Division for program completers seeking GaPSC certification.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(f)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall ensure program completers meet all requirements of the approved program in effect at the time the candidate was officially admitted to the program and any additional program requirements with effective dates after program admission, as described elsewhere in this rule.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(f)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Should program completers return to their GaPSC-approved EPP more than five years after completion to request verification of program completion, providers shall require those individuals to meet current preparation requirements to assure up-to-date knowledge in the field of certification sought.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.01(3)(f)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs shall immediately report to GaPSC any violations of the Georgia Code of Ethics for Educators by enrolled candidates. Failure to report ethical violations may result in changes in approval status that could include revocation of approval. Out-of-state EPPs placing candidates in Georgia schools for field and clinical experiences are expected to collaborate with Georgia B/P-12 partners to immediately report ethics violations. Procedures for reporting ethical violations are addressed in the guidance document accompanying this rule.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.02" name="505-3-.02" title="505-3-.02">Rule 505-3-.02 Educator Preparation Provider Annual Reporting and Evaluation</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"> PURPOSE. This rule states requirements for the annual evaluation of educator preparation programs and educator preparation providers, and requirements for annual reporting of program effectiveness by educator preparation providers that prepare individuals for certification as education personnel in Georgia.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"> DEFINITIONS. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Advanced Preparation/Degree-Only Program</U>: An educator preparation program at the post-baccalaureate level for the continuing education of educators who have previously completed initial preparation. Advanced preparation/degree-only programs commonly award graduate credit and include masters, specialist, and doctoral degree programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Approval</U>: A process for assessing and enhancing academic and education quality through peer review, to assure the public that an educator preparation provider and/or educator preparation program has met institutional, state, and national standards of educational quality; also, a Georgia Professional Standards Commission (GaPSC) decision rendered when an educator preparation provider or educator preparation program meets GaPSC standards and required annual reporting requirements.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Approval Review</U>: Examination of evidence and interviews of stakeholders conducted by the GaPSC Site Visitors either on-site at an institution/agency, or electronically using web and telephone conferencing systems as part of a developmental, first continuing, focused, or probationary review.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Candidates/Teacher Candidates</U>: Individuals enrolled in, programs for the initial or advanced preparation of educators, programs for the continuing professional development of educators, or programs for the preparation of other professional school personnel. Candidates are distinguished from students in P-12 schools. Candidates in programs leading to teacher certification may also be referred to as Pre-service Teacher Candidates.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Certified/Classified Personnel Information (CPI)</U>: A tri-annual data collection performed by the Georgia Department of Education of active certified and classified employees at each school/district location. The data includes job assignment, subject matter, percentage of time assigned, local years of service, years of experience for payroll purposes, employment basis, and contract salary including all supplements for each certified employee.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Clinical Practice</U>: Residency (formerly referred to as student teaching) or internships that provide candidates with an intensive and extensive culminating activity. Candidates are immersed in the learning community and provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Council for the Accreditation of Educator Preparation (CAEP)</U>: The national accreditation organization formed as a result of the unification of the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). CAEP advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Educator Preparation Program</U>: A planned sequence of courses and experiences for preparing P-12 teachers and other professional school personnel that leads to a state certification. See the definitions for the three types of educator preparation programs: Initial, Endorsement, and Advanced/Degree-Only.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Educator Preparation Provider (EPP)</U>: The institution of higher education (IHE), college, school, department, agency, or other administrative body with the responsibility for managing or coordinating all programs offered for the initial and continuing preparation of teachers and other school personnel, regardless of where these programs are administratively housed (formerly referred to as the professional education unit).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(j)">(j)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Endorsement Program</U>: A planned sequence of courses and experiences, typically no more than four courses in length, designed to provide certified educators with an additional, specific set of knowledge and skills. Successful completion of an endorsement program results in the addition of the endorsement field to the Georgia educator certificate. Endorsement programs may lead to college credit and/or professional learning units, must be approved by the GaPSC, and may be offered by any GaPSC-approved educator preparation provider. See GaPSC Rule <a title="505-2-.14" href="505-2-.14">505-2-.14</a>, ENDORSEMENTS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(k)">(k)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Field Experiences</U>: Field experiences are those activities that include organized and sequenced engagement of candidates in settings that provide opportunities to observe, practice, and demonstrate the knowledge, skills, and dispositions delineated in institutional, state, and national standards. The experiences must be systematically designed and sequenced to increase the complexity and levels of engagement with which candidates apply, reflect upon, and expand their knowledge and skills. Since observation is a less rigorous method of learning, emphasis should be on field experience sequences that require active professional practice or demonstration, and that include substantive work with P-12 students and P-12 personnel as appropriate.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(l)">(l)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Induction</U>: Support received by novice teachers and new school leaders during their first three years in their new position. The State Induction Guidance Documents provide a framework for how school districts and their partners will structure the induction system. The Induction level of Georgia's tiered certification system is designed to include support for novice teachers.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(m)">(m)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Initial Preparation Program</U>: A program designed to prepare candidates for their initial, or first, professional certificate in a teaching, leadership, or service field. Examples include degree programs at the baccalaureate, master's, or higher levels; or post-baccalaureate programs, non-degree certification-only programs, and non-traditional programs such as the Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP) program. Programs leading to an educator's first certificate in a particular field are considered initial preparation even if the educator is certified in one or more other fields.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(n)">(n)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Leader Assessment on Performance Standards (LAPS</U>): A part of the Georgia statewide evaluation system for leaders, LAPS is a qualitative, rubrics-based evaluation method designed to measure leadership performance related to quality performance standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(o)">(o)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Leadership Position / Leadership Role</U>: A leadership position as determined by the Georgia Department of Education is one that requires the employee in that position to hold an Educational Leadership certificate and is one in which the employee has specified authority and supervisory responsibilities. In contrast to leadership positions, leadership roles are those job assignments that do not require a leadership certificate and in which the employee does not have specified authority or supervisory responsibilities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(p)">(p)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Leader Preparation Program Effectiveness Measures (LPPEMs)</U>: A collection of common measures applied to all GaPSC-approved educational leadership preparation programs leading to initial certification in Georgia performance-based Educational Leadership.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(q)">(q)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Non-traditional Preparation Program</U>: A program designed to prepare individuals holding an appropriate degree for a professional certificate. Non-traditional preparation programs lead only to a certificate, not to a degree or college credit and: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(q)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Feature a flexible timeframe for completion;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(q)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are job-embedded allowing candidates to complete requirements while employed by a regionally accredited local school system or regionally accredited private school as a classroom teacher full-time or part-time for at least a half day;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(q)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Require that candidates are supported by a Candidate Support Team;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(q)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Require an induction component that includes coaching and supervision;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(q)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide curriculum, performance-based instruction and assessment focused on the pedagogical knowledge and skills necessary for the candidate to teach his/her validated academic content knowledge; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(q)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are individualized based on the needs of each candidate with respect to content knowledge, pedagogical skills, learning modalities, learning styles, interests, and readiness to teach. Georgia's non-traditional preparation program for teachers is named Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP). See GaPSC Rule <a title="505-3-.05" href="505-3-.05">505-3-.05</a>, GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY (GaTAPP).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(r)">(r)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Preparation Program Effectiveness Measures (PPEMs)</U>: A collection of common measures applied to all teacher and leader preparation programs leading to initial certification in a field. Teacher Preparation Program Effectiveness Measures (TPPEMs) and Leader Preparation Program Effectiveness Measures (LPPEMs) are further defined in this rule.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(s)">(s)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Out-of-State Institution</U>: An institution of higher education that is administratively based in a state within the United States other than Georgia.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(t)">(t)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Program Completer</U>: A person who has met all the requirements of a GaPSC-approved or state-approved out-of-state educator preparation program, to include all GaPSC requirements such as attempting all assessments required for state certification.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(u)">(u)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Program Performance Levels</U>: Based upon preparation program effectiveness measures, the performance of educator preparation programs and EPPs will be classified annually as meeting the requirements of one of the following four performance levels: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(u)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Level 4 - Exemplary;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(u)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Level 3 - Effective;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(u)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Level 2 - At-risk of Low Performing; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(u)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Level 1 - Low Performing. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>State-approved Content Assessment</U>: A content-specific, standardized test aligned with preparation program standards (state and national) and Georgia's P-12 curriculum, and developed to ensure that educators have the content knowledge necessary for successful performance as an educator. A passing score on the appropriate assessment is required for state certification.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(w)">(w)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>State-approved Content-pedagogy Assessment</U>: A subject area-specific, performance-based assessment for pre-service teacher candidates, centered on student learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(x)">(x)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Teacher Assessment on Performance Standards (TAPS)</U>: A part of the Georgia statewide evaluation system for teachers, TAPS is a qualitative, rubrics-based evaluation method designed to measure teacher performance related to quality performance standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(y)">(y)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Teacher Preparation Program Effectiveness Measures (TPPEMs)</U>: A collection of common measures applied to all GaPSC-approved teacher preparation programs leading to initial certification in a teaching field.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(z)">(z)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Tier I Educational Leadership Program</U>: A traditional or non-traditional preparation program designed to prepare candidates for entry level leadership positions that include P-12 school level positions supervised by the principal and system level positions that do not supervise principals.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(aa)">(aa)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Tier II Educational Leadership Program</U>: A traditional or non-traditional preparation program designed to prepare candidates for advanced leadership positions that include P-12 school level principals or the equivalent, superintendents, or other LUA staff who supervise principals.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(2)(ab)">(ab)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Traditional Preparation Program</U>: A credit-bearing program designed for the preparation of educators offered by an institution of higher education.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GENERAL REQUIREMENTS AND APPLICABILITY. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Georgia Professional Standards Commission (GaPSC)-approved Educator Preparation Providers</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The requirements stated in this rule apply to all GaPSC-approved educator preparation providers (EPPs) and all educator preparation programs leading to initial certification in a teaching or leadership field.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Out-of-State Institutions/Agencies Offering Educator Preparation Programs to Georgia Residents</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(3)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Out-of-State institutions or agencies offering educator preparation programs leading to initial certification in a teaching or leadership field are subject to requirements specified in this rule as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(3)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Out-of-State EPPs approved by GaPSC to offer Educational Leadership (Tier I and Tier II) programs are subject to PPEM data collection and reporting as described in paragraph 4;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(3)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Out-of-State EPPs with teacher candidates participating in field and/or clinical experiences in Georgia public or public charter schools are subject to GaPSC data collection and reporting of a limited set of data intended to inform the public about the quality of these programs; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(3)(b)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Data will be reported in the aggregate, so as not to identify individual program candidates. Personally identifiable information will not be reported by GaPSC.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"> PREPARATION PROGRAM EFFECTIVENESS MEASURES (PPEMs). <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Reporting Year</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GaPSC reporting year starts September 1 and ends August 31.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Teacher Preparation Program Effectiveness Measures (TPPEMs)</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Teacher Preparation Program Effectiveness Measures (TPPEMs) are comprised of a set of five (5) measures representing the performance of candidates while enrolled in the preparation program and their performance in the classroom after program completion when completers are employed in Georgia public schools or Georgia public charter schools and in their fields of preparation. TPPEMs are collected and reported annually. TPPEM measures include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Outcome Measures, accounting for 50% of the overall TPPEM, are comprised of three elements: Employer Perceptions of Preparation, weighted at 10%; Inductee Perceptions of Preparation, weighted at 10%; and Teacher Observation Data, weighted at 30%; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program Measures, accounting for 50% of the overall TPPEM, are comprised of two elements: Assessment of Teaching Skills, weighted at 30%, and Assessment of Content Knowledge, weighted at 20%. Descriptions and requirements related to each element follow. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Employer Perceptions of Preparation data are derived from the common, statewide survey conducted annually of employers of those program completers (referred to as <I>inductees</I>) employed in Georgia public or public charter schools. For each cohort, the survey will be administered one time near the end of the first year of inductees' employment in the field of preparation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Inductee Perceptions of Preparation data are derived from the common, statewide survey, conducted annually of those program completers employed in Georgia public or public charter schools and in their fields of preparation. For each cohort, the survey will be administered one time near the end of the first year of inductees' employment in the field of preparation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Teacher Observation Data serves as an indicator of program completer effectiveness in the classroom. Aggregated observation data are derived from the annual, summative ratings for completers generated by the administration of the Teacher Assessment on Performance Standards (TAPS) instrument.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessment of Teaching Skills (state-approved content pedagogy assessment). <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(IV)A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> All programs for which state-approved content pedagogy assessments are available must require candidates to attempt the assessment (resulting in an official score on all tasks within the assessment) prior to program completion and within a window of time beginning at a point determined by the EPP and ending on August 31 in the year of program completion.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(IV)B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Teacher candidates enrolled in out-of-state programs leading to initial certification in a teaching field and completing field and clinical experiences in Georgia B/P-12 schools must attempt the state-approved content pedagogy assessment (resulting in an official score on all tasks within the assessment) prior to program completion.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(IV)C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> State-approved content pedagogy assessment scores of program completers will be used to calculate the aggregated content-pedagogy assessment measure for the program. For each program completer, the best attempt prior to or on August 31 in the reporting year of program completion will be used.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessment of Content Knowledge (state-approved content assessment; Georgia Assessments for the Certification of Educators (GACE)). <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(V)A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Every candidate enrolled in a teacher preparation program for which there is a GACE content assessment must attempt the entire assessment (all tests within the assessment) within a window of time beginning at a point determined by the EPP and ending on August 31 in the reporting year of program completion<B>,</B> and at least once prior to program completion (an attempt results in an official score on all tests within the assessment). Candidates enrolled in non-traditional teacher preparation programs may be required to pass the appropriate GACE content assessment prior to program admission, depending upon the field of certification sought (see Rule <a title="505-3-.05" href="505-3-.05">505-3-.05</a>, GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(b)1.(ii)(V)B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> For all teacher preparation programs, the best attempt for each program completer prior to or on August 31 in the reporting year of program completion will be used to calculate the aggregated content assessment measure for the program.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Leader Preparation Program Effectiveness Measures (LPPEMs)</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Leader Preparation Program Effectiveness Measures (LPPEMs) for Tier I programs are comprised of five (5) measures representing the performance of candidates while enrolled in the preparation program and performance in the field-after program completion when completers are employed in leadership positions in Georgia public schools or Georgia public charter schools. LPPEMs are collected and reported annually subject to data availability following an initial hold-harmless year. Tier I LPPEM measures include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Employer Perceptions of Preparation data are derived from the common, statewide survey conducted annually of employers of those program completers (referred to as <I>inductees</I>) employed in leadership positions in Georgia public or public charter schools. For each cohort, the survey will be administered one time near the end of the first year of inductees' employment in leadership positions and will constitute 10% of the LPPEM for Tier I programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Completer Perceptions of Preparation data, representing 10% of the LPPEM, are derived from the common, statewide survey administered to candidates nearing completion of Tier I leadership preparation programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Inductee Perceptions of Preparation data, representing 10% of the LPPEM, are derived from the common, statewide survey conducted annually of those program completers employed in leadership positions in a Georgia public or public charter school. For each cohort, the survey will be administered one time near the end of the first year of inductees' employment in leadership positions.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Leader Observation Data serves as an indicator of the on-the-job effectiveness of program completers employed in leadership positions. Aggregated observation data are derived from the annual, summative ratings for completers generated by the administration of the Leader Assessment on Performance Standards (LAPS) instrument and will constitute 35% of the LPPEM for Tier I programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessment of Content Knowledge data, representing 35% of the Tier I LPPEM, are derived from the Tier I GACE Content Knowledge Assessment, which must be attempted by every candidate enrolled in a Tier I Educational Leadership preparation program at least once prior to program completion. The assessment must be attempted within a window of time beginning at a point determined by the EPP and ending on August 31 in the year of program completion (an attempt results in an official score on all tests within the assessment). The best attempt for each program completer prior to or on August 31 in the reporting year of program completion will be used to calculate the aggregated content assessment measure for the program.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Leader Preparation Program Effectiveness Measures (LPPEMs) for Tier II programs are comprised of five (5) measures representing the performance of candidates while enrolled in the preparation program and performance in the field-after program completion when completers are employed in leadership positions in Georgia public school or Georgia public charter schools. LPPEMs are collected and reported annually. Tier II LPPEM measures include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Employer Perceptions of Preparation data, representing 10% of the LPPEM for Tier II programs, are derived from the common, statewide survey conducted annually of employers of those completers (<I>inductees</I>) employed in leadership positions in Georgia public schools or public charter schools. For each cohort, the survey will be administered one time near the end of the first year of inductees' employment in leadership positions.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Completer Perceptions of Preparation data, representing 10% of the LPPEM, are derived from the common, statewide survey administered to candidates nearing completion of preparation programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Inductee Perceptions of Preparation data, also representing 10% of the LPPEM for Tier II programs, are derived from the common, statewide survey conducted annually of those program completers employed in leadership positions in Georgia public schools or public charter schools. For each cohort, the survey will be administered one time near the end of the first year of inductees' employment in leadership positions.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Leader Observation Data serves as an indicator of the on-the-job effectiveness of program completers employed in leadership positions and constitutes 35% of the LPPEM for Tier II programs. Aggregated observation data are derived from the annual, summative ratings for completers generated by the administration of the Leader Assessment on Performance Standards (LAPS) instrument.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(c)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Performance-based Assessment of Leadership Skills data are derived from the administration of the Performance Assessment for School Leaders (PASL). The PASL must be attempted by every candidate enrolled in a Tier II Educational Leadership preparation program within a window of time beginning at a point determined by the EPP and ending on August 31 in the year of program completion and at least once prior to program completion (an attempt results in an official score on all tasks within the assessment). The best attempt for each program completer prior to or on August 31 in the reporting year of program completion will be used to calculate the aggregated content assessment measure for the program, which will constitute 35% of the LPPEM for Tier II programs.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(4)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Refer to the PPEM Technical Specifications document for additional information on each measure, and the schedule of data collection and reporting.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"> PROGRAM AND EPP PERFORMANCE LEVELS AND APPROVAL STATUS. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Performance Levels</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(5)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Based on PPEMs, teacher and leader preparation programs and EPPs will be annually designated as performing at one of four levels: Level 4 - Exemplary, Level 3 - Effective, Level 2 - At-risk of Low Performing, or Level 1 - Low Performing.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Approval Status</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(5)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program and EPP performance levels will impact approval status and approval review procedures during regularly scheduled approval reviews. Approval processes such as review type (on-site, electronic, or hybrid), review documentation required, the scope of the review, and the level of GaPSC technical assistance provided will be impacted by program and EPP performance levels.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(5)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Between regularly scheduled approval reviews, additional site visits or monitoring will be required as a result of program or EPP performance at the At-Risk of Low Performing level or the Low Performing level. Failure to improve program or EPP performance levels over a three-year period may result in a recommendation to the Commission for revocation of approval.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"> ANNUAL REPORTING. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>State Reporting</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(6)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> All GaPSC-approved EPPs are required to regularly and accurately submit all required candidate-level data to the Traditional Program Management System (TPMS) or the Non-traditional Reporting System (NTRS) as appropriate for all programs offered.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(6)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> All GaPSC-approved EPPs are required to submit annually the Preparation Approval Annual Report (PAAR). Annual PPEMs, program performance levels, and the annual EPP performance level designation will be provided to GaPSC-approved EPPs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(6)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaPSC-approved EPPs failing to submit PAAR completely, accurately, and on time may be subject to adverse changes in approval status.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Federal Reporting: Title II</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(6)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> All GaPSC-approved EPPs are required to submit annually the data required for federal Title II reporting. Failure to submit Title II data, accurately, completely, and by published deadlines may result in adverse changes in approval status, up to and including recommendation to the Commission of revocation of approval, and may result in fines.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(7)">(7)</a></td> <td valign="top" style="text-align:left" class="leftalign"> USES OF PPEMS AND ANNUAL REPORT DATA. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(7)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Reporting to EPPs</U>. When sufficient data are available, PPEMs will be provided annually to each GaPSC-approved EPP. All data will be aggregated at the program level; no individual level data will be provided. EPPs are expected to use PPEMs and other data to improve programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(7)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Reporting to the Georgia Professional Standards Commission</U>. PPEMs will be provided annually to the 18-member standards commission; data will be aggregated at the program and EPP levels and no individual level data will be provided. Members of the Commission will use PPEMs to recognize exemplary performance or make approval status decisions that may include requirements for additional monitoring and reporting, interim approval reviews, probation, or revocation of approval.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(7)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Reporting to Other State Agencies</U>. PPEMs will be provided to other state agencies as appropriate for the purposes of monitoring program quality. Data will be aggregated at the program and EPP levels; no individual level data will be provided. The Georgia Professional Standards Commission is a participating agency in GAAWARDS, Georgia's Academic and Workforce Analysis and Research Data System, which is the state's Pre-K through workforce (P20W) longitudinal data system. Data of individual candidates is provided to GAAWARDS annually. All personally identifiable information is removed prior to being used for research purposes.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(7)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Reporting to CAEP</U>. Contingent upon the need for CAEP reporting, GaPSC reserves the right to provide to CAEP at appropriate intervals PPEMs aligning with CAEP Annual Reporting requirements on behalf of all CAEP-accredited GaPSC-approved EPPs. Data will be aggregated at the EPP level and/or at the program level as specified in the Georgia agreement with CAEP; no individual level data will be provided.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(7)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Reporting to the Public</U>. PPEMs will be provided to the public annually via the GaPSC website. Data will be aggregated at the program and EPP levels; no individual level data or aggregations of fewer than ten individuals will be provided. Program and EPP performance level reporting will be updated annually.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.02(8)">(8)</a></td> <td valign="top" style="text-align:left" class="leftalign"> IMPLEMENTATION TIMELINE. The PPEM evaluation system will be implemented in phases as data become available. The system will be fully implemented and used to make consequential approval decisions only after all applicable data are available and no earlier than September 1, 2019.</td> </tr> </table> <h2><a href="/GAC/505-3-.03" name="505-3-.03" title="505-3-.03">Rule 505-3-.03 Reserved</a></h2> <h2><a href="/GAC/505-3-.04" name="505-3-.04" title="505-3-.04">Rule 505-3-.04 Reserved</a></h2> <h2><a href="/GAC/505-3-.05" name="505-3-.05" title="505-3-.05">Rule 505-3-.05 Georgia Teacher Academy For Preparation And Pedagogy (GaTAPP)</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose</B>. This rule states specific content standards and requirements for approving non-traditional preparation programs designed for the initial preparation of transition teachers and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS,</U> Rule <a title="505-3-.02" href="505-3-.02">505-3-.02</a>, <U>EDUCATOR PREPARATION PROVIDER ANNUAL REPORTING AND EVALUATION</U>, and Certification Rules <a title="505-2-.01" href="505-2-.01">505-2-.01</a><U>GEORGIA EDUCATOR CERTIFICATION</U>, <a title="505-2-.04" href="505-2-.04">505-2-.04</a>, <U>INDUCTION,</U> and <a title="505-2-.05" href="505-2-.05">505-2-.05</a>, <U>PROFESSIONAL</U>. This rule also states specific content standards and requirements for approving non-traditional preparation programs that prepare professionally certified teachers to teach any subject in grades P-5. Field Specific requirements for the Elementary Education Certification-only Program through GaTAPP (grades P-5) are described in paragraph (6) FIELD SPECIFIC REQUIREMENTS. This extension to the GaTAPP rule supplements the requirements in rule <a title="505-3-.14" href="505-3-.14">505-3-.14</a> ELEMENTARY EDUCATION (P-5) PROGRAM.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Definitions.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Academic Year (One)</U>: Consists of two (2) full semesters, one of which must include the beginning of a school year.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Candidate Support Team</U> (CST): A team of school-based leaders, mentors, Educator Preparation Provider (EPP) supervisors, and content specialists who monitor, assess, and coach candidates using performance assessment data to improve teaching performance in order to improve student learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Coaching:</U> Assisting candidates in transferring knowledge, skills, and understandings in the GaTAPP program into professional practice.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Clinical Practice/Field Experiences</U>: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Clinical Practice</U>: Candidates are immersed in the learning community and provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing while supported by the Candidate Support Team. The job-embedded, hands-on experiences provide candidates with an intensive and extensive opportunity to be monitored, assessed, and coached. Performance assessment data from these experiences inform the Individualized Induction Plan/ Professional Learning Plan.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Field Experiences</U>: Various early and ongoing field-based opportunities, in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences occur outside the candidate's classroom in settings such as schools, community centers, or homeless shelters.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Dispositions</U>: Moral commitments and professional attitudes, values, and beliefs that underlie educator performance and are demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Elementary Education Certification-only Program</U>: A one year supervised program administered through GaTAPP to prepare teachers with Professional teaching certification in any field issued by the GaPSC with the knowledge, skills, and dispositions to teach all subjects in grades P-5. This program requires an induction component that includes coaching and elementary pedagogical and content instruction for one full academic year. This program does not lead to a degree or college credit.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Highly Qualified Status</U>: Although no longer a federal mandate, candidates admitted into GaTAPP programs have a minimum of a bachelor's degree, Georgia induction teacher certification, and verified content knowledge in the subjects they teach. Candidates seeking certification in non-core academic teaching fields are not required to meet "highly qualified requirements" and must complete the program to receive the Professional certificate by the end of the Induction certificate validity period.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Individual Induction Plan (IIP)</U>: A dynamic plan of action to improve candidate performance collaboratively developed by the CST and the candidate based on performance assessment data. The IIP will be used by the mentor/supervisor to coach the candidate in the twenty-four (24) competencies and dispositions delineated in this rule (also known as a Professional Learning Plan).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Induction</U>:A period of time (frequently up to three years) when educators are new to a teaching or leader position or new to the state, a school, or a school district. The State Induction Guidance Documents provide a framework for how school districts and their partners will structure a system of support for the novice teacher and new leader in their first years of service. In GaTAPP, Induction is the first three years as a newly employed classroom teacher who must receivementoring/coaching from the Candidate Support Team throughout the induction period.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(j)">(j)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Non-traditional Preparation</U>: Post-baccalaureate programs designed for individuals who did not prepare as educators during their undergraduate studies. These preparation programs, designed to lead to an Educator Preparation Provider's recommendation for certification but not a degree, often accommodate the schedules of adults and recognize their earlier academic preparation and life experiences. In most instances, candidates are employed as educators while enrolled. An example is the Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP) where employment is required for enrollment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(k)">(k)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Regionally Accredited</U>: a process for assessing and enhancing academic and educational quality through voluntary peer review by a regionally accepted accrediting body to ensure the school district is meeting its standards of educational quality.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(l)">(l)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Special Education Consultative Teacher</U>: A Special Education teacher who works collaboratively with a content area teacher of record in all content and is not responsible for final scores for students. Candidates in the GaTAPP program are required to develop unit and/or lesson plans based on the Georgia state-approved P-12 performance standards in an academic content area(s) of concentration and to implement those plans in the classroom.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(m)">(m)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Special Education Teacher of Record</U>: A Special Education teacher who is responsible for the curriculum, instruction, assessment, and record maintenance for the P-12 learner in any of the five academic content concentrations, regular or remedial.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(2)(n)">(n)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Transition teachers</U>: Individuals who wish to transition into teaching from another career path, did not complete a teacher education program, and who have never held a professional teaching certificate in any state or country.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>GENERAL REQUIREMENTS</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Educator Preparation Provider Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Eligible Program Providers</U>: GaTAPP programs may be proposed by any GaPSC-approved EPP that can verify, through the program approval process, the ability to provide non-traditional preparation which complies with the definition of GaTAPP and to provide programs which meet all requirements and standards delineated in this rule. GaPSC-approved EPPs at local education agencies shall offer GaTAPP only to those candidates employed by that school system or school.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>GaTAPP programs</U> shall prepare individuals with the appropriate degree for the certificate sought in a Professional Teaching field issued by the GaPSC. GaTAPP programs have the following characteristics: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Feature a flexible timeframe of one to three years for completion based on individualized performance assessment data;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Do not lead to a degree or college credit;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are job-embedded allowing candidates to complete non-traditional preparation path requirements while employed by a regionally accredited local unit of administration (school district or private school), a charter school approved by the Georgia State Charter School Commission, or a charter school approved by the Georgia Department of Education as a classroom teacher full-time or part-time for at least a half day;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Require that candidates are supported by a Candidate Support Team (CST);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Require an induction component that includes coaching and induction for a minimum of one academic year and continuing until completion of the program;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide curriculum, performance-based instruction, and assessment focused on the pedagogical knowledge and skills necessary for the candidate to teach his/her validated academic content knowledge;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are individualized based on the needs of each candidate with respect to content knowledge, pedagogical skills, and readiness to teach; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)2.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use candidate and non-traditional preparation performance data to inform decision-making regarding continuous improvement of candidate performance, program effectiveness, and provider effectiveness in the non-traditional preparation path.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Eligible Certification Fields</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Non-traditional preparation paths are available only for the teaching fields specified in paragraph (6) <B>FIELD-SPECIFIC REQUIREMENTS</B>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Because GaTAPP is a program for classroom teachers only, service, leadership, and endorsement certifications are not available through GaTAPP. See Rule <a title="505-3-.60" href="505-3-.60">505-3-.60</a>, <U>ALTERNATIVE PREPARATION FOR EDUCATIONAL LEADERSHIP PROGRAM</U>, for information on alternative certification in the field of Educational Leadership.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>PROGRAM APPROVAL REQUIREMENTS</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Annual Reporting and Evaluation Requirements</B> are described in Rule <U><B>505-3-.02,</B> EDUCATOR PREPARATION PROVIDER ANNUAL REPORTING AND EVALUATION.</U></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Program Admission Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Field-specific admission requirements are described in paragraph (6) <B>FIELD-SPECIFIC REQUIREMENTS</B>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> All admitted candidates shall meet the following requirements: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hold a minimum of a bachelor's degree from a GaPSC accepted, accredited institution of higher education; See paragraph (6) FIELD SPECIFIC REQUIREMENTS for CTAE exception.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have verification of completion of the state approved Ethics Entry Assessment;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Never held a professional teaching certificate in Georgia or any other state or any country; See paragraph (6) FIELD SPECIFIC REQUIREMENTS for Elementary Education Certification-only Program exception.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hold a valid Georgia Induction Level 4 (INT4) teaching certificate or Permit. Candidates accepted into the Elementary Education Certification-only program must hold a valid Non-Renewable Professional Certificate in Elementary Education as requested by the employing LUA;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Employed by a regionally accredited local unit of administration (school district or private school), a charter school approved by the Georgia State Charter School Commission, or a charter school approved by the Georgia Department of Education as full-time teachers or as part-time teachers who teach at least a half day;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide evidence of subject matter competence in the subjects they teach;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a teaching assignment that is appropriate for the field listed on the Georgia teaching certificate; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(b)2.(ix)">(ix)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Upon admission, have an Individualized Induction Plan (IIP)/ Professional Learning Plan.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Supervision of Candidate Performance</B>: GaPSC approved EPPs shall provide supervision and assessment of the candidate's performance and coordinate results with observations and assessments by the other CST members.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Assessment of Candidate Performance:</B> GaPSC approved GaTAPP EPPs shall utilize common state-approved assessments and multiple program EPP specific assessments to make decisions regarding candidate program status.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Candidate Support Team (CST):</B> For a minimum of one (1) academic year and continuing throughout the program, all candidates must receive intensive support through a CST meeting the following requirements: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Team Composition</U>: all CSTs must be comprised of: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(e)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A school-based administrator;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(e)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A GaPSC certified school-based mentor or teaching coach;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(e)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A supervisor employed by the EPP; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(e)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> If not represented by one of the previously described team members, a content specialist who holds certification and expertise in the candidate's teaching field.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Team Member Criteria</U>: Educators at the Professional Teacher level who have demonstrated effective teaching performance on state-approved assessments or educators at the Advanced Professional or Lead Professional levels or with a service or educational leadership, or Life certificate provided that a teaching field prerequisite has been established.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(e)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Training</U>: Coaches/Mentors and Supervisors of the CST shall be trained in the knowledge, skills, and dispositions that meet the standards and requirements delineated in GaPSC Educator Preparation <U>Rule 505-3-.105, TEACHER SUPPORT AND COACHING ENDORSEMENT</U> or <U>505-3-.85, Coaching Endorsement Program</U>. School-based administrators receive an orientation regarding program expectations linking the leadership practices to the program.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Serving Professionally Certified Educators</B>: To receive approval to offer a non-traditional path for Professionally certified educators to earn certification in Elementary Education, a GaPSC-approved educator preparation provider must ensure candidates meet the field-specific content requirements in <U>Rule 505-3-.14 Elementary Education (P-5) Program</U>. This extension of the initial teacher preparation program features a one year (minimum) supervised program for completion based on individualized performance assessment data and does not lead to a degree or college credit.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)">(5)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>CANDIDATE PERFORMANCE REQUIREMENTS</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prior to program completion and through the use of performance-based assessments, candidates must demonstrate proficiency in the following professional dispositions: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Dispositions</U>: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate demonstrates an appreciation of the diversity of the students, the staff, and the community and capitalizes on the richness of that diversity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidate/student interactions and student/student interactions are friendly, warm, caring, polite, respectful, and developmentally and culturally appropriate;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate establishes a culture of learning where students are committed to the value of the subject, accept the candidate's high expectations, and take pride in quality work and conduct;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate responds appropriately, respectfully, and successfully to student behavior;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate's directions, procedures, and oral and written language are communicated clearly and accurately;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate demonstrates flexibility and responsiveness by adjusting lessons, responding to students, and being persistent;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate maintains accurate, complete records of student assignments and learning and of non-instructional activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate frequently and successfully provides instructional information and student progress information to parents and engages families in the school program;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(ix)">(ix)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate is supportive of and cooperative with colleagues and volunteers and makes substantial contributions to school and district projects;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(x)">(x)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate actively seeks professional development to enhance content and pedagogical skills and actively assists other educators;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(xi)">(xi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate proactively serves all students, challenges negative attitudes, and takes a leadership role in high quality decision-making; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(a)1.(xii)">(xii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The candidate understands and actively participates in the school's School Improvement process.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prior to program completion and through the use of performance-based assessments, candidates must demonstrate proficiency in the following professional competencies: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Competencies</U>: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Planning and Preparation <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher demonstrates solid knowledge of content structure of the discipline, of connections and prerequisite relationships, of content-related pedagogy and of connections with technology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher demonstrates a working knowledge of age-group characteristics, of different students' approaches to learning, of students' skills and knowledge levels and language proficiency, and of students' interests and cultural heritage, and knowledge of students' special needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher demonstrates an appreciation of the diversity of the students, the staff, and the community and capitalizes on the richness of that diversity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher selects instructional goals that are valuable, sequential, clear, aligned with state and national standards, suitable for diverse students, and balanced among types of learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(i)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher actively seeks and utilizes varied instructional materials and community resources, including technology, to extend content knowledge, pedagogy, and student learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(i)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher's instructional plans are coherent and structured in that learning activities (learning units and lessons), resources, groupings, and time allocations are varied and suitable to the developmental level of the students, to individual students, and to the instructional goals; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(i)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher utilizes varied assessment methods, including those through technology, that are congruent with the instructional goals for student learning; students' understanding of the criteria and standards; and the teacher designs and utilizes formative results to plan for and differentiate instruction.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>The Classroom Environment</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Teacher/student interactions and student/student interactions are friendly, warm, caring, polite, respectful, and developmentally and culturally appropriate;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher establishes a culture of learning where students are committed to the value of the subject, accept the teacher's high expectations, and take pride in quality work and conduct;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher effectively manages instructional groups, transitions, materials, supplies, non-instructional duties, and supervision of volunteers and paraprofessionals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(ii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher makes standards of conduct clear, is consistently alert to student behavior, and responds appropriately, respectfully, and successfully to student behavior; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(ii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher arranges the classroom and organizes physical space and materials skillfully, resourcefully, and with safety and accessibility components in place.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Instruction</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher's expectations for student learning and classroom procedures are clearly articulated in directions, and both oral language and written language are communicated clearly and accurately modeling standard grammar;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher's questions and discussion techniques are of high quality and engage all students;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher utilizes engaging and varied representations of content, instructional strategies, assessment techniques, activities, assignments, technology, grouping configurations, materials and resources, structure and pacing;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher develops relevant assessment criteria, monitors student learning, and gives meaningful and timely feedback to students and teaches students to self-assess and monitor their own progress;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher demonstrates flexibility and responsiveness by adjusting lessons, responding to students' needs, and being persistent in their searches for varied approaches for students who have difficulty learning; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iii)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher accurately assesses lesson's effectiveness and demonstrates an understanding of how to modify subsequent lessons.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Responsibilities</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iv)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher maintains accurate, complete records of student assignments and learning and of non-instructional activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iv)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher frequently and successfully provides instructional information and student progress information to parents and engages families in the instructional non-traditional preparation path;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iv)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher is supportive of and cooperative with colleagues, is involved in a culture of professional inquiry, and makes substantial contributions to school and district projects;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iv)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher actively seeks professional development to enhance content, pedagogical skills and dispositions, accepts feedback from colleagues, and actively assists other educators;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iv)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher demonstrates integrity and ethical conduct; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(b)1.(iv)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The teacher proactively serves all students, challenges negative attitudes, takes a leadership role in high quality decision-making, and understands and actively participates in the school-s School Improvement process.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The GaPSC-approved provider shall assure that all non-traditional preparation path participants meet the 24 competencies at the proficient level by path completion, by providing preparation (curriculum, instruction, and assessment) in the following pedagogical content standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Essential Preparation <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The non-traditional preparation path shall prepare candidates who demonstrate knowledge, skills, and dispositions in unpacking state and/or national standards for the purpose of teaching all students in the content field in which the candidate is seeking Professional Certification;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The non-traditional preparation path shall prepare candidates who demonstrate the knowledge, skills, and dispositions necessary in developing pre and post assessments that are aligned with state and/or national content standards that clearly demonstrate the students' knowledge and skills as delineated in the state and/or national standards requirements; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The non-traditional preparation path shall prepare candidates who demonstrate the knowledge, skills, and dispositions necessary to establish benchmarks for monitoring student progress toward meeting state/national content standards;</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Evidence <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The non-traditional preparation path shall prepare candidates who demonstrate knowledge, skills, and dispositions in planning, implementing, and using multiple assessments to determine the level of student learning based on the academic content standards of the teaching field to include the: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)2.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Development of various types of assessments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)2.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Development of scoring guides for the assessments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)2.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Analysis of student work to assess achievement and gains; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)2.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Analysis of assessment data to determine instruction to meet individual student needs.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engagement <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The non-traditional preparation path shall prepare candidates who demonstrate knowledge, skills, and dispositions of planning, implementing, and assessing classroom instruction engaging all students in active learning to include the: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Establishment of a standards-based classroom;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of research based exemplary practices;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of activating strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of cognitive strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of summarizing strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of questioning strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of Bloom's Taxonomy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of cooperative learning strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstration of the understanding of relationship between engagement and achievement;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstration of the understanding of how to align research-based strategies with Georgia Standards of Excellence;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstration of the understanding of the role of effective questioning and critical thinking;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstration of the skills to create acquisition and extending/refining lessons based on research-based strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstration of the understanding of how to use strategies and graphic organizers to increase engagement;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstration of the understanding of how to write content questions according to Bloom-s Taxonomy; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)3.(i)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstration of the understanding of how to differentiate instruction by content and by learner.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Environment <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The non-traditional preparation path shall prepare candidates who demonstrate knowledge, skills, and dispositions to develop and implement effective classroom management plans that include the: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)4.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Appropriate arrangement of classroom that supports student learning; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)4.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Planning and implementation of strategies that produce a learning environment that provides the best opportunity for student learning.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ethics <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(c)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The non-traditional preparation path shall prepare candidates who demonstrate the knowledge, skills, and dispositions necessary to model ethical practices of the education profession. ( <a title="505-6-.01" href="505-6-.01">505-6-.01</a>, <U>THE CODE OF ETHICS FOR EDUCATORS</U>)</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program Completion Requirements. Non-traditional EPPs shall require candidates to: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Pass the Georgia state-approved content assessment in the field of certification sought;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet the twelve (12) dispositions, twenty-four (24) competencies, and pedagogical content standards delineated in this rule;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Complete an Individual Induction Plan (IIP)/Professional Learning Plan that includes the requirements described in paragraph (2)(h);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet all of the elements in Standard 6: Requirements and Standards of the <I>Georgia Standards for the Approval of Educator Preparation Providers and Educator Preparation Programs</I> (Georgia Standards);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet individual requirements resulting from the analysis of candidate assessment data;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtain a passing score on the state-approved content-pedagogy assessment. GaTAPP candidates must attempt the state-approved content pedagogy assessment by the end of the third semester of concurrent employment and GaTAPP enrollment;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtain a passing score on the state-approved content assessment in the field of certification sought, unless a passing score is required for program admission in that field (see paragraph <B>(6) FIELD-SPECIFIC REQUIREMENTS</B>); and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(5)(d)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Obtain a passing score on the Ethics Exit Assessment.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)">(6)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>FIELD-SPECIFIC REQUIREMENTS. </B>To receive approval to offer non-traditional paths to Professional teacher certification in eligible fields, a GaPSC-approved educator preparation provider must ensure candidates meet the following field-specific requirements: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Birth through Kindergarten Education (ages 0-5) and Elementary Education (grades P-5)</B>(Professionally Certified Teachers wishing to earn Elementary certification see (6)(g)). <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Admission Requirements</B>: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates shall have a passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> There is no degree or major clearly aligned to the content standards in BIRTH THROUGH KINDERGARTEN or ELEMENTARY EDUCATION; therefore, candidates in these teaching fields must have a passing score on the state-approved content assessment for BIRTH THROUGH KINDERGARTEN or ELEMENTARY EDUCATION at program admission and are subject to additional course work to meet standards.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Additional program content requirements.</B>Candidates must meet the standards delineated in GaPSC Educator Preparation Rule <a title="505-3-.13" href="505-3-.13">505-3-.13</a>, <U>BIRTH THROUGH KINDERGARTEN EDUCATION</U> or GaPSC Educator Preparation Rule <a title="505-3-.14" href="505-3-.14">505-3-.14</a>, <U>ELEMENTARY EDUCATION (P-5)</U>.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Middle Grades Education (grades 4-8).</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Admission Requirements:</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaTAPP Candidates must have a passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A bachelor-s degree or higher with a major or a concentration in at least one of the following teaching fields: Language Arts, Reading, Mathematics, Science, or Social Science, or a transcript assessment confirming successful completion of fifteen (15) semester hours in upper level coursework (typically junior or senior level courses) in one of the above-mentioned teaching fields; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(b)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A passing score on the Georgia state-approved content assessment in the teaching field if admitted with a degree in a related field or experience that demonstrates knowledge and skills in the content area.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Additional program content requirements</B>: Prior to completion of the preparation path and recommendation for Professional certification, in addition to meeting all requirements of this rule and GaPSC requirements, candidates must pass the appropriate Georgia state-approved content assessment.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Secondary Education (grades 6-12)</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Admission Requirements</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(c)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates shall have a passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(c)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A bachelor-s degree or higher with a major in the assigned teaching field or successful completion of twenty-one (21) semester hours in upper level coursework (typically junior or senior level courses) in the assigned teaching field; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(c)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A passing score on the Georgia state-approved content assessment in the teaching field if admitted with a degree in a related field or experience that demonstrates knowledge and skills in the content area.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Additional program content requirements:</B> Prior to completion of the preparation path and recommendation for Professional certification, in addition to meeting all requirements of this rule and GaPSC requirements, candidates must pass the appropriate Georgia state-approved content assessment.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>P-12 Certification Fields excluding Special Education.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(d)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Admission Requirements</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(d)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> GaTAPP candidates shall have a passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(d)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A bachelor-s degree or higher with a major in the assigned teaching field or successful completion of twenty-one (21) semester hours in upper level coursework (typically junior or senior level courses) in the assigned teaching field; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(d)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A passing score on the Georgia state-approved content assessment in the teaching field if admitted with degree in a related field or experience that demonstrates knowledge and skills in the content area.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>P-12 Special Education Fields</B>. Preparation for Professional Certification in Special Education is subject to specific state and federal requirements. There is no related degree that provides the content knowledge required for certification in Special Education. Therefore, additional admission requirements and coursework are required for program completion. To receive approval to offer non-traditional paths to certification in Special Education a GaPSC-approved EPP must: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Describe in the approval application how candidates will meet the special education content standards delineated in the appropriate GaPSC Preparation Rules listed below in items (i)-(ix) and meet all standards and requirements stated in this rule: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Education Adapted Curriculum (P-12);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Education Behavior Disorders (P-12);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Education Deaf Education (P-12);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Education General Curriculum (P-12);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Elementary Special Education General Curriculum (P-5);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Education Learning Disabilities (P-12);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Education Physical and Health Disabilities (P-12);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Education Preschool (Ages 3-5); and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)1.(ix)">(ix)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Special Education Visual Impairment (P-12).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Admit and recommend for certification candidates who meet the following admission and program completion requirements in one of the two Special Education teaching categories, Teacher of Record or Consultative Teacher: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Special Education Teacher of Record: Admit candidates who:</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hold a bachelor-s degree or higher with a major or its equivalent in Language Arts, Reading, Mathematics, Science, or Social Science. The equivalent of a major is twenty-one (21) semester hours in upper level coursework for Secondary Education and fifteen (15) semester hours in upper level coursework for Middle Grades. Upper level courses typically are junior or senior year level courses; or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a passing score on the Georgia state-approved content assessment in Language Arts, Reading, Mathematics, Science, or Social Science; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a passing score on the appropriate Georgia state-approved Special Education General Curriculum or Special Education Adaptive content assessment (or any other of the appropriate Special Education areas of need) listed in paragraph 1, (i)-(ix).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Special Education Consultative Teacher: Admit candidates who:</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(ii)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(ii)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hold a bachelor-s degree or higher with a concentration in Language Arts, Reading, Mathematics, Science, or Social Science. A concentration is fifteen (15) semester hours of coursework. The entry criteria meet program standards, not Highly Qualified requirements, as this role is consultative only.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Additional program content requirements</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develop learning segments based on the Georgia state-approved P-12 performance standards in an academic content area(s) of concentration and implement those plans in the classroom. The frequency and duration of the classroom instruction is determined by the Candidate Support Team.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(e)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a passing score on the appropriate Georgia state-approved Special Education General Curriculum or Special Education Adaptive content assessment (or any other of the appropriate Special Education areas of need) listed in paragraph 1, (i)-(ix).</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Career, Technical and Agricultural Education Fields (grades 6-12)</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(f)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Admission Requirements:</B> Hold a high school diploma or GED, or an associate's degree or higher in the teaching field for which the individual is seeking the professional teaching certification as delineated in Certification rule <a title="505-2-.90" href="505-2-.90">505-2-.90</a>, CAREER AND TECHNICAL SPECIALIZATIONS, or Rule <a title="505-2-.87" href="505-2-.87">505-2-.87</a>, <U>HEALTHCARE SCIENCE</U> fields;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(f)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Additional program content requirements:</B> Have a passing score on the Program Admission Assessment (formerly the Basic Skills Assessment) or a qualifying exemption. Candidates seeking Career and Technical Specializations certification must pass the Program Admission Assessment within three (3) years of program admission or prior to program completion, whichever occurs first.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(f)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Field-Specific Requirements:</B> CTAE candidates who enter with a high school diploma or GED must complete both the associate's degree and the GaTAPP program for completion and recommendation for the Professional teaching certificate. The GaTAPP program must be completed during the one- to three-year timeframe; an additional year is provided in order to complete the associate's degree as needed.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Elementary Education Certification-only Through GaTAPP (grades P-5)</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Admission Requirements. GaTapp Providers must admit candidates who:</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a valid Induction Pathway 1, Induction Pathway 2, Induction Pathway 3, Professional, Lead Professional or Advanced Professional Georgia teaching certificate;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are eligible for Non-Renewable Professional teaching certification in the field of Elementary Education;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Are employed by a regionally accredited local unit of administration (school district or private school), a charter school approved by the Georgia State Charter School Commission, or a charter school approved by the Georgia Department of Education as full time teachers or as part time teachers who teach at least half day in a P-5 classroom;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have passed the Georgia state-approved content assessment for Elementary Education at the Induction level;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have an Individualized Induction Plan (IIP)/ Professional Learning Plan; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)1.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have an individualized program of study based on the needs of the candidate with respect to content knowledge, pedagogical skills, readiness to teach students in grades P-5, and prior experience.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Program Completion Requirements.</B> Prior to program completion and through the use of performance-based assessments, a GaPSC-approved educator preparation provider must ensure candidates meet the following field-specific requirements: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate proficiency in the twelve (12) dispositions, twenty-four (24) competencies, and pedagogical content standards delineated in this rule;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate knowledge, skills, and dispositions in unpacking state and/or national standards for the purpose of teaching all students in grades P-5;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate the effective use of technology in a PK-5 setting;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Complete prescribed Individual Induction Plan (IIP)/Professional Learning Plan;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet individual requirements resulting from the analysis of candidate assessment data;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate the knowledge, skills, and dispositions necessary to model ethical practices of the education profession;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate an understanding of PK-5 growth and development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate the development of family and community relationships; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(6)(g)2.(ix)">(ix)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate an understanding of content knowledge, methods, and resources in academic disciplines: language and literacy; mathematics, science, social studies, the arts-music, creative movement, dance, drama, visual arts; physical activity, physical education and health and safety.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Field-Specific Exemptions For Elementary Education Certification Only Program Through GaTAPP.</B> Since candidates in this program have completed an initial teacher preparation program, they are exempt from the Program Admission Assessment, the state-approved content-pedagogy assessment, and the ethics assessments (Entrance and Exit).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.05(4)">(4)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Military Exemption for Assessment Requirements. Military retirees or spouses of active-duty military personnel who do not exempt the Program Admissions requirement must attempt the Program Admission Assessment within the first year of program enrollment and must pass the assessment prior to program completion. Military retirees or spouses of active-duty military personnel who enter a GaTAPP program without a related degree in the field of certification sought must attempt the content assessment by the end of the first semester in the program and must pass the assessment by the end of the first year.</td> </tr> </table> <h2><a href="/GAC/505-3-.06" name="505-3-.06" title="505-3-.06">Rule 505-3-.06 Pedagogy-Only Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule specifies the pedagogical standards required for approval of initial educator preparation programs offered at the post-baccalaureate level that prepare individuals to teach in Middle Grades (4-8), Secondary (6-12), and all P-12 fields except Special Education, for which they have demonstrated content expertise. This rule supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>; therefore, unless otherwise stated herein, all requirements specified for initial teacher preparation programs in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a> apply to pedagogy-only programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, syllabi, and key assessments addressing the Model Core Teaching Standards, listed below, published in 2011 by the Council for Chief State School Officer's Interstate Teacher Assessment and Support Consortium (InTASC). <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(a)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program Admission Requirements <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> In addition to meeting all program admission requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, candidates must meet prior to enrollment the following requirements: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates must hold a minimum of a bachelor's degree from a GaPSC-accepted, accredited institution of higher education; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates must provide evidence of expertise in the content of the field of certification sought. This can be accomplished through one of three options: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(b)1.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A major in the field of certification sought earned in conjunction with a bachelor's or higher degree from a GaPSC-accepted, accredited institution of higher education, or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(b)1.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A passing score on the Georgia state-approved content assessment in the field of certification sought, or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(b)1.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Evidence of successful completion of a specified number of semester hours of content area coursework earned in conjunction with a bachelor's or higher degree from a GaPSC-accepted, accredited institution of higher education. The number of semester hours of content area coursework required for secondary (6-12) and P-12 fields (excluding Special Education) is twenty-one (21) semester hours; and for Middle Grades (4-8) fields, fifteen (15) semester hours of coursework is required in one of the content areas of Language Arts, Math, Reading, Science, or Social studies.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program Completion Requirements <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.06(2)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prior to completion, candidates must meet all program completion requirements specified in Educator Preparation Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, with one exception; candidates seeking Middle Grades certification through the pedagogy-only program are required to be prepared in and attempt the state-approved content assessment in only one field.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.07" name="505-3-.07" title="505-3-.07">Rule 505-3-.07 Paraprofessional Preparation Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose. </B>This rule states field-specific content standards for approving programs that prepare paraprofessionals for grades P-12.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall require completion of either a minimum of two years (60 semester hours) of study at a GaPSC-approved accredited institution of higher education, an associate's degree or higher from a GaPSC-approved accredited institution of higher education, or successful completion of the GACE paraprofessional assessment; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation providershall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <P><U>Category 1 - Instruction</U></P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Instructional Support</U>. The program shall prepare paraprofessionals who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develop or modify learning activities under direction of a teacher/provider;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a basic knowledge of how students learn and develop and are able to assist in providing opportunities that support students' intellectual, social, and personal development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use a variety of communication techniques, including verbal, nonverbal, and media within and beyond the classroom; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Support the teacher/provider in evaluating the intellectual, social, and physical development of students.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Student Assessment</U>. The program shall prepare paraprofessionals who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assist with student assessment, grade work and objective tests, and collect and maintain data on student progress;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Maintain confidential documents and student records;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Manage test sites, including distribution, collection, and tracking of test materials;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Administer and score teacher-prepared objective tests; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Assist with standardized testing within boundaries established by state and local rules and testing protocols.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Curriculum Development and Implementation</U>. The program shall prepare paraprofessionals who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Know patterns of human development and milestones typically achieved at different ages;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Have a basic knowledge of the discipline(s) taught and support the teacher/provider in creating learning experiences that make the subject matter meaningful for students; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Know that students differ in their approaches to learning and assist in creating instructional opportunities that are adapted to students with diverse needs.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Technology</U>. The program shall prepare paraprofessional who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Support the teacher/provider by sending and responding to e-mails; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use appropriate technology to support teaching and learning. <P><U>Category 2 - Classroom Management</U></P> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Classroom Planning and Administration</U>. The program shall prepare paraprofessionals who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Support the delivery of instruction by maintaining accurate records, preparing attendance and lunch reports, sorting and filing student papers, maintaining an inventory of classroom supplies and materials, and creating attractive and instructionally relevant classroom displays;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Coordinate the use of instructional technology by students; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Implement a variety of instructional strategies to assist the teacher/provider.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Management of Student Behavior. The program shall prepare paraprofessionals who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Understand the impact of the educational environment on student learning, self-motivation, and positive social interaction, and assist in creating a positive learning environment; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Implement appropriate rules and procedural safeguards regarding the management of behaviors of individuals with exceptional learning needs. <P><U>Category 3 - Professionalism</U></P> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Safe Learning Environment</U>. The program shall prepare paraprofessionals who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Provide positive behavioral support and management;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Know and apply ethical and professional standards of conduct, including specific knowledge about the Georgia Code of Ethics for Educators and the requirements of confidentiality; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Know and observe health, safety, and emergency procedures of the agency where employed, including those for documenting and reporting suspected abuse and neglect.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Parent/Community Responsibility</U>. The program shall prepare paraprofessionals who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)7.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate awareness of the diversity among children, youth, families, and colleagues with who they work; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)7.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Interact in a professional, effective manner with colleagues, parents, and other members of the community to support students' learning and well-being.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Development</U>. The program shall prepare paraprofessionals who: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)8.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Understand the roles and responsibilities of certificated/licensed staff and paraprofessionals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)8.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engage in continuous professional improvement towards identified goals; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.07(2)(b)8.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Implement instructional and other direct services to all children and youth with disabilities in accordance with IEP requirements and IDEA and ESEA legislation.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.08" name="505-3-.08" title="505-3-.08">Rule 505-3-.08 Innovative and Experimental Programs</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose</B>. This rule states standards for approving innovative and experimental programs and supplements requirements in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS. The Georgia Professional Standards Commission (GaPSC) encourages innovation and experimentation in educator preparation. The standards and recommendations contained in this rule have been prepared to facilitate the development of alternative approaches to the preparation of education personnel. Nothing in this rule shall prohibit regional and local units of administration from developing these programs in collaboration with institutions of higher education. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(1)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Innovative and/or experimental programs may be proposed by any GaPSC-approved educator preparation provider.</B></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(1)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Innovative and experimental programs are defined as those programs, which are designed to:</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(1)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Develop new approaches, new arrangements, and/or new contexts for the preparation of school personnel;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(1)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prepare school personnel for new types of positions emerging in the educational community;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(1)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Prepare non-traditional populations of candidates for educational roles;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(1)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Meet the special needs of particular segments of our society, and/or</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(1)(b)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Address special curricular areas for which there are no standards.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall include a written statement of the rationale and goals of the proposed program describing a conceptual framework based upon professional needs, trends, and research about effective practice;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall include competencies based upon program objectives, which reflect attitudes, knowledge, and skills required of beginning practitioners;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall include a curriculum plan for achieving program objectives, evaluating the program and assessing students upon completion of the program;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall be supported by the institution/agency with budgetary and personnel allocations sufficient to sustain innovation and/or experimentation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall include appropriate human, physical, and financial resources to assure the achievement of program objectives, including the planning and evaluation process;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(f)">(f)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall have written and published criteria and procedures for admission, retention, and completion;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(g)">(g)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall provide for the periodic evaluation of completers as a basis for program continuance;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(h)">(h)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall be vested in the preparing institutions and/or agencies and shall include evidence of administrative responsibility for governance and coordination; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.08(2)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.09" name="505-3-.09" title="505-3-.09">Rule 505-3-.09 Requirements and Standards for Training Pre-Candidates, Candidates and Facilitators in Georgia's National Board Certified Teachers Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states specific standards for approving training activities for Georgia's National Board Certified Teachers Program's Pre-Candidates, Candidates, and Facilitators.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An educator preparation provider (EPP) providing training for college or professional learning credit shall meet GaPSC rules for EPP and educator preparation program approval.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The sponsoring agency described in program planning forms, brochures, and syllabi shall address the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall demonstrate competencies in the application of current research and successful practices concerning teaching and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall demonstrate competencies in the knowledge, skills, and attitudes required for accomplished teaching;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall demonstrate competencies in reflective teaching and writing, observation and feedback techniques, evaluation techniques and instruments and student-teacher conferencing skills;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall demonstrate competence in the use of technology and shall include the application of computer hardware and software and in use of videotaping for self-reflection and analysis;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall demonstrate competency in the use of artifacts to document professional contributions, involvement with parents, and activities within the community;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall demonstrate effective analysis of pre-candidates' written assignments necessary for successful completion of the twenty (20) contact hours Pre-Candidate course required as a pre-requisite to receipt of state or state-managed funding for the National Board for Professional Teaching Standards process and in the thirty (30) hour-recommended extension of the Pre-Candidate course;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall demonstrate competencies in the use of questioning, mentoring and peer coaching in the Candidate support course, and in the Facilitator training course; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.09(2)(b)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall demonstrate competencies in meeting and exceeding the propositions, standards, and ethical principals established by the National Board for Professional Teaching Standards.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.10" name="505-3-.10" title="505-3-.10">Rule 505-3-.10 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.11" name="505-3-.11" title="505-3-.11">Rule 505-3-.11 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.12" name="505-3-.12" title="505-3-.12">Rule 505-3-.12 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.13" name="505-3-.13" title="505-3-.13">Rule 505-3-.13 Birth Through Kindergarten Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to work with and teach children from birth through kindergarten and supplements requirements in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer an educator preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall conform to the following standards for initial Early Childhood Professional Preparation programs published by the National Association for the Education of Young Children (NAEYC)(2012): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Promoting Child Development and Learning</U>: Candidates prepared in Birth through Kindergarten programs are grounded in a child development knowledge base. They use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning to create environments that are healthy, respectful, supportive, and challenging for each child. Indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing and understanding Birth through Kindergarten children's characteristics and needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing and understanding the multiple influences on early development and learning; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for all Birth through Kindergarten children.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Building Family and Community Relationships</U>: Candidates prepared in Birth through Kindergarten programs understand that successful Birth through Kindergarten education depends upon partnerships with children's families and communities. They know about, understand, and value the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning. Indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing about and understanding diverse family, family structures and community characteristics;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Supporting and engaging families and communities through respectful, reciprocal relationships; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Involving families and communities in children's development and learning.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Observing, Documenting, and Assessing to Support Children and Families</U>: Candidates prepared in Birth through Kindergarten programs understand that child observation, documentation, and other forms of assessment are central to the practice of all Birth through Kindergarten professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Understanding the goals, benefits, and uses of assessment including its interpretation and use in development of appropriate goals and differentiated teaching strategies for Birth through Kindergarten;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Systematically collecting and analyzing relevant data (via observation, documentation, and other appropriate assessment tools and approaches including the use of technology) to monitor student progress and to inform instruction;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engaging in productive effective assessment partnerships with families and with professional colleagues to build effective learning environments.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Using Developmentally Effective Approaches</U>: Candidates prepared in Birth through Kindergarten programs understand that teaching and learning with children is a complex enterprise, and its details vary depending on children's ages, characteristics, and the setting within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child's development and learning. Indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iv)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Establishing a classroom environment grounded in positive relationships and supportive interactions as the foundation of their work with children;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iv)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing and using effective research based strategies and tools for Birth through Kindergarten children including the appropriate use of technology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iv)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Using a broad repertoire of developmentally appropriate research-based teaching/learning approaches (play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, reflection, and inquiry experiences) to help Birth through Kindergarten children develop intellectual curiosity, solve problems, and make decisions; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(iv)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reflecting on own practice to promote positive outcomes for each child.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Using Content Knowledge to Build Meaningful Curriculum</U>: Candidates prepared in Birth through Kindergarten programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every child. Candidates understand the importance of developmental domains and academic (or content) disciplines in Birth through Kindergarten curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidate use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive development and learning outcomes for every child. Indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(v)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Understanding content knowledge and resources in academic disciplines: language and literacy; mathematics, science, social studies, the arts-music, creative movement, dance, drama, visual arts; physical activity, physical education and health and safety;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(v)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(v)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Using content knowledge, appropriate content standards, and other resources to design implement and evaluate developmentally meaningful and challenging curriculum for each child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(v)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Recognizing and utilizing opportunities for appropriate curriculum integration. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Becoming a Professional</U>: Candidates prepared in Birth through Kindergarten programs identify and conduct themselves as members of the Birth through Kindergarten profession. They know and use ethical guidelines and other professional standards related to Birth through Kindergarten practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing about and upholding ethical standards, legal responsibilities, and other professional guidelines;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engaging in continuous, collaborative learning to inform practice; using technology effectively with Birth through Kindergarten children, with peers, and as a professional resource;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Integrating knowledgeable, reflective, and critical perspectives on education;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engaging in informed advocacy for Birth through Kindergarten children and the profession; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate an understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Early Childhood Field Experiences</U>: Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of Birth through Kindergarten children across the entire development period of Birth through Kindergarten in all three age groups and in at least two Birth to Kindergarten education program settings. Indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Observe and participate under supervision of qualified professionals in a variety of settings and grade levels in which children are served (Pre-K, K, licensed childcare programs, Head Start, e.g.);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Work effectively over time with children of diverse ages with children with diverse abilities, and with children reflecting culturally and linguistically diverse family systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate ability to work effectively during full-time supervised residency (student teaching) and/or field experiences (totaling at least 300 clock hours) in at least two different settings, serving children of three different groups (Ages 0/2, Ages 3-4, and Kindergarten) and with varying abilities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)1.(vii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Analyze and evaluate field experience, including supervised experience in working with parents, and supervised experience in working with interdisciplinary teams of professionals.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall conform to the following standards for initial Early Childhood Education programs as published by the Council for Exceptional Children (2012): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Learner and Learning: Learner Development and Individual Learning Differences</U> Beginning Birth through Kindergarten professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. They understand how language, culture, and family background influence the learning of individuals with exceptionalities and use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. The standard and elements will be indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand typical and atypical human growth and development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand similarities and differences among individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand educational implications of characteristics of various exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand family systems and the role of families in supporting development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with cultural perspectives influencing the relationships among families, schools, and communities as related to instruction;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptionalities, family, and schooling;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand characteristics and effects of the cultural and environmental milieu of the individual with exceptionalities and the family;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand similarities and differences of individuals with and without exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand effects of various medications on individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the effects an exceptional condition(s) can have on an individual's life;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of individuals with exceptionalities' academic and social abilities, attitudes, interests, and values on instruction and career development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate differing ways of learning of individuals with exceptionalities, including those from culturally diverse backgrounds, and strategies for addressing these differences;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate the effects of cultural and linguistic differences on growth and development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the characteristics of one's own culture and use of language and the ways in which these can differ from other cultures and uses of languages;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XVI)">(XVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand theories of typical and atypical early childhood development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XVII)">(XVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the biological and environmental factors that affect pre-, peri-, and postnatal development and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XVIII)">(XVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of medical conditions and related care on development and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XIX)">(XIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of medical conditions on family concerns, resources, and priorities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XX)">(XX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the specific disabilities, including the etiology, characteristics, and classification of common disabilities in infants and young children, and specific implications for development and learning in the first years of life;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXI)">(XXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the factors that affect the mental health and social-emotional development of infants and young children;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXII)">(XXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand that infants and young children develop and learn at varying rates;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXIII)">(XXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of a child's abilities, needs, and characteristics on development and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXIV)">(XXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of social and physical environments on development and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXV)">(XXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of language delays on cognitive, social-emotional, adaptive, play, temperament and motor development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXVI)">(XXVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of language delays on behavior;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXVII)">(XXVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who apply current research to the five developmental domains, play and temperament in learning situations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXVIII)">(XXVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop, implement, and evaluate learning experiences and strategies that respect the diversity of infants and young children, and their families;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXIX)">(XXIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop and match learning experiences and strategies to characteristics of infants and young children;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXX)">(XXX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who support and facilitate family and child interactions as primary contexts for development and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXXI)">(XXXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who support caregivers to respond to a child's cues and preferences, establish predictable routines and turn-taking, and facilitate communicative initiations; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(i)(XXXII)">(XXXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who establish communication systems for young children that support self-advocacy.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Learning Environments </U><P>Beginning Birth through Kindergarten professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. They collaborate with other colleagues to create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. Beginning Birth through Kindergarten professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. They know how to intervene safely and appropriately with individuals with exceptionalities. The standard and elements will be indicated by the following:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the demands of learning environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand basic classroom management theories and strategies for individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand effective management of teaching and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand teacher attitudes and behaviors that influence behavior of individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand social skills needed for educational and other environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are aware of strategies for crisis prevention and intervention;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are aware of strategies for preparing individuals to live harmoniously and productively in a culturally diverse world;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand ways to create learning environments that allow individuals to retain and appreciate their own and each other's respective language and cultural heritage;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand ways cultures are negatively stereotyped;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand strategies used by diverse populations to cope with a legacy of former and continuing racism;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who create a safe, equitable, positive, and supportive learning environment in which diversities are valued;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who identify realistic expectations for personal and social behavior in various settings;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who identify supports needed for integration into various program placements;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who design learning environments that encourage active participation in individual and group activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who modify the learning environment to manage behaviors;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XVI)">(XVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use performance data and information from all stakeholders to make or suggest modifications in learning environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XVII)">(XVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who establish and maintain rapport with individuals with and without exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XVIII)">(XVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who teach self-advocacy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XIX)">(XIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who create an environment that encourages self-advocacy and increased independence;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XX)">(XX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use effective and varied behavior management strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXI)">(XXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use the least intensive behavior management strategy consistent with the needs of the individual with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXII)">(XXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who design and manage daily routines;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXIII)">(XXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who organize, develop, and sustain learning environments that support positive intra-cultural and intercultural experiences;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXIV)">(XXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who mediate controversial intercultural issues among individuals with exceptionalities within the learning environment in ways that enhance any culture, group, or person;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXV)">(XXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who structure, direct, and support the activities of Para-educators, volunteers, and tutors;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXVI)">(XXVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use universal precautions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXVII)">(XXVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who select, develop, and evaluate developmentally and functionally appropriate, materials, equipment, and environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXVIII)">(XXVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who organize space, time, materials, peers, and adults to maximize progress in natural and structured environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXIX)">(XXIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who embed learning opportunities in everyday routines, relationships, activities, and places;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXX)">(XXX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who structure social environments, using peer models and proximity, and responsive adults, to promote interactions among peers, parents, and caregivers;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXXI)">(XXXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who provide a stimulus-rich indoor and outdoor environment that employs materials, media, and adaptive and assistive technology responsive to individual differences;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXXII)">(XXXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who implement basic health, nutrition and safety management procedures for infants and young children; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(ii)(XXXIII)">(XXXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use evaluation procedures and recommend referral with ongoing follow-up to community health and social services.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Curricular Content Knowledge</U>: <P>Beginning Birth through Kindergarten professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. They understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. Beginning Birth through Kindergarten professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities and can modify general and specialized curricula to make them accessible to individuals with exceptionalities. The standard and elements will be indicated by the following:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand theories and research that form the basis of curriculum development and instructional practices;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand scope and sequences of general and special curricula;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand national, state or provincial, and local curricula standards;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand technology for planning and managing the teaching and learning environment;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who identify and prioritize areas of the general curriculum and accommodations for individuals with exceptionalities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iii)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who integrate affective, social, and life skills with academic curricula; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iii)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who manage the learning environment through appropriate use of interest to help determine curriculum priorities.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Assessment</U><P>Beginning Birth through Kindergarten professionals use multiple methods of assessment and data-sources in making educational decisions. They select and use technically sound formal and informal assessments that minimize bias and use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. Beginning Birth through Kindergarten professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. They engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. The standard and elements will be indicated by the following:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand basic terminology used in assessment;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand legal provisions and ethical principles regarding assessment of individuals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand screening, pre-referral, referral, and classification procedures;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the use and limitations of assessment instruments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand national, state or provincial, and local accommodations and modifications;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the role of the family in the assessment process;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the legal requirements that distinguish among at-risk, developmental delay and disability;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand alignment of assessment with curriculum, content standards, and local, state and federal regulations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who gather relevant background information;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who administer nonbiased formal and informal assessments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use technology to conduct assessments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop or modify individualized assessment strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who interpret information from formal and informal assessments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use assessment information in making eligibility, program and placement decisions for individuals with exceptionalities, including those from culturally and/or linguistically diverse backgrounds;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who report assessment results to all stakeholders using effective communication skills;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XVI)">(XVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who evaluate instruction and monitor progress of individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XVII)">(XVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who create and maintain records;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XVIII)">(XVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who assist families in identifying their concerns, resources, and priorities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XIX)">(XIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who integrate family priorities and concerns in the assessment process;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XX)">(XX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who assess progress in the five developmental domains, play, and temperament;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XXI)">(XXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who select and administer assessment instruments in compliance with established criteria;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XXII)">(XXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use informal and formal assessments to make decisions about infants and young children's development and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XXIII)">(XXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who gather information from multiple sources and environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XXIV)">(XXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use a variety of materials and contexts to maintain the interest of infants and young children in the assessment process;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XXV)">(XXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who participate as a team member to integrate assessment results in the development and implementation of individualized plans;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XXVI)">(XXVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who emphasize a child's strengths and needs in assessment reports;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XXVII)">(XXVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who produce reports that focus on developmental domains and functional concerns; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(iv)(XXVIII)">(XXVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who conduct ongoing formative child, family, and setting assessments to monitor instructional effectiveness.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Instructional Planning and Strategies</U><P>Beginning Birth through Kindergarten professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. They consider an individual's abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. Beginning Birth through Kindergarten professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. They are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. They use strategies to enhance language development and communication skills of individuals with exceptionalities, develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families and teams, and teach to mastery and promote generalization of learning. They teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. The standard and elements will be indicated by the following:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are aware of the roles and responsibilities of the Para-educator related to instruction, intervention, and direct service;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and apply evidence-based practices validated for specific characteristics of learners and settings;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know augmentative and assistive communication strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are aware of the concept of universal design for learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the theories and research that form the basis of developmental and academic curricula and instructional strategies for infants and young children;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand developmental and academic content;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the connection of curriculum to assessment and progress monitoring activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop and implement comprehensive, longitudinal individualized programs in collaboration with team members;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who involve the individual and family in setting instructional goals and monitoring progress;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use functional assessments to develop intervention plans;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use task analysis;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who sequence, implement, and evaluate individualized learning objectives;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who incorporate and implement instructional and assistive technology into the educational program;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who prepare lesson plans;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XVI)">(XVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who prepare and organize materials to implement daily lesson plans;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XVII)">(XVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use instructional time effectively;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XVIII)">(XVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who make responsive adjustments to instruction based on continual observations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XIX)">(XIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XX)">(XX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use strategies to facilitate integration into various settings;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXI)">(XXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXII)">(XXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXIII)">(XXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use strategies to facilitate maintenance and generalization of skills across learning environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXIV)">(XXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use procedures to increase the individual's self-awareness, self-management, self-control, self-reliance, and self-esteem;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXV)">(XXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use strategies that promote successful transitions for individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXVI)">(XXVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use strategies to support and enhance communication skills of individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXVII)">(XXVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptionalities whose primary language is not the dominant language;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXVIII)">(XXVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who modify instructional practices in response to ongoing assessment data;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXIX)">(XXIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who plan, implement, and evaluate developmentally appropriate curricula, instruction, and adaptations based on knowledge of individual children, the family and the community;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXX)">(XXX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who facilitate child-initiated development and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXI)">(XXXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use teachers' scaffolded and teacher-initiated instruction to complement child-initiated learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXII)">(XXXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who link development, learning experiences, and instruction to promote educational transitions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXIII)">(XXXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use individual and group guidance and problem-solving techniques to develop supportive relationships with and among children;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXIV)">(XXXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use strategies to teach social skills and conflict resolution;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXV)">(XXXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use a continuum of intervention strategies to support access of young children in the general curriculum and daily routines;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXVI)">(XXXVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who implement and evaluate preventative and reductive strategies to address challenging behaviors;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXVII)">(XXXVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop, implement, and evaluate individualized plans with family members and other professionals as a member of a team;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXVIII)">(XXXVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who plan and implement developmentally and individually appropriate curriculum;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XXXIX)">(XXXIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who design intervention strategies incorporating information from multiple disciplines;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XL)">(XL)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who implement developmentally and functionally appropriate activities using a variety of formats based on systematic instruction;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XLI)">(XLI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who align individualized goals with developmental and academic content;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XLII)">(XLII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop individualized plans that support development and learning as well as caregiver responsiveness;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XLIII)">(XLIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop an individualized plan that supports the child's independent functioning in the child's natural environments; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(v)(XLIV)">(XLIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who make adaptations for the unique developmental and learning needs of children including those from diverse backgrounds.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Professional Learning and Ethical Practice: Beginning Birth through Kindergarten professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning and to advance the profession. They use Ethical Principles and Professional Practice Standards to guide their practice and understand how foundational knowledge and current issues influence professional practice. They understand that diversity is a part of families, cultures, and schools and that complex human issues can interact with the delivery of special education services. Beginning Birth through Kindergarten professionals understand the significance of lifelong learning and participate in professional activities and learning communities. They advance the profession by engaging in activities such as advocacy and mentoring and provide guidance and direction to Para-educators, tutors, and volunteers. The standard and elements will be indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand models, theories, philosophies, and research methods that form the basis for special education practice;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand laws, policies and ethical principles regarding behavior management planning and implementation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the relationship of special education to the organization and function of educational agencies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the rights and responsibilities of individuals with exceptionalities, parents, teachers and other professionals, and schools related to exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand issues in definition and identification of individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand family systems and the role of families in the educational process;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand historical points of view and contributions of culturally diverse groups;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of the dominant culture on shaping schools and the individuals who study and work in them;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the potential impact of differences in values, languages, and customs that can exist between the home and school;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand personal cultural biases and differences that affect one's teaching;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the importance of the teacher serving as a model for individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the continuum of lifelong professional development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand methods to remain current regarding research-validated practice;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the historical, philosophical foundations and legal basis of services for infants and young children both with and without exceptional needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XVI)">(XVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know the trends and issues in early childhood education, early special education, and early intervention;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XVII)">(XVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the legal, ethical and policy issues related to educational developmental and medical services for infants and young children, and their families;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XVIII)">(XVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand advocacy for professional status and working conditions for those who serve infants and young children and their families;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XIX)">(XIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who practice within the CEC Code of Ethics and other standards of the profession;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XX)">(XX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXI)">(XXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who act ethically in advocating for appropriate services;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXII)">(XXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall conduct professional activities in compliance with applicable laws and policies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXIII)">(XXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXIV)">(XXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXV)">(XXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who practice within their skill limit and obtain assistance as needed;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXVI)">(XXVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use verbal, nonverbal, and written language effectively;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXVII)">(XXVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who conduct self-evaluation of instruction;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXVIII)">(XXVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who access information on exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXIX)">(XXIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who reflect on one's practice to improve instruction and guide professional growth;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXX)">(XXX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who engage in professional activities that benefit individuals with exceptionalities, their families, and one's colleagues;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXI)">(XXXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate commitment to engage in evidence-based practices;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXII)">(XXXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who articulate personal philosophies of special education;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXIII)">(XXXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who recognize signs of emotional distress, neglect, and abuse and follow reporting procedures;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXIV)">(XXXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who integrate family systems theories and principles into professional practice;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXV)">(XXXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who respect family choices and goals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXVI)">(XXXVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who apply models of team process in early childhood;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXVII)">(XXXVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who participate in activities of professional organizations relevant to early childhood, special education, and early intervention;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXVIII)">(XXXVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who apply evidence-based and recommended practices for infants and young children including those from diverse backgrounds;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XXXIX)">(XXXIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who advocate on behalf of infants and young children and their families; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vi)(XL)">(XL)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who implement family services consistent with due process safeguards.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Collaboration</U> Beginning Birth through Kindergarten professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. They use the theory and elements of effective collaboration, serve as a collaborative resource to colleagues, and use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. The standard and elements will be indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know models and strategies of consultation and collaboration;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know the roles of individuals with exceptional learning needs, families, and school and community personnel in the planning of an individualized program;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the concerns of families of individuals with exceptional learning needs and strategies to help address these concerns;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the structures supporting interagency collaboration, including interagency agreements, referrals, and consultations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who maintain confidential communication about individuals with exceptional learning needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who collaborate with families and others in the assessment of individuals with exceptional learning needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who foster respectful and beneficial relationships between families and professionals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who assist individuals with exceptionalities and their families in becoming active participants in the educational team;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who plan and conduct collaborative conferences with individuals with exceptionalities and their families;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use group problem solving skills to develop, implement and evaluate collaborative activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who model techniques and coach others in the use of instructional methods and accommodations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XVI)">(XVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who observe, evaluate and provide feedback to Para-educators;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XVII)">(XVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who collaborate with caregivers, professionals, and agencies to support children's development and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XVIII)">(XVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who support families' choices and priorities in the development of goals and intervention strategies;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XIX)">(XIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who implement family-oriented services based on the family's identified resources, priorities, and concerns;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XX)">(XX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who provide consultation in settings serving infants and young children;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XXI)">(XXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who involve families in evaluation of services;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XXII)">(XXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who participate as a team member to identify and enhance team roles, communication, and problem-solving;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XXIII)">(XXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who employ adult learning principles in consulting and training family members and service providers;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XXIV)">(XXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who assist the family in planning for transition; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(a)2.(vii)(XXV)">(XXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who implement processes and strategies that support transitions among settings for infants and young children.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.13(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in rule GaPSC <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.14" name="505-3-.14" title="505-3-.14">Rule 505-3-.14 Elementary Education (P-5) Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to teach any subject in grades P-5 and supplements requirements in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation program provider shall offer an educator preparation program described in program planning forms, catalogs, and syllabi addressing the following standards based on the standards published by the National Association for the Education of Young Children (2012): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Promoting Child Development and Learning</U>: Candidates prepared in P-5 programs are grounded in a child development knowledge base. They use their understanding of children's characteristics and needs, and of multiple interacting influences on children's development and learning to create environments that are healthy, respectful, supportive, and challenging for each child. The indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing and understanding pre-Kindergarten through 5<SUP>th</SUP> grade children's characteristics and needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing and understanding the multiple influences on early development and learning; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for all pre-Kindergarten through 5<SUP>th</SUP> grade children.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Building Family and Community Relationships</U>: Candidates prepared in elementary education programs understand that successful elementary education depends upon partnerships with children's families and communities. They know about, understand, and value the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning. The indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing about and understanding diverse family, family structures and community characteristics;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Supporting and engaging families and communities through respectful, reciprocal relationships; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Involving families and communities in children's development and learning.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Observing, Documenting, and Assessing to Support Children and Families</U>: Candidates prepared in elementary education programs understand that child observation, documentation, and other forms of assessment are central to the practice of all elementary education professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. The indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Understanding the goals, benefits, and uses of assessment including its interpretation and use in development of appropriate goals and differentiated teaching strategies for pre-Kindergarten through 5<SUP>th</SUP> grade children;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Systematically collecting and analyzing relevant data (via observation, documentation, and other appropriate assessment tools and approaches including the use of technology) to monitor student progress and to inform instruction;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engaging in productive effective assessment partnerships with families and with professional colleagues to build effective learning environments.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Using Developmentally Effective Approaches</U>: Candidates prepared in elementary education programs understand that teaching and learning with children is a complex enterprise, and its details vary depending on children's ages, characteristics, and the setting within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child's development and learning. The indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Establishing a classroom environment grounded in positive relationships and supportive interactions as the foundation of their work with children;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing and using effective research based strategies and tools for pre-Kindergarten through 5<SUP>th</SUP> grade children including the appropriate use of technology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Using a broad repertoire of developmentally appropriate research-based teaching/learning approaches (play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, reflection, and inquiry experiences) to help pre-Kindergarten through 5<SUP>th</SUP> grade children develop intellectual curiosity, solve problems, and make decisions; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)4.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reflecting on own practice to promote positive outcomes for each child.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Using Content Knowledge to Build Meaningful Curriculum</U>: Candidates prepared in elementary education programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every child. Candidates understand the importance of developmental domains and academic (or content) disciplines in elementary education curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidate use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive development and learning outcomes for every child. The indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Understanding content knowledge and resources in academic disciplines: language and literacy; mathematics, science, social studies, the arts-music, creative movement, dance, drama, visual arts; physical activity, physical education and health and safety;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Using content knowledge, appropriate content standards, and other resources to design implement and evaluate developmentally meaningful and challenging curriculum for each child; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)5.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Recognizing and utilizing opportunities for appropriate curriculum integration.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Becoming a Professional</U>: Candidates prepared in elementary education programs identify and conduct themselves as members of the elementary education profession. They know and use ethical guidelines and other professional standards related to elementary education practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. The indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowing about and upholding ethical standards, legal responsibilities, and other professional guidelines;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engaging in continuous, collaborative learning to inform practice; using technology effectiveness with P-5 children, with peers, and as a professional resource;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Integrating knowledgeable, reflective, and critical perspectives on education;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)6.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Engaging in informed advocacy for P-5 children and the profession; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)6.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate an understanding of the elementary education profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Elementary Education Field Experiences</U>: Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of pre-Kindergarten through 5<SUP>th</SUP> grade children in all three age groups (PK-K, 1-3, and 4-5) and in a variety of settings that offer elementary education. The indicators are as follows: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)7.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Observe and participate under supervision of qualified professionals in a variety of settings and grade levels in which children are served (such as public and private; centers, schools, and community agencies);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)7.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Work effectively over time with children of diverse ages (preschoolers, or school-age), with children with diverse abilities, and with children reflecting culturally and linguistically diverse family systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)7.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Demonstrate ability to work effectively during full-time supervised residency (student teaching) and/or practic a experiences (totaling at least 300 clock hours) in at least two different settings, serving children of three different age groups (PK-K, 1-3, and 4-5) and with varying abilities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)7.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Analyze and evaluate field experience, including supervised experience in working with parents, and supervised experience in working with interdisciplinary teams of professionals.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare elementary education professionals to meet the following indicators based on content standards promoted by the Association for Childhood Education International (2007): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)8.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reading, Writing, and Oral Language: Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)8.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Science: Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)8.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mathematics: Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)8.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Social studies: Candidates know, understand, and use the major concepts and modes of inquiry from the social studies, the integrated study of history, geography, the social sciences, and other related areas, to promote elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)8.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The arts: Candidates know, understand, and use, as appropriate to their own understanding and skills, the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)8.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Health education: Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)8.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physical education: Candidates know, understand, and use, as appropriate to their own understanding and skills, human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Teaching of Reading: The program shall prepare elementary education professionals to meet the standards for the Reading Endorsement Program as specified in GaPSC Rule 505-3-96, READING ENDORSEMENT PROGRAM.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.14(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.15" name="505-3-.15" title="505-3-.15">Rule 505-3-.15 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.16" name="505-3-.16" title="505-3-.16">Rule 505-3-.16 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.17" name="505-3-.17" title="505-3-.17">Rule 505-3-.17 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.18" name="505-3-.18" title="505-3-.18">Rule 505-3-.18 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.19" name="505-3-.19" title="505-3-.19">Rule 505-3-.19 Middle Grades Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving programs that prepare individuals to teach middle grades<B>,</B> grades 4-8, and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a> REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, GaPSC-approved educator preparation providers shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Middle Grades Core. The program shall conform to the following standards for Initial Programs in Middle Level Teacher Education adapted from the Association for Middle Level Education (AMLE) Middle Level Teacher Preparation Standards (2012): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Standard 1: Young Adolescent Development <P>Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice. They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for all young adolescents. Middle level teacher candidates demonstrate their understanding of the implications of diversity on the development of young adolescents and participate successfully in instructional practices that acknowledge and value the diversity of all young adolescents.</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Standard 2: Middle Level Curriculum <P>Middle level teacher candidates demonstrate a depth and breadth of subject matter content knowledge in the subjects they teach. Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents' competence in subject matter. They use their knowledge and available resources to design, implement, and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes. Middle level teacher candidates demonstrate their ability to assist all young adolescents in understanding the interdisciplinary nature of knowledge. They design and teach curriculum that is responsive to all young adolescents' local, national, and international histories, language/dialects, and individual identities (e.g., gender, race, ethnicity, culture, age, appearance, ability, sexual orientation, gender expression, gender identity, socioeconomic status, family composition).</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Standard 3: Middle Level Philosophy and School Organization <P>Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the historical and philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within middle level organizational components. Middle level teacher candidates perform successfully in middle level programs and practices such as interdisciplinary teaming, advisory programs, flexible block schedules, and common teacher planning time.</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Standard 4: Middle Level Instruction and Assessment <P>Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. They establish and maintain equitable, caring, and productive learning environments for all young adolescents. They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and technologies to meet the learning needs of all young adolescents (e.g., gender, race, ethnicity, culture, age, appearance, ability, sexual orientation, gender expression, gender identity, socioeconomic status, family composition). They use instructional strategies and technologies that are especially effective in the subjects that they teach in ways that encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained) so that young adolescents are actively engaged in their learning. Middle level teacher candidates develop and administer assessments and use them as formative and summative tools for assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained.</P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Standard 5: Middle Level Professional Roles <P>Middle level teacher candidates understand their complex roles as teachers of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for young adolescents and middle level education, and work successfully with colleagues, families, community agencies, and community members. Middle level teacher candidates demonstrate positive dispositions and orientations toward teaching young adolescents and model high standards of ethical behavior and professional competence. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, critical perspectives on their teaching.</P> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Reading and Writing</U>. The program shall prepare candidates who understand and apply principles of teaching reading and writing at the middle grades level and who meet the following elements of the standards specified by the International Reading Association (IRA) Standards for Reading Professionals, 2010. This requirement may be met in a separate three (3) semester-hour course, or content may be embedded in courses and experiences throughout the preparation program: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use knowledge of adolescent literacy development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates apply knowledge of the teaching of reading and writing to adolescents;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use knowledge of formal and informal literacy assessment strategies in the content areas;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates apply knowledge of how to meet the needs of students who read at differing levels; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate knowledge of how to facilitate all students' learning from content area texts.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Areas of Concentration. Programs shall require preparation of candidates in at least two of the following areas of concentration: reading, language arts, mathematics, science, or social science: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> An area of concentration shall be defined as a minimum of fifteen semester hours of content that meet the standards of the appropriate national specialized professional association, as described below;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A course taken to meet the requirements of Standard 2 (above) may be counted toward the fifteen semester hours required for the reading concentration;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A course taken to meet the requirements of Standard 2 (above) may be counted toward the fifteen semester hours required for the language arts concentration; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reading Concentration. Programs that prepare middle grades teachers in the concentration area of reading shall meet the following standards for classroom teachers of reading published by the International Reading Association (equivalent to the Reading In-Field Endorsement; see Rule 505-3-.<B>96</B> READING ENDORSEMENT PROGRAM): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and socio-cultural foundations of reading, and writing development, processes and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates read the scholarship of the reading profession and recognize the theoretical knowledge base about the reading and writing of adolescents;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explain major theories of reading and writing processes and development in adolescents using supporting research evidence, including the relationship between culture and the native language of English learners as a support system in their learning to read and write in English;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)I.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explain language and reading development during adolescence (e.g., word description, language comprehension, strategic knowledge, and reading-writing connections) with supporting evidence from theory and research; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)I.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explain the research and theory of learning environments that support individual motivation to read and write.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates show fair-mindedness, empathy, and ethical behavior in literacy instruction and when working with other professionals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use multiple sources of information to guide instructional planning to improve reading achievement for all students;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)II.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes and components; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(I)II.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates Identify major milestones in reading scholarship and interpret them in light of the current social context.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use foundational knowledge to design or implement an integrated, comprehensive and balanced curriculum: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explain how the reading and writing curriculum is related to local, state, national and professional standards;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates implement the curriculum based on students' prior knowledge, world experiences, and interests;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)I.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates evaluate the curriculum to ensure that instructional goals and objectives are met; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)I.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates work with the team or department to help ensure interdisciplinary connections in traditional print, digital, and online contexts.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates select and implement instructional approaches that are evidence based and meet student needs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates differentiate instructional approaches to meet students' reading and writing needs in all content areas;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)II.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates implement and evaluate instruction in each of the following areas as appropriate: concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)II.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates incorporate traditional print, digital, and online resources as instructional tools to enhance student learning; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)II.E.">E.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates adapt instructional approaches and materials to meet the language-proficiency needs of English learners.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use a wide range of texts (e.g., narrative, expository and poetry) from traditional print, digital, and online resources: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)III.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates, guided by evidence-based rationale, select and use quality traditional print, digital, and online resources;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)III.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates identify the resources necessary to build an accessible, multilevel, and diverse classroom library including traditional print, digital, and online resources; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(II)III.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate knowledge about various materials including those specifically for adolescent learners and their uses.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates understand types of assessment and their purposes, strengths, and limitations: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate an understanding of established purposes for assessing student performance, including tools for screening, diagnosis, progress monitoring, and measuring outcomes;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates describe strengths and limitations of a range of assessment tools and their appropriate uses;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)I.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates recognize the basic technical adequacy of assessments (e.g., reliability, content and construct validity); and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)I.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explain district and state assessment frameworks, proficiency standards, and student benchmarks.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates select or develop appropriate assessment tools to monitor student progress and to analyze instructional effectiveness;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates administer classroom and school-based assessments using consistent, fair, and equitable assessment procedures;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)II.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates interpret and use assessment data to analyze individual, group, and classroom performance and progress; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)II.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates collaborate with other teachers and personnel to discuss interpretation of assessment data and their uses in responding to student needs and strengths.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use assessment information to plan and evaluate instruction: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)III.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use assessment data to plan instruction systematically and to select appropriate traditional print, digital, and online reading resources;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)III.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use assessment data to evaluate students' responses to instruction and to develop relevant next steps for teaching;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)III.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates interpret patterns in classroom and individual students' data; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)III.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates collaborate with other professionals to modify instruction and to plan and evaluate interventions based on assessment data.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates communicate assessment results and implications to a variety of audiences: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)IV.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates communicate assessment purposes and a summary of results to appropriate audiences (i.e., student, parents or guardians, colleagues, and administrators); and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(III)IV.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use assessment data and student work samples to discuss relevant implications and goals for reading and writing instruction.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write; <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate an understanding of the ways in which diversity can be used to strengthen a literate society, making it more productive, more adaptable to change, and more equitable;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate an understanding of the impact of urban, suburban and rural environments on local culture, language and learning to read and write;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)I.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate an understanding of the ways in which the various forms of diversity interact with reading and writing development; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)I.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate an understanding of the relationship between first- and second-language acquisition and literacy development.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs and engagement with the features of diversity: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates assess the various forms of diversity that exist in students as well as in the surrounding community;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates provide differentiated instruction and instructional materials including traditional print, digital and online resources that capitalize on diversity; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)II.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates provide instruction and instructional formats that engage students as agents of their own learning.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates develop and implement strategies to advocate for equity: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)III.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates provide students with linguistic, academic, and cultural experiences that link their communities with the school;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)III.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates advocate for change in societal practices and institutional structures that are inherently biased or prejudiced against certain groups; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(IV)III.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design the physical environment to optimize students' use of traditional print, digital, and online resources in reading and writing instruction: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates arrange their classrooms to provide easy access to books, other instructional materials, and specific areas designed for a variety of individual, small group and whole-class activities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates modify the arrangements to accommodate students' changing needs.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate a respectful attitude toward all learners and understand the roles for choice, motivation and scaffolded support in creating low-risk and positive social environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates model and teach students routines for establishing and maintaining positive social environments (e.g., appropriate ways to interact with each other and adults); and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)II.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates create supportive environments where English learners are encouraged and given many opportunities to use English.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions and peer feedback): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)III.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates understand the role of routines in creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital and online resources; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)III.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates create and use routines to support instructional and social goals (e.g., regular steps for sharing and responding to stories, formats for reporting, and efficient transitions among activities, spaces and online resources).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)IV.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use evidence-based rationale to make and monitor flexible instructional grouping options for students;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)IV.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates model and scaffold procedures so students learn to work effectively in a variety of classroom configurations and activities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(V)IV.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use various practices to differentiate instruction (e.g., cooperative learning, literature circles, partner work and research/investigation groups).</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate awareness of the factors that influence adult learning, organizational change, professional development, and school culture.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates display positive dispositions related to their own reading and writing, the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates display reading and writing behaviors and serve as a model to students;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates promote student appreciation of the value of reading traditional print, digital and online resources in and out of school;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)II.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates join and participate in professional literacy organizations, symposia, conferences and workshops;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)II.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates work collaboratively and successfully with families, colleagues and community members to support students' reading and writing;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)II.E.">E.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate effective use of technology for improving student learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)II.F.">F.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates identify specific questions and goals about the teaching of reading and writing and plan specific strategies for finding answers to questions; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)II.G.">G.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates implement plans and use results for their own professional growth.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)III.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates recognize the importance of professional development for improving reading and writing in schools;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)III.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates participate individually and with colleagues in professional development programs at the school and district levels; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)III.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates apply learning from professional development in instructional practices.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates understand and influence local, state, or national policy decisions: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)IV.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are informed about important professional issues; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(iv)(VI)IV.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates advocate with various groups (e.g., administrators, school boards, and local, state and federal policymaking bodies) for needed organizational and instructional changes to promote effective literacy instruction.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Language Arts Concentration</U>. Programs that prepare middle grades teachers in the concentration area of language arts shall meet the following standards published by the National Council of Teachers of English (2012): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign">. <U>Content Knowledge</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(I)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(I)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are knowledgeable about texts-print and non-print texts, media texts, classic texts and contemporary texts, including young adult-that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(I)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are knowledgeable about the processes adolescents use to read texts and make meaning through interaction with a variety of media.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(I)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(I)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(I)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(I)II.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are knowledgeable about processes that adolescents use to compose texts and make meaning through interaction with a variety of media. </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign">. <U>Content Pedagogy: Planning Literature and Reading Instruction in ELA</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(II)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(II)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant learning experiences utilizing a range of different text-across genres, periods, forms, authors, cultures, and various forms of medi-and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(II)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(II)I.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(II)I.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(II)I.E.">E.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan instruction that incorporates knowledge of language-structure, history, and conventions-to facilitate students' comprehension and interpretation of print and non-print texts.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(II)I.F.">F.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign">. <U>Content Pedagogy: Planning Composition Instruction in ELA</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(III)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.) <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(III)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(III)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students' ideas and encourage their growth as writers over time.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(III)I.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students' writing for different audiences, purposes, and modalities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(III)I.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design instruction that incorporates students' home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Learners and Learning: Implementing English Language Arts Instruction</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(IV)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students' context-based needs. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(IV)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students' linguistic and cultural backgrounds.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(IV)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use data about their students' individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(IV)I.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates differentiate instruction based on students' self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(IV)I.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Knowledge and Skills</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(V)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students' opportunities to learn in English Language Arts. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(V)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, and equitable society.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(V)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use knowledge of theories and research to plan instruction responsive to students' local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they affect students' opportunities to learn in ELA..</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(V)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(V)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(v)(V)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mathematics Concentration. Programs that prepare middle level teachers in the concentration area of mathematics shall meet the following standards published by the National Council of Teachers of Mathematics(NCTM) (2012): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vi)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Knowledge.</U> Candidates of middle level mathematics demonstrate conceptual understanding and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and applications within and among mathematical content domains.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vi)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Mathematical Practices.</U> Candidates of middle level mathematics solve problems, represent mathematical ideas, reason, prove, use mathematical models, attend to precision, identify elements of structure, generalize, engage in mathematical communication, and make connections as essential mathematical practices. Candidates understand that these practices intersect with mathematical content and that understanding relies on the ability to demonstrate these practices within and among mathematical domains and in their teaching.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vi)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Pedagogy.</U> Candidates of middle level mathematics apply knowledge of curriculum standards for mathematics and their relationship to student learning within and across mathematical domains. Candidates incorporate research-based mathematical experiences and include multiple instructional mathematical understanding and proficiency. Candidates provide students with opportunities to do mathematics by allowing students to talk about it, connect it to both theoretical and real-world contexts. Candidates plan, select, implement, interpret, and use formative and summative assessments for monitoring student learning, measuring student mathematical understanding, and informing practice.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vi)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Mathematical Learning Environment.</U> Candidates of middle level mathematics exhibit knowledge of young adolescent learning, development, and behavior. They use this knowledge to plan and create sequential learning opportunities grounded in mathematics education research where students are actively engaged in the mathematics they are learning and building from prior knowledge and skills. Candidates demonstrate a positive disposition toward mathematical practices and learning, include culturally relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high expectations for all students. Candidates use instructional tools such as manipulatives, digital tools, and virtual resources to enhance learning while recognizing the possible limitations of such tools.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vi)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Impact on Student Learning.</U> Candidates of middle level mathematics provide evidence demonstrating that as a result of their instruction, secondary students' conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and application of major mathematics concepts in varied contexts have increased. Candidates support the continual development of a productive disposition toward mathematics. Candidates show that new student mathematical knowledge has been created as a consequence of their ability to engage students in mathematical experiences that are developmentally appropriate, require active engagement, and include mathematical-specific technology in building new knowledge.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vi)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Knowledge and Skills.</U> Candidates of middle level mathematics are lifelong learners and recognize that learning is often collaborative. They participate in professional development experiences specific to mathematics and mathematics education, draw upon mathematics education research to inform practice, continuously reflect on their practice, and utilize resources from professional mathematics organizations.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Science Concentration. Programs that prepare middle grades teachers in the concentration area of science shall meet the following standards adapted from the National Science Teachers' Association (NSTA) (2011): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in the fields of biology, physical sciences and earth and space science. The sciences should be interwoven to develop interdisciplinary perspectives and mastery of competencies in each content area: life science, physical science, and Earth and space science: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates should be prepared in life science to lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Features distinguishing living from nonliving systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Characteristics distinguishing plants, animals, and other living things;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Multiple ways to order and classify living things;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ways organisms function and depend on their environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.E.">E.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ways organisms are interdependent;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.F.">F.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reproductive patterns and life cycles of common organisms;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.G.">G.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Growth, change, and interactions of populations to form communities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.H.">H.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Factors governing the structures, functions, and behaviors of living systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Multiple systems of classification of organisms;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.J.">J.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Cycles of matter, and flow of energy, through living and nonliving pathways;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.K.">K.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Natural selection, adaptation, diversity, and speculation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.L.">L.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Structure, function, and reproduction of cells, including microorganisms;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.M.">M.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Levels of organization from cells to biomes;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.N.">N.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Reproduction and heredity, including human reproduction and contraception;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.O.">O.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Behavior of living systems and the role of feedback in their regulation; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)I.P.">P.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hazards related to living things including allergies, poisons, disease, and aggression.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates should be prepared in physical science to lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Properties of matter such as mass, solubility, and density;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Combinations of matter to form solutions, mixtures, and compounds with different properties;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Variations in the physical and chemical state of matter and changes among states;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ordering and classification of matter and energy and their behaviors;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.E.">E.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Factors affecting the position, motion and behavior of objects;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.F.">F.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Properties of simple machines and tools, such as levers and screws;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.G.">G.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Properties of light, electricity, sound, and magnetism;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.H.">H.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Types of energy, energy sources, and simple transformations of energy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Properties and applications of sound, light, magnetism, and electricity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.J.">J.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Potential and kinetic energies and concepts of work;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.K.">K.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Energy flow in physical and chemical systems, including simple machines;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.L.">L.</a></td> <td valign="top" style="text-align:left" class="leftalign"> State of matter and bonding in relation to molecular behavior and energy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.M.">M.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conversation of matter and energy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.N.">N.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Classifications of elements and compounds;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.O.">O.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Solvents (especially water) and solutions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.P.">P.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Chemical nature of the earth and its living organisms; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)II.Q.">Q.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Chemical, electrical and radiation hazards.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates should be prepared in Earth and Space Sciences to lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Natural objects in the sky and why they change in position and appearance;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Causes of the seasons and seasonal changes;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Changes in the atmosphere resulting in weather and climate;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Changes in the Earth creating and eroding landforms;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.E.">E.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Basic properties of rocks, minerals, water, air, and energy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.F.">F.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Differences between renewable and nonrenewable natural resources;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.G.">G.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Structures of objects and systems in space;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.H.">H.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Earth's structure, evolution, history and place in the solar system;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Characteristics and importance of oceans, lakes, rivers, and the water cycle;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.J.">J.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Characteristics of the atmosphere including weather and climate;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.K.">K.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Changes in the Earth caused by chemical, physical and biological forces;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.L.">L.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Causes and occurrences of hazards such as tornadoes, hurricanes, and earthquakes;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.M.">M.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Characteristics and importance of cycles of matter such as oxygen, carbon, and nitrogen;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.N.">N.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Characteristics of renewable and nonrenewable natural resources and implications for their use; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)III.O.">O.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Interactions among populations, resources, and environments.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates should be prepared to create interdisciplinary perspectives and to help students understand why science is important to them and to lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.A.">A.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Differences between science, as investigation, and technology as design;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.B.">B.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Impact of science and technology on themselves and their community, and on personal and community health;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.C.">C.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How to use observation, experimentation, data collection, and inference to test ideas and construct concepts scientifically;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.D.">D.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How to use metric measurement and mathematics for estimating and calculating, collecting and transforming data, modeling, and presenting results;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.E.">E.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Interrelationships of pure and applied sciences, and technology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.F.">F.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Applications of science to local and regional problems and the relationship of science to ones' personal health, well-being, and safety;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.G.">G.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Historical development and perspectives on science including contributions of underrepresented groups and the evolution of major ideas and theories;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.H.">H.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Applications of science to the investigation of individual and community problems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Use of technological tools in science, including calculators and computers; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(I)IV.J.">J.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Applications of basic statistics and statistical interpretation to the analysis of data.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand how students learn and develop scientific knowledge;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are able to plan for engaging students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, practices of science and engineering, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources--including technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can in a classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the science classroom appropriate to their area of licensure;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can provide evidence to show that students' understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(vii)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content and science pedagogy. They identify with and conduct themselves as part of the science education community.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Social Studies Concentration. Programs that prepare middle grades teachers in the concentration area of social studies shall meet the following standards published by the National Council for the Social Studies: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections and interdependence; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(a)3.(viii)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.19(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.20" name="505-3-.20" title="505-3-.20">Rule 505-3-.20 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.21" name="505-3-.21" title="505-3-.21">Rule 505-3-.21 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.22" name="505-3-.22" title="505-3-.22">Rule 505-3-.22 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.23" name="505-3-.23" title="505-3-.23">Rule 505-3-.23 Economics Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to teach Economics in grades 6-12<B>,</B> and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards adapted from the National Council for the Social Studies (2018): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 1 Content Knowledge</U>: Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 2 Application of Content Through Planning</U>: Candidates plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that demonstrate social studies knowledge aligned with the College, Career and Civic Life (C3) Framework, state-required content standards, and theory and research.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that engage learners with disciplinary concepts, facts, and tools from the social studies disciplines to facilitate social studies literacies for civic life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that engage learners in disciplinary inquiry to develop social studies literacies for civic life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences where learners create disciplinary forms of representation that convey social studies knowledge and civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that use technology to foster civic competence.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 3. Design and Implementation of Instruction and Assessment</U>: Candidates design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promote civic competence. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design and implement a range of authentic assessments that measure learners' mastery of disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state-required content standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design and implement learning experiences that engage learners in disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state- required content standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use theory and research to implement a variety of instructional practices and authentic assessments featuring disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates exhibit data literacy by using assessment data to guide instructional decision-making and reflect on student learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)3.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage learners in self-assessment practices that support individualized learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 4: Social Studies Learners and Learning</U>: Candidates use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for an inclusive and equitable society. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use knowledge of learners' socio-cultural assets, learning demands, and individual identities to plan and implement relevant and responsive pedagogy that ensures equitable learning opportunities in social studies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates facilitate collaborative, interdisciplinary learning environments in which learners use disciplinary facts, concepts, and tools, engage in disciplinary inquiry, and create disciplinary forms of representation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage learners in ethical reasoning to deliberate social, political, and economic issues, communicate conclusions, and take informed action toward achieving a more inclusive and equitable society.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 5. Professional Responsibility and Informed Action</U><B>:</B> Candidates reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use theory and research to continually improve their social studies knowledge, inquiry skills, and civic dispositions, and adapt practice to meet the needs of each learner.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explore, interrogate, and reflect upon their own cultural frames to attend to issues of equity, diversity, access, power, human rights, and social justice within their schools and/or communities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates take informed action in schools and/or communities and serve as advocates for learners, the teaching profession, and/or social studies.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specialty Field. The program shall require a major or equivalent in economics that meets the specialty area standard listed below: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Economics <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates seeking certification in the field of economics are expected to possess the knowledge, skills, and dispositions necessary to organize and provide instruction at the appropriate school level for the study of economics, and should hold a major or an equivalent (as defined in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, paragraph (e) 3. (ii), page 11) in the field.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.23(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.24" name="505-3-.24" title="505-3-.24">Rule 505-3-.24 English Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving programs that prepare individuals to teach English in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING <B>EDUCATOR PREPARATION PROVIDERS </B>AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer an educator preparation program described in program planning forms, catalogs, and syllabi addressing the following standards published by the National Council of Teachers of English (2012): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Structure of the Program</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who meet appropriate performance assessments for pre-service English language arts teachers.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Knowledge</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)2.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are knowledgeable about texts print and non-print texts, media texts, classic texts and contemporary texts, including young adult that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)2.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are knowledgeable about the processes adolescents use to read texts and make meaning through interaction with a variety of media.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)2.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)2.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)2.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are knowledgeable about processes that adolescents use to compose texts and make meaning through interaction with a variety of media.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Pedagogy: Planning Literature and Reading Instruction in ELA</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)3.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts across genres, periods, forms, authors, cultures, and various forms of media and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)3.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)3.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)3.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)3.(i)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan instruction that incorporates knowledge of language structure, history, and conventions to facilitate students' comprehension and interpretation of print and non-print texts.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)3.(i)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Pedagogy: Planning Composition Instruction in ELA</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.) <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)4.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)4.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students' ideas and encourage their growth as writers over time.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)4.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students' writing for different audiences, purposes, and modalities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)4.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design instruction that incorporates students' home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Learners and Learning: Implementing English Language Arts Instruction</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students' context-based needs. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)5.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students' linguistic and cultural backgrounds.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)5.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use data about their students' individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)5.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates differentiate instruction based on students' self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)5.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Knowledge and Skills</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students' opportunities to learn in English Language Arts. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)6.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, and equitable society.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)6.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use knowledge of theories and research to plan instruction responsive to students' local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they affect students' opportunities to learn in ELA..</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)6.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(a)6.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.24(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.25" name="505-3-.25" title="505-3-.25">Rule 505-3-.25 Geography Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to teach Geography in grades 6-12<B>,</B> and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards adapted from the National Council for the Social Studies (2018): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 1 Content Knowledge</U>: Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 2 Application of Content Through Planning</U>: Candidates plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that demonstrate social studies knowledge aligned with the College, Career and Civic Life (C3) Framework, state-required content standards, and theory and research.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that engage learners with disciplinary concepts, facts, and tools from the social studies disciplines to facilitate social studies literacies for civic life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that engage learners in disciplinary inquiry to develop social studies literacies for civic life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences where learners create disciplinary forms of representation that convey social studies knowledge and civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that use technology to foster civic competence.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 3. Design and Implementation of Instruction and Assessment</U>: Candidates design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promote civic competence. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design and implement a range of authentic assessments that measure learners' mastery of disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state-required content standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design and implement learning experiences that engage learners in disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state- required content standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use theory and research to implement a variety of instructional practices and authentic assessments featuring disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates exhibit data literacy by using assessment data to guide instructional decision-making and reflect on student learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)3.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage learners in self-assessment practices that support individualized learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 4: Social Studies Learners and Learning</U>: Candidates use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for an inclusive and equitable society. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use knowledge of learners' socio-cultural assets, learning demands, and individual identities to plan and implement relevant and responsive pedagogy that ensures equitable learning opportunities in social studies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates facilitate collaborative, interdisciplinary learning environments in which learners use disciplinary facts, concepts, and tools, engage in disciplinary inquiry, and create disciplinary forms of representation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage learners in ethical reasoning to deliberate social, political, and economic issues, communicate conclusions, and take informed action toward achieving a more inclusive and equitable society.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 5. Professional Responsibility and Informed Action</U><B>:</B> Candidates reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use theory and research to continually improve their social studies knowledge, inquiry skills, and civic dispositions, and adapt practice to meet the needs of each learner.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explore, interrogate, and reflect upon their own cultural frames to attend to issues of equity, diversity, access, power, human rights, and social justice within their schools and/or communities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates take informed action in schools and/or communities and serve as advocates for learners, the teaching profession, and/or social studies.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specialty Field. The program shall require a major or equivalent in geography that meets the specialty area standard listed below: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Geography <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates seeking certification in the field of geography are expected to possess the knowledge, skills, and dispositions necessary to organize and provide instruction at the appropriate school level for the study of geography, and should hold a major or an equivalent (as defined in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, paragraph (e) 3. (ii), page 11) in the field.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.25(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.26" name="505-3-.26" title="505-3-.26">Rule 505-3-.26 History Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to teach History in grades 6-12<B>,</B> and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards adapted from the National Council for the Social Studies (2018): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 1 Content Knowledge</U>: Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 2 Application of Content Through Planning</U>: Candidates plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that demonstrate social studies knowledge aligned with the College, Career and Civic Life (C3) Framework, state-required content standards, and theory and research.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that engage learners with disciplinary concepts, facts, and tools from the social studies disciplines to facilitate social studies literacies for civic life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that engage learners in disciplinary inquiry to develop social studies literacies for civic life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences where learners create disciplinary forms of representation that convey social studies knowledge and civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that use technology to foster civic competence.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 3. Design and Implementation of Instruction and Assessment</U>: Candidates design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promote civic competence. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design and implement a range of authentic assessments that measure learners' mastery of disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state-required content standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design and implement learning experiences that engage learners in disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state- required content standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use theory and research to implement a variety of instructional practices and authentic assessments featuring disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates exhibit data literacy by using assessment data to guide instructional decision-making and reflect on student learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)3.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage learners in self-assessment practices that support individualized learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 4: Social Studies Learners and Learning</U>: Candidates use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for an inclusive and equitable society. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use knowledge of learners' socio-cultural assets, learning demands, and individual identities to plan and implement relevant and responsive pedagogy that ensures equitable learning opportunities in social studies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates facilitate collaborative, interdisciplinary learning environments in which learners use disciplinary facts, concepts, and tools, engage in disciplinary inquiry, and create disciplinary forms of representation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage learners in ethical reasoning to deliberate social, political, and economic issues, communicate conclusions, and take informed action toward achieving a more inclusive and equitable society.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 5. Professional Responsibility and Informed Action</U><B>:</B> Candidates reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use theory and research to continually improve their social studies knowledge, inquiry skills, and civic dispositions, and adapt practice to meet the needs of each learner.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explore, interrogate, and reflect upon their own cultural frames to attend to issues of equity, diversity, access, power, human rights, and social justice within their schools and/or communities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates take informed action in schools and/or communities and serve as advocates for learners, the teaching profession, and/or social studies.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specialty Field. The program shall require a major or equivalent in history that meets the specialty area standard listed below: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> History <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates seeking certification in the field of history are expected to possess the knowledge, skills, and dispositions necessary to organize and provide instruction at the appropriate school level for the study of history, and should hold a major or an equivalent (as defined in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, paragraph (e) 3. (ii), page 11) in the field.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.26(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.27" name="505-3-.27" title="505-3-.27">Rule 505-3-.27 Mathematics Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving initial educator preparation programs that prepare individuals to teach mathematics in grades 6-12 and supplements requirements in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer an educator preparation program described in program planning forms, catalogs, and syllabi addressing the following standards revised in 2012 by the National Council of Teachers of Mathematics (NCTM): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Knowledge.</U> Candidates of secondary mathematics demonstrate conceptual understanding and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and applications within and among mathematical content domains. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate conceptual understanding and apply knowledge of major mathematics concepts, algorithms, procedures, applications in varied contexts, and connections within and among mathematical domains including Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics as outlined in the 2012 NCTM NCATE Mathematics Content for Secondary.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Mathematical Practices.</U> Candidates of secondary mathematics solve problems, represent mathematical ideas, reason, prove, use mathematical models, attend to precision, identify elements of structure, generalize, engage in mathematical communication, and make connections as essential mathematical practices. Candidates understand that these practices intersect with mathematical content and that understanding relies on the ability to demonstrate these practices within and among mathematical domains and in their teaching. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use problem solving to develop conceptual understanding and build new mathematical knowledge, make sense of a wide variety of problems and persevere in solving them, apply and adapt a variety of strategies in solving problems confronted within the field of mathematics and other contexts, and formulate and test conjectures in order to frame generalizations, while monitoring and reflecting on the process of mathematical problem solving.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates reason abstractly, reflectively, and quantitatively with attention to units, constructing viable arguments and proofs, and critiquing the reasoning of others; represent and model generalizations using mathematics; recognize structure and express regularity in patterns of mathematical reasoning; use multiple representations to model and describe mathematics; translate fluidly among multiple representations; and utilize appropriate mathematical vocabulary and symbols to communicate mathematical ideas to others.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates formulate, represent, analyze, and interpret mathematical models derived from real-world contexts or mathematical problems.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates organize mathematical thinking and use the language of mathematics to express ideas precisely, both orally and in writing to multiple audiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate the interconnectedness of mathematical ideas and how they build on one another and recognize and apply mathematical connections among mathematical ideas and across various content areas and real-world contexts.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)2.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates model how the development of mathematical understanding within and among mathematical domains intersects with the mathematical practices of problem solving, reasoning, communicating, connecting, and representing.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Pedagogy.</U> Candidates of secondary mathematics apply knowledge of curriculum standards for mathematics and their relationship to student learning within and across mathematical domains. Candidates incorporate research-based mathematical experiences and include multiple instructional mathematical understanding and proficiency. Candidates provide students with opportunities to do mathematics by allowing students to talk about it and connect it to both theoretical and real-world contexts. Candidates plan, select, implement, interpret, and use formative and summative assessments for monitoring student learning, measuring student mathematical understanding, and informing practice. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates apply knowledge of curriculum standards for secondary mathematics and their relationship to student learning within and across mathematical domains.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates analyze and consider research in planning for and leading students in rich mathematical learning experiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse populations, and mathematics-specific and instructional technologies in building all students' conceptual understanding and procedural proficiency.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates provide students with opportunities to communicate about mathematics and make connections among mathematics, other content areas, everyday life, and the workplace.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)3.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates implement techniques related to student engagement and communication including selecting high quality tasks, guiding mathematical discussions, identifying key mathematical ideas, identifying and addressing student misconceptions, and employing a range of questioning strategies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)3.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)3.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates monitor students' progress, make instructional decisions, and measure students' mathematical understanding and ability using formative and summative assessments.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Mathematical Learning Environment.</U> Candidates of secondary mathematics exhibit knowledge of adolescent learning, development, and behavior. They use this knowledge to plan and create sequential learning opportunities grounded in mathematics education research where students are actively engaged in the mathematics they are learning and building from prior knowledge and skills. Candidates demonstrate a positive disposition toward mathematical practices and learning, include culturally relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high expectations for all students. Candidates use instructional tools such as manipulatives, digital tools, and virtual resources to enhance learning while recognizing the possible limitations of such tools. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates exhibit knowledge of adolescent learning, development, and behavior and demonstrate a positive disposition toward mathematical processes and learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge from prior knowledge and experiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms and include culturally relevant perspectives as a means to motivate and engage all students.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)4.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates demonstrate equitable and ethical treatment of and high expectations for all students.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)4.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates apply mathematical content and pedagogical knowledge to select and use instructional tools such as manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies such as graphing tools, interactive geometry software, computer algebra systems, and statistical packages; and make sound decisions about when such tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Impact on Student Learning.</U> Candidates of secondary mathematics provide evidence demonstrating that as a result of their instruction, secondary students' conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and application of major mathematics concepts in varied contexts have increased. Candidates support the continual development of a productive disposition toward mathematics. Candidates show that new student mathematical knowledge has been created as a consequence of their ability to engage students in mathematical experiences that are developmentally appropriate, require active engagement, and include mathematical-specific technology in building new knowledge. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates verify that secondary students demonstrate conceptual understanding; procedural fluency; the ability to formulate, represent, and solve problems; logical reasoning and continuous reflection on that reasoning; productive disposition toward mathematics; and the application of mathematics in a variety of contexts within major mathematical domains.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage students in developmentally appropriate mathematical activities and investigations that require active engagement and include mathematics-specific technology in building new knowledge.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates collect, organize, analyze, and reflect on diagnostic, formative, and summative assessment evidence and determine the extent to which students' mathematical proficiencies have increased as a result of their instruction.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Knowledge and Skills.</U> Candidates of secondary mathematics are lifelong learners and recognize that learning is often collaborative. They participate in professional development experiences specific to mathematics and mathematics education, draw upon mathematics education research to inform practice, continuously reflect on their practice, and utilize resources from professional mathematics organizations. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates take an active role in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage in continuous and collaborative learning that draws upon research in mathematics education to inform practice, enhance learning opportunities for all students' mathematical knowledge development; involve colleagues, other school professionals, families, and various stakeholders; and advance their development as a reflective practitioner.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates utilize resources from professional mathematics education organizations such as print, digital, and virtual resources/collections.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Secondary Mathematics Field Experiences and Clinical Practice.</U> Candidates of secondary mathematics engage in a planned sequence of field experiences and clinical practice under the supervision of experienced and highly qualified mathematics teachers. They develop a broad experiential base of knowledge, skills, effective approaches to mathematics teaching and learning, and professional behaviors across both middle and high school settings that involve a diverse range and varied groupings of students. Candidates experience a full-time student teaching/internship in secondary mathematics directed by university and college faculty with secondary mathematics teaching experience or equivalent knowledge base. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)7.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage in a sequence of planned field experiences and clinical practice prior to a full-time student teaching/internship experience that include observing and participating in both middle and high school mathematics classrooms and working with a diverse range of students individually, in small groups, and in large class settings under the supervision of experienced and highly qualified mathematics teachers in varied settings that reflect cultural, ethnic, linguistic, gender, and learning differences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)7.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates experience full-time student teaching/internship in secondary mathematics that is supervised by a highly qualified mathematics teacher and a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(a)7.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates develop knowledge, skills, and professional behaviors across both middle and high school settings, examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics; and observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.27(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule 505-3-01, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.28" name="505-3-.28" title="505-3-.28">Rule 505-3-.28 Political Science Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to teach Political Science in grades 6-12<B>,</B> and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards adapted from the National Council for the Social Studies (2018): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 1 Content Knowledge</U>: Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 2 Application of Content Through Planning</U>: Candidates plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that demonstrate social studies knowledge aligned with the College, Career and Civic Life (C3) Framework, state-required content standards, and theory and research.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that engage learners with disciplinary concepts, facts, and tools from the social studies disciplines to facilitate social studies literacies for civic life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that engage learners in disciplinary inquiry to develop social studies literacies for civic life.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences where learners create disciplinary forms of representation that convey social studies knowledge and civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates plan learning sequences that use technology to foster civic competence.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 3. Design and Implementation of Instruction and Assessment</U>: Candidates design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promote civic competence. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design and implement a range of authentic assessments that measure learners' mastery of disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state-required content standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates design and implement learning experiences that engage learners in disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state- required content standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use theory and research to implement a variety of instructional practices and authentic assessments featuring disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates exhibit data literacy by using assessment data to guide instructional decision-making and reflect on student learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)3.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage learners in self-assessment practices that support individualized learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 4: Social Studies Learners and Learning</U>: Candidates use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for an inclusive and equitable society. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use knowledge of learners' socio-cultural assets, learning demands, and individual identities to plan and implement relevant and responsive pedagogy that ensures equitable learning opportunities in social studies.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates facilitate collaborative, interdisciplinary learning environments in which learners use disciplinary facts, concepts, and tools, engage in disciplinary inquiry, and create disciplinary forms of representation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates engage learners in ethical reasoning to deliberate social, political, and economic issues, communicate conclusions, and take informed action toward achieving a more inclusive and equitable society.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Standard 5. Professional Responsibility and Informed Action</U><B>:</B> Candidates reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates use theory and research to continually improve their social studies knowledge, inquiry skills, and civic dispositions, and adapt practice to meet the needs of each learner.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates explore, interrogate, and reflect upon their own cultural frames to attend to issues of equity, diversity, access, power, human rights, and social justice within their schools and/or communities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates take informed action in schools and/or communities and serve as advocates for learners, the teaching profession, and/or social studies.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(3)">(3)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Specialty Field. The program shall require a major or equivalent in political science that meets the specialty area standard listed below: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(3)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Political Science <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(3)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates seeking certification in the field of political science are expected to possess the knowledge, skills, and dispositions necessary to organize and provide instruction at the appropriate school level for the study of political science, and should hold a major or an equivalent (as defined in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, paragraph (e) 3. (ii), page 11) in the field.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.28(3)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.29" name="505-3-.29" title="505-3-.29">Rule 505-3-.29 Science Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving programs that prepare individuals to teach broad field science and/or the science specialties of biology, chemistry, earth/space science, and physics in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERSAND EDUCATOR PREPARATION PROGRAMS. The standards are based on National Science Teachers Association 2011 standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> A GaPSC-approved educator preparation provider shall offer an educator preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <P>1. <U>Content Knowledge</U>. Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of certification. Secondary teachers are generally prepared with depth and breadth in the content of a given field. The major divisions of the natural sciences are biology, chemistry, the Earth and space sciences, and physics. All teachers certified in a given discipline should know, understand, and teach with the breadth of understanding reflected in the core competencies for that discipline. Specialists in a discipline should also have achieved the advanced competencies for that discipline and supporting competencies from related disciplines as indicated in the following:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Biology</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Core Competencies. All teachers of biology should be prepared to lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Life processes in living systems including organization of matter and energy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Similarities and differences among animals, plants, fungi, microorganisms, and viruses;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ecological systems including the interrelationships and dependencies of organisms with each other and their environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Population dynamics and the impact of population on its environment;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> General concepts of genetics and heredity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Organizations and functions of cells and multi-cellular systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)VII.">VII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Behavior of organisms and their relationships to social systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)VIII.">VIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Regulation of biological systems including homeostatic mechanisms;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)IX.">IX.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamental processes of modeling and investigating in the biological sciences;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)X.">X.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Applications of biology in environmental quality and in personal and community health;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)XI.">XI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Bioenergetics including major biochemical pathways;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)XII.">XII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Molecular genetics and heredity and mechanisms of genetic modification; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(I)XIII.">XIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Molecular basis for evolutionary theory and classification.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advanced Competencies. In addition to these core competencies, teachers of biology as a primary field should be prepared to effectively lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(II)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Biochemical interactions of organisms and their environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(II)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Causes, characteristics and avoidance of viral, bacterial, and parasitic diseases;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(II)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Molecular genetics;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(II)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Issues related to living systems such as genetic modification, uses of biotechnology, cloning, and pollution from farming;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(II)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Historical development and perspectives in biology including contributions of significant figures and underrepresented groups, and the evolution of theories in biology; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(II)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How to design, conduct, and report research in biology.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Supporting Competencies. All teachers of biology should also be prepared to effectively apply concepts from other sciences and mathematics to the teaching of biology including basic concepts of: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(III)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Chemistry, including general chemistry, biochemistry and basic laboratory techniques;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(III)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physics, including light, sound, optics, electricity, energy and order, and magnetism;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(III)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Earth and space sciences, including energy and geochemical cycles, climate, oceans, weather, natural resources, and changes in the Earth; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(i)(III)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mathematics, including probability and statistics.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Chemistry</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Core Competencies. All teachers of chemistry should be prepared to lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamental structures of atoms and molecules;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Basic principles of ionic, covalent, and metallic bonding;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Periodicity of physical and chemical properties of elements;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Laws of conservation of matter and energy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamentals of chemical kinetics, equilibrium, and thermodynamics;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Kinetic molecular theory and gas laws;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)VII.">VII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mole concept, stoichiometry, and laws of composition;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)VIII.">VIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Solutions, colloids, and colligative properties;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)IX.">IX.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Acids/base chemistry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)X.">X.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamental oxidation-reduction chemistry, fundamental organic chemistry and biochemistry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)XI.">XI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamental biochemistry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)XII.">XII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nature of Science and the fundamental processes in chemistry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)XIII.">XIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Applications of chemistry in personal and community health and environmental quality;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)XIV.">XIV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamentals of nuclear chemistry; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(I)XV.">XV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Historical development and perspectives in chemistry.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advanced Competencies. In addition to the core competencies, teachers of chemistry as a primary field should also be prepared to effectively lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Principles of electrochemistry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Transition elements and coordination compounds;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Molecular orbital theory, aromaticity, metallic and ionic structures, and correlation to properties of matter;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advanced concepts in chemical kinetics, equilibrium, gas laws, and thermodynamics;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Lewis structures and molecular geometry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advanced concepts in acid/base chemistry, including buffers;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)VII.">VII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Major biological compounds and reactions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)VIII.">VIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Solvent system concepts;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)IX.">IX.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Chemical reactivity and molecular structure including electronic and steric effects;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)X.">X.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Organic chemistry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)XI.">XI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Historical development and perspective in chemistry including synthesis, reaction, mechanisms, and aromaticity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)XII.">XII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Green chemistry and sustainability; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(II)XIII.">XIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How to design, conduct, and report research in chemistry.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Supporting Competencies. All teachers of chemistry should be prepared to effectively apply concepts from other sciences and mathematics to the teaching of chemistry including: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(III)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Biology, including molecular biology, and ecology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(III)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Earth science, including geochemistry, cycles of matter, and energetics of Earth systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(III)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physics, including energy, electricity, and magnetism. Also including properties and function of waves, of motion, and of forces;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(III)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mathematical and statistical concepts, including the use of statistics, of differential equations, and of calculus;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(III)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Earth Science, including geochemistry, cycles of matter, and energetics of Earth systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(III)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physics, including energy, stellar evolution, properties and functions of waves, motions and forces, electricity, and magnetism; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(ii)(III)VII.">VII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mathematical and statistical concepts and skills, including statistics and the use of differential equations and calculus.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Earth and Space Sciences</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Core Competencies. All teachers of the Earth and space sciences should be prepared to lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Characteristics of land, atmosphere, and ocean systems on Earth;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Properties, measurement, and classification of Earth materials;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Changes in the Earth including land formation and erosion;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Geochemical cycles including biotic and abiotic systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Energy flow and transformation in Earth systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hydrological features of the Earth;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)VII.">VII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Patterns and changes in the atmosphere, weather, and climate;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)VIII.">VIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Origin, evolution, and planetary behaviors of Earth;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)IX.">IX.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Origin, evolution, and properties of the universe;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)X.">X.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamental processes of investigating in the Earth and space sciences;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XI.">XI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Sources and limits of natural resources; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.">XII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Applications of Earth and space sciences to environmental quality and to personal and community health and welfare. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advanced Competencies. In addition to the core competencies, teachers of the Earth and space sciences as a primary field should be prepared to effectively lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Gradual and catastrophic changes in the Earth;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Oceans and their relationship to changes in atmosphere and climate;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Hydrological cycles and problems of distribution and use of water;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Dating of the Earth and other objects in the universe;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Structures and interactions of energy and matter in the universe;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Impact of changes in the Earth on the evolution and distribution of living things;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)VII.">VII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Issues related to changes in Earth systems such as global climate change, mine subsidence, and channeling of waterways;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)VIII.">VIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Historical development and perspectives including contributions of significant figures and underrepresented groups, and the evolution of theories in the fields of Earth and Space Sciences; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(IV)IX.">IX.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How to design, conduct, and report research in the Earth and space sciences.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Supporting Competencies. All teachers of Earth and space sciences should be prepared to effectively apply concepts from other sciences and mathematics to the teaching of Earth and space sciences including concepts of: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(V)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Biology, including evolution, ecology, population dynamics, and the flow of energy and materials through Earth systems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(V)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Chemistry, including broad concepts and basic laboratory techniques of inorganic and organic chemistry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(V)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physics, including electricity, forces and motion, energy, magnetism, thermodynamics, optics, and sound; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iii)(I)XII.(V)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mathematics, including statistics and probability.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Physics</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Core Competencies. All teachers of physics should be prepared to lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Energy, work, and power;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Motion, major forces, and momentum;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Newtonian physics including engineering applications;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Conservation of mass, momentum, energy, and charge;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Physical properties of matter;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Kinetic-molecular motion and atomic models;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)VII.">VII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Radioactivity, nuclear reactors, fission, and fusion;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)VIII.">VIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Wave theory, sound, light, the electromagnetic spectrum and optics;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)IX.">IX.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Electricity and magnetism;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)X.">X.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamental processes of investigating in physics; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(I)XI.">XI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Applications of physics in environmental quality and to personal and community health.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Advanced Competencies. In addition to the core competencies, teachers of physics as a primary field should be prepared to effectively lead students to understand: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Thermodynamics and energy-matter relationships;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Nuclear physics including matter-energy duality and reactivity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Angular rotation and momentum, centripetal forces, and vector analysis;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Quantum mechanics, space-time relationships, and special relativity;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)V.">V.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Models of nuclear and subatomic structures and behavior;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)VI.">VI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Light behavior, including wave-particle duality and models;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)VII.">VII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Electrical phenomena including electric fields, vector analysis, energy, potential, capacitance, and inductance;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)VIII.">VIII.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Issues related to physics such as disposal of nuclear waste, light pollution, shielding communication systems and weapons development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)IX.">IX.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Historical development and cosmological perspectives in physics including contributions of significant figures and underrepresented groups, and evolution of theories in physics;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)X.">X.</a></td> <td valign="top" style="text-align:left" class="leftalign"> How to design, conduct, and report research in physics; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(II)XI.">XI.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Applications of physics and engineering in society, business, industry, and health fields. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Supporting Competencies. All teachers of physics should be prepared to effectively apply concepts from other sciences and mathematics to the teaching of physics including concepts of: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(VI)I.">I.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Biology, including organization of life, bioenergetics, biomechanics, and cycles of matter;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(VI)II.">II.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Chemistry, including organization of matter and energy, electrochemistry, thermodynamics, and bonding;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(VI)III.">III.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Earth sciences and space sciences related to structure of the universe, energy, and interactions of matter; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)(iv)(VI)IV.">IV.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Mathematical and statistical concepts and skills, including statistics and the use of differential equations and calculus. </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Content Pedagogy</U>. Effective teachers of science understand how students learn and develop scientific knowledge. Pre-service teachers use scientific inquiry to develop this knowledge. </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Learning Environments</U>.Effective teachers of science are able to plan for engaging students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources--including technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met. </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Safety</U>.Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure. </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Impact on Student Learning.</U>Effective teachers of science provide evidence to show that P-12 students' understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Knowledge and Skills</U>.Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content and science pedagogy. They identify with and conduct themselves as part of the science education community. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs may be offered as single field programs in one of the specialty fields of biology, chemistry, earth/space science, and physics; as dual field programs in two of the specialty fields; and/or as broad field science. Requirements are based on the National Science Teachers Association 2011 Standards. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(b)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Single Field Program Requirements. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(b)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will meet a minimum of eighty (80) percent of the core, advanced, and supporting competencies in a specialty field as indicated in (2)(a).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(b)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Dual Field Program Requirements. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(b)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will meet a minimum of eighty (80) percent of the core, advanced, and supporting competencies in one of the specialty fields, and a minimum of eighty (80) percent of the core competencies and a minimum of sixty (60) percent of the advanced competencies in another specialty field as indicated in (2)(a).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(b)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Broad field Program Requirements. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(b)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will meet a minimum of eighty (80) percent of the core, advanced, and supporting competencies in a primary specialty field, and a minimum of eighty (80) percent of core and supporting competencies in two or more additional specialty fields as indicated in (2)(a).</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.29(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.30" name="505-3-.30" title="505-3-.30">Rule 505-3-.30 Speech Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose.</B> This rule states criteria for approving initial educator preparation programs that prepare individuals to teach speech in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERSAND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer an educator preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with basic communication concepts and theories;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can identify various communication media and discuss the changing nature of media and the ways in which different media enable and constrain communication;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and apply critical skills associated with communicative arts, including characterization of the relationship between the critic and the critical object, identification of the social value of criticism and application of various stances to a variety of communicative acts;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who apply principles of responsible communication, including consideration of philosophies of communication that assign central importance to concepts of free speech, ethics, and their impact upon communicative acts;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who model practical communication skills related to public speaking, oral interpretation, group decision-making, television and radio, film, print, interpersonal, and organizational communication;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can direct student co-curricular activities such as debate, forensics, radio management, and film society;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can enforce the rules of parliamentary procedure; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know the history of theater, and can plan, conduct, and direct plays in schools.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.30(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.31" name="505-3-.31" title="505-3-.31">Rule 505-3-.31 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.32" name="505-3-.32" title="505-3-.32">Rule 505-3-.32 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.33" name="505-3-.33" title="505-3-.33">Rule 505-3-.33 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.34" name="505-3-.34" title="505-3-.34">Rule 505-3-.34 Agriculture Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving initial educator preparation programs that prepare individuals to teach agriculture in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and can apply the content of the biological, botanical, physical, natural and applied sciences relevant to practical solutions for agricultural problems;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and can apply the principles of plant science, animal science, agricultural business and leadership, agricultural mechanics, and forestry; and can apply technologies from these areas that are appropriate to the agriculture industry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate competence in one or more of the specialized occupational areas: agricultural production and marketing; agricultural equipment and supplies; agricultural electrification; agricultural metal fabrication; agriculture product processing; ornamental horticulture; floriculture and floral design; agricultural business; planning, and analysis; natural resource management; environmental science; forestry; agriculture animal production; veterinary science; or companion animal production and care;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate the ability to conduct a complete program of study in agricultural education including classroom and laboratory instruction, Future Farmers of America (FFA) leadership development, and supervised agricultural experiences (SAE's) for students;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can apply principles of production agriculture and agricultural economics;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can plan for classroom and lab management, student behavior management, curriculum and instructional delivery systems, manage instructional laboratories, implement instructional techniques, and evaluate student learning in agricultural education; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate the ability to work with community, industry, governmental agencies, program advisory committees, as well as local and state school personnel to provide a desirable educational experience for students in agricultural education.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.34(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.35" name="505-3-.35" title="505-3-.35">Rule 505-3-.35 Business Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving initial educator preparation programs that prepare individuals to teach business in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERSAND EDUCATOR PREPARATION PROGRAMS.</U></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of business organization structure and function;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of the philosophy and purposes of Career Technical Education (CTE);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of the theories and skills of accounting, financial services and financial literacy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can apply problem-solving skills in business and information technology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are competent in use and application of computer applications (word processing, spreadsheet, database, presentation, and graphic) and basic information technology (programming, web design, digital design, computer science, and networking);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate competence in use and application of emerging technology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know principles and application of business mathematics, business law, and business communication skills;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are knowledgeable about business management techniques, leadership styles, marketing strategies and use in business, and economic theories and systems, including consumer economics concepts;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who have knowledge of teaching employability skills, business ethics, leadership skills, international business practices, and career opportunities in business and information technology related fields;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can operate the student organization-Future Business Leaders of America (FBLA), the co-curricular organization aligned with business education curricula;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can implement teaching strategies and methods for teaching business education and standards; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(a)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who work with business and industry leaders in establishing school/business partnerships and advisory committees.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.35(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.36" name="505-3-.36" title="505-3-.36">Rule 505-3-.36 Family and Consumer Sciences Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving programs that prepare individuals to teach family and consumer sciences in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERSAND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards published by the National Association of Teacher Educators for Family and Consumer Sciences (2009): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who analyze family, community, and work interrelationships; investigate career paths; examine family and consumer sciences careers; and apply career decision-making and transitioning processes;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use resources responsibly to address the diverse needs and goals of individuals, families, and communities in family and consumer science areas such as resource management, consumer economics, financial literacy, living environments, and textiles and apparel;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who apply principles of human development, interpersonal relationships, and family to strengthen individuals and families across the lifespan in contexts such as parenting, care giving, and the workplace;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who promote nutrition, food, and wellness practices that enhance individual and family well being across the lifespan and address related concerns in a global society;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who develop, justify, and implement curricula that address perennial and evolving family, career, and community issues; reflect the integrative nature of family and consumer sciences; and integrate core academic areas;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who facilitate students' critical thinking and problem solving in family and consumer sciences through varied instructional strategies and technologies and through responsible management of resources in schools, communities, and the workplace;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who create and implement a safe, supportive learning environment that shows sensitivity to diverse needs, values, and characteristics of students, families, and communities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who engage in ethical professional practice based on the history and philosophy of family and consumer sciences and career and technical education through civic engagement, advocacy, and ongoing professional development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who assess, evaluate, and improve student learning and programs in family and consumer sciences using appropriate criteria, standards, and processes;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who integrate the Family, Career and Community Leaders of America student organization into the program to foster students' academic growth, application of family and consumer sciences content, leadership, service learning, and career development; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(a)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who work with business, industry and labor in establishing school/business partnerships and advisory committees.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.36(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.37" name="505-3-.37" title="505-3-.37">Rule 505-3-.37 Healthcare Science Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving programs that prepare individuals to teach healthcare-related occupations in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a><U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERSAND EDUCATOR PREPARATION PROGRAMS.</U></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates shall meet eligibility criteria outlined in Rule <a title="505-2-.70" href="505-2-.70">505-2-.70</a> HEALTHCARE SCIENCE TECHNOLOGY EDUCATION (HSTE).</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall have established procedures for evaluating and assessing work experience.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can interpret, develop and implement curriculum for healthcare science, including instructional methods of teaching, for the classroom, and lab activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the organizational structure and historical development of career and technical education and its relationship to American business, industry, and careers;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who integrate academic and career and technical education content in the curriculum and in implementing interdisciplinary activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who organize, manage, plan and supervise the healthcare science lab;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can adapt instruction for students from special populations in healthcare science programs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with secondary school guidance and counseling practices, assessment instruments and procedures, and assisting students in career development and placement activities through field based experiences in a variety of healthcare settings.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are competent in current technology for teaching in a healthcare science program;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and implement safety practices and procedures;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall introduce the candidate to career technical student organizations (CTSO) (HOSA-Future Health Professionals) and provide information and resources to help them be able to facilitate the CTSO; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(c)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who work with business, industry, health and medical related agencies, and labor in establishing school/business/community partnerships and advisory committees.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall require professional field experience(s) sequenced over a period of time during the matriculation of the candidate. If the person is already employed as a teacher, a structured, supervised field experience shall be provided in cooperation with the local educational agency.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with the framework of health science education and the National Health Science Standards advocated by the National Health Science Consortium.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.37(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a><U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERSAND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.38" name="505-3-.38" title="505-3-.38">Rule 505-3-.38 Marketing Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving initial educator preparation programs that prepare individuals to teach marketing in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a><U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates in the following curriculum areas: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Fundamentals of Marketing (i.e., market identification, market share, target market, market segmentation, marketing mix, etc.);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Foundational skills (i.e., economic theory and systems, basic business concepts, customer service skills, technology skills, etc.);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Terminology and concepts particular to the specialized area of marketing;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Marketing information management;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Product and service management;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Pricing;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Distribution;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Promotion;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(ix)">(ix)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Selling;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(x)">(x)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Entrepreneurship; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)1.(xi)">(xi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Finance.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can plan, develop, and administer a marketing program that includes classroom instruction and laboratory (school-based enterprise) experiences and various work-based learning experiences;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with job requirements and career opportunities in marketing, marketing-related, and management fields;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are able to place secondary school students in work and community-based settings for demonstration of master of curriculum;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who have had work experience in marketing requiring knowledge and skills above entry level positions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can implement and operate the nationally-affiliated Career and Technical Student Organization (CTSO) known as DECA;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with the history, foundations, and organization of Career and Technical Education Programs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are equipped to develop and utilize advisory committees made up primarily of business, industry, and community leaders;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are aware of and implement safety practices and procedures in the classroom, the lab, and the community where DECA-sponsored events take place; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(a)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand and are able to accommodate the diverse learning styles of students.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.38(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.39" name="505-3-.39" title="505-3-.39">Rule 505-3-.39 Engineering and Technology Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to teach Engineering and Technology Education in grades P-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards adapted from the 2014 Standards for Technological Literacy as published by the International Technology and Engineering Educators Association (ITEEA): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the nature of technology within the context of the Designed World as part of Project 2061;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand technology and society with the context of the Designed World as part of Project 2061;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand design and the engineering and design process within the context of the Designed World as part of Project 2061;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who possess abilities for a technological world within the context of the Designed World as part of Project 2061;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the Designed World as part of Project 2061;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who design, implement, and evaluate curricula based upon Standards for Technological Literacy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use a variety of effective teaching practices that enhance and extend learning of engineering technology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who design, create, and manage learning environments that promote technological literacy;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand students as learners, and how commonality and diversity affect learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand and value the importance of engaging in comprehensive and sustained professional growth to improve the teaching of engineering and technology;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the organizational structure and historical development of career and technical education and its relationship to American business, industry, and careers;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)12.">12.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who integrate academic and career and technical education content in the curriculum and in implementing interdisciplinary activities through project/problem - based learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)13.">13.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who organize, manage, plan, and supervise the engineering and technology education classroom and lab;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)14.">14.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can adapt instruction for special needs students in engineering and technology programs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)15.">15.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can interpret, develop, and implement curriculum for engineering and technology education programs, including instructional methods of teaching for the classroom and engineering and technology education lab activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)16.">16.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and implement correct safety practices and procedures in the engineering and technology education lab;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)17.">17.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can facilitate co-curricular Career and Technical Student Organizations (CTSO's);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)18.">18.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with elementary through secondary school guidance and counseling practices, assessment instruments and procedures, and assisting students in career development and placement activities through work-based learning experiences in the secondary schools; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(a)19.">19.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates to work with business, industry, and labor in establishing school/business/community partnerships and advisory committees.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall have established procedures for evaluating and assessing work experience to determine eligibility for program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall require professional field experience(s) sequenced over a period of time during the matriculation of the candidate. If the candidate is employed as a teacher, a structured, supervised field experience shall be provided in cooperation with the local unit of administration.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.39(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.40" name="505-3-.40" title="505-3-.40">Rule 505-3-.40 Career and Technical Specializations Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose.</B> This rule states criteria for approving programs that prepare individuals to teach Career and Technical Specializations (CTS) in grades 6-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION</U><U>PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates shall meet eligibility criteria outlined in Rule <a title="505-2-.90" href="505-2-.90">505-2-.90</a> in one of the following fields of Career and Technical Education (CTE): <P> <TABLE> <TR> <TD rowspan="1" colspan="1"> <P align="center">Architectural Drawing and Design</P> </TD> <TD rowspan="1" colspan="1"> <P align="center">Granite Technology</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Audio/Video Technology and Film</P> </TD> <TD rowspan="1" colspan="1"> <P>Graphic Communication and Design</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Automotive Service Technology</P> </TD> <TD rowspan="1" colspan="1"> <P>Information Technology</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Aviation</P> </TD> <TD rowspan="1" colspan="1"> <P>Junior Reserve Officer's Training</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Barbering</P> </TD> <TD rowspan="1" colspan="1"> <P> Corps (JROTC)</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Collision Repair</P> </TD> <TD rowspan="1" colspan="1"> <P>Law, Public Safety, Corrections</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Construction</P> </TD> <TD rowspan="1" colspan="1"> <P> and Security</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Cosmetology</P> </TD> <TD rowspan="1" colspan="1"> <P>Engineering Technology</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Culinary Arts</P> </TD> <TD rowspan="1" colspan="1"> <P>Manufacturing</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Distribution and Logistics</P> </TD> <TD rowspan="1" colspan="1"> <P>Precision Machine Technology</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Electronics Technology</P> </TD> <TD rowspan="1" colspan="1"> <P>Marine Engine Technology</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Engineering Drafting and Design</P> </TD> <TD rowspan="1" colspan="1"> <P>Nails</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Energy</P> </TD> <TD rowspan="1" colspan="1"> <P>Sheet Metal</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Esthetics</P> </TD> <TD rowspan="1" colspan="1"> <P>Welding Technology</P> </TD> </TR> <TR> <TD rowspan="1" colspan="1"> <P>Government and Public Administration</P> </TD> <TD rowspan="1" colspan="1">&nbsp;&nbsp;</TD> </TR> </TABLE> </P> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall require demonstrated work experience in the field of eligibility and shall develop and consistently apply a clearly established procedure to evaluate and assess work experience.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)">(c)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who interpret, develop, and implement curriculum for Career and Technical Specializations (CTS) programs, including instructional methods of teaching theory and laboratory activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the organizational structures and historical development of CTS education and its relationship to American business and industry;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who integrate academic and CTS content in the development of CTS curriculum, and in implementing interdisciplinary activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who organize, manage, plan, and supervise the school CTS laboratory;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can adapt instruction for special needs students in CTS education programs;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with secondary school guidance and counseling practices, assessment instruments and procedures, and assisting students in career development.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the value of Work Based Learning and can work collaboratively with the Work Based Learning Coordinator to assist in placement of students in their program area.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who apply computer applications in specific occupational areas of instruction;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and implement safety practices and procedures;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)10.">10.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can facilitate Career Technical Student (CTSOs) Organizations; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(c)11.">11.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who work with business, industry, and labor in establishing school/business partnerships and advisory committees.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(d)">(d)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall require professional field experience(s) sequenced over a period of time during the matriculation of the candidate. If the candidate is employed as a teacher, a structured, supervised field experience shall be provided in cooperation with the local unit of administration.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.40(2)(e)">(e)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.41" name="505-3-.41" title="505-3-.41">Rule 505-3-.41 Computer Science Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to teach computer science in grades P-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS</U>.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program as described in program planning forms, catalogs, and syllabi, based on the following standards adapted from standards for Computer Science Educators published in 2011 by the International Society for Technology Education (ISTE), and the Computer Science Teachers Association Interim Standards published in 2016: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 1.">Standard 1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate computational thinking skills to formalize a problem and express its solution in a way that computers (human and machine) can effectively carry out as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of and ability for applying computational thinking skills including decomposition, abstraction, and pattern recognition in problem solving;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate skills in devising algorithms for solving computational problems and checking for the correctness of the algorithms;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate understanding of limitations of computing; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who perform activities demonstrating applications of computational thinking skills. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 2.">Standard 2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate proficiency in at least one third-generation programming language such as Java, Python, C, or C++, as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of and skill regarding the syntax and semantics of a third-generation programming language, its control structures, and its data types;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of and skill regarding common abstraction mechanisms including functions, data structures, and application programming interfaces (APIs);</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of and skill in implementing algorithms into robust programs and testing and debugging these programs for correctness;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who perform laboratory-based activities that demonstrate programming concepts proficiency in a third-generation programming language; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can document a program so that others can understand its design and implementation. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 3.">Standard 3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate proficiency in basic computer system components and organization as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of how data are represented on a computer including bits, bytes, words and binary, and both octal and hexadecimal number systems as well as conversions among them;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of main components of a computer system including CPU, OS, Memory, I/O devices, and peripherals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of various types of storage options in a computing environment including hard drive, cloud storage, flash drives, DVDs; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge and understanding of how components of a computer system work together to produce programs and applications to solve computational problems. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 4.">Standard 4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate proficiency in fundamental principles of computer networks and the Internet as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of network components including hardware and software;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can explain how network topologies and protocols enable users, devices, and systems to communicate and collaborate with each other;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can examine the factors such as bandwidth, latency, and server capability that impact network functionality;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 4.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can explain the abstractions in the Internet and how the Internet functions including the assignment of IP addresses, routing, the domain name system (DNS), and the use of protocols; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 4.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can explain the characteristics of the Internet and the systems built on it including redundancy, fault tolerance, hierarchy in IP addressing scheme, hierarchy in the DNS and open standards, and the influence of these characteristics on the systems. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 5.">Standard 5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate proficiency in effectively and responsibly using computer applications to create digital artifacts, analyze data, model and simulate phenomena suggested by research and/or data as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can effectively use computer applications to create digital artifacts such as audio, video, animation, presentation, and websites;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can extract information from data to discover, explain, and visualize connections or trends;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can create models and simulations to help formulate, test and refine hypotheses;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 5.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can form a model from a hypothesis generated from research and run a simulation to collect and analyze data to test that hypothesis; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 5.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates to use industry best practices in application development. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 6.">Standard 6.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate proficiency and understanding of security, privacy, and safety concerns in computer systems, networks, and applications as indicated by the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe main tenets of information security including confidentiality, integrity, availability, authentication, and nonrepudiation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can explain fundamental design principles;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe types of threats and vulnerabilities to computer systems and the appropriate incident response and handling as well as imaging and backup procedures;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 6.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe common network vulnerabilities (cyberattacks, identity theft, privacy) and their associated responses;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 6.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can identify safe, secure, and ethical digital behavior; use effective strategies to evaluate the quality, credibility, and validity of websites; and understand the current and future implications of careless digital decisions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 6.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates to educate students on their role in the prevention of cyber-bullying and to take an active role in building positive online communities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 6.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates to provide students with the ability to use effective search strategies to evaluate the quality, credibility, and validity of websites. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 7.">Standard 7.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who plan, organize, deliver, and evaluate instruction that effectively utilizes current technology for teaching computational thinking principles, computer programming and its applications as indicated in the following: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 7.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who identify resources, strategies, activities, and manipulatives appropriate to teaching computer science including related curricular areas, professional teacher and student organizations, and careers;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 7.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know how to plan and implement instruction that allows students to use computer science in problem-solving and decision-making situations;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 7.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know how to plan and implement instruction using a wide range of instructional strategies for individuals and groups for a diverse student population;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 7.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who create and implement multiple forms of assessment and use resulting data to gauge student progress and adjust instruction accordingly;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 7.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates to prepare students for the emerging technologies and educate them to become responsible digital citizens with safe, secure, ethical and professional digital behavior; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 7.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates to positively impact the achievement and attainment of underrepresented populations by incorporating instructional strategies to increase their students' intentions to continue advanced studies in computer science. </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.41(2)(a)Standard 8.">Standard 8.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who work with business and industry leaders in establishing school/business partnerships and advisory committees and operate student organizations as appropriate.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.42" name="505-3-.42" title="505-3-.42">Rule 505-3-.42 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.43" name="505-3-.43" title="505-3-.43">Rule 505-3-.43 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.44" name="505-3-.44" title="505-3-.44">Rule 505-3-.44 Art Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving initial educator preparation programs that prepare individuals to teach art in grades P-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards adapted from the standards published by the National Association of Schools of Art and Design (February 16, 2016): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the processes of creating, presenting, responding and connecting to visual and media arts. Candidates should demonstrate basic expressive, technical, procedural and organizational skills and conceptual insights which can be developed through studio art and design experiences. Instruction should include traditional and contemporary art and design processes;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who have an understanding of (1) the major styles and periods of art history, analytical methods and theories of criticism; (2) the development of past and contemporary art forms; (3) the important process of artistic creation from initial idea to finished artwork. (4) contending philosophies of art; and (5) the relationship of all of these to making art;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who have created and presented advanced work in at least one or more studio art areas demonstrating technical mastery;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who have functional competence with principles of visual organization, including the ability to work with visual elements in two and three dimensions. The candidates shall have functional knowledge in such areas as the basic technologies involved in drawing, painting, printmaking, photography, media arts, ceramics and sculpture; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are able to connect an understanding of educational processes and structures with an understanding of relationships among the arts, sciences and humanities, in order to apply art competencies in teaching situations and to integrate art instruction into the total process of education. Specific competencies include: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.a.">a.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An understanding of child development and the identification and understanding of psychological principles of learning as they relate to art education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.b.">b.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An understanding of the philosophical and social foundation underlying art in education and the ability to express a rationale for personal attitudes and beliefs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.c.">c.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ability to assess aptitudes, experiential backgrounds, and interests of individuals and groups of students, and to devise learning experiences to meet assessed needs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.d.">d.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Knowledge of current methods and materials available in all fields and levels of art education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.e.">e.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Basic understanding of the principles and methods in art education of developing curricula and the short-and long term instructional units that comprise them.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.f.">f.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations in art education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.g.">g.</a></td> <td valign="top" style="text-align:left" class="leftalign"> An understanding of evaluative techniques in art education and the ability to apply them in assessing both the progress of students and the objectives and procedures of the curriculum.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(a)5.h.">h.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Ability to organize continuing study and to incorporate knowledge gained into self-evaluation and professional growth. </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.44(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.45" name="505-3-.45" title="505-3-.45">Rule 505-3-.45 Dance Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Purpose. This rule describes requirements and field-specific content standards for approving programs that prepare individuals to teach dance in grades P-12 and supplements requirements in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a> Requirements and Standards for Approving Educator Preparation Providers and Educator Preparation Programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Requirements. To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program as described in program planning forms, catalogs, and syllabi addressing the following standards based on the competencies published by the National Association of Schools of Dance (NASD) (2015): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Theoretical and Historical Studies</U>. The Candidate will have comprehensive coursework in dance studies leading to knowledge of dance history, repertory, and ethnology, movement analysis; dance and movement sciences; and music production. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will learn to analyze dance perceptively and evaluate it critically.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will develop working physical, verbal, and written vocabularies based on an understanding and interpretation of the common elements of dance and be able to employ this knowledge in analysis.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will be able to place dances in historical, cultural, and stylistic contexts, and perceive dance as an evolving arts discipline.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will be able to form, articulate, and defend individual critiques, critical analyses, and evaluations about dance.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates shall have fundamental knowledge of the body, and understand the fundamentals of developmental kinesiology sufficiently to correlate student learning and development with age and physical motor skills.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Technique Study</U>. The Candidate will have continuous and sequenced course-based instruction in technique, improvisation, composition, repertory, and individual performance competencies. Technique study and individual performance competencies will be continuous and sequential, and result in the attainment of an intermediate or advanced level comparable to proficiency required for the institution's non-certificate degree in at least two forms of technique. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will develop a physical and conceptual understanding of movement and its expressive possibilities, including issues associated with student health and safety.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will have opportunities to experience and develop an appreciation and understanding of dance forms and styles from diverse cultures.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Choreography and Production</U>. The Candidate will gain knowledge, skills, and dispositions through concentrated experience leading to proficiency in choreography and production through applied experiences. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will develop and infuse elements of creativity, aesthetics, historical styles and current trends in choreography to include expressiveness, theatricality and technical interpretation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidate will plan instruction which includes diverse choreographic perspectives, methods and processes.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> As a competent choreographer, the candidate will be able to create expressive performances with various types of groups and in general classroom situations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Program completion requirements must include two years of work in improvisation/composition; and choreography, performance, and production of original work.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Teaching Competencies</U>. The candidate will be able to teach dance at various levels to different age groups and in a variety of classroom, studio, and ensemble settings that includes effective classroom, studio, and rehearsal management. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will understand child growth and development and principles of learning as they relate to dance.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will be able to assess, adapt, and plan educational programs for the aptitudes, experiences, socio-cultural backgrounds, and orientations to meet the needs of all learners.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will be knowledgeable of current methods, materials, and repertories available in various fields and levels of dance education appropriate to the teaching specialization.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)4.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will understand and apply the principles and methods of developing curricula and the sequence of methods and units to comprise them.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.45(2)4.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Candidates will understand assessment tools for formative and summative assessments.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.46" name="505-3-.46" title="505-3-.46">Rule 505-3-.46 Theatre Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving initial educator preparation programs that prepare individuals to teach theatre in grades P-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards adapted from National Association of Schools of Theatre standards published in August 2015. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Production <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate competence in basic acting skills and techniques;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can direct performances, including playwriting, analyzing scripts, blocking, and casting;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can produce theatre productions, including creating and using scenery, lights, hair and make-up, sound properties, costume, props, special effects, and multimedia;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can evaluate and assess productions;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the public relation aspect of theatre and that theatre is a business</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)1.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can promote and publicize activities or productions; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)1.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate technical skills for artistic self-expression in at least one major area of production (for example, acting, design/technology, playwriting, directing).</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Repertory <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with theatre literature of various historical periods, cultural sources, modes of presentation; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who acquire experience with specific repertories through performance, academic study, and attendance at productions.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Theoretical and Historical Studies <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand theatre as a social and aesthetic experience.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand (a) contending philosophies of theatre, (b) the development of past and contemporary theatre forms, (c) major styles and periods of theatre history and dramatic literature, (d) theories of criticism, and (e) the fundamental and integral relationships of all these to the theatre performance.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Technology <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates that have acquired a working knowledge of applicable technologies and equipment related to their area(s) of specialization in theatre education.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"> Synthesis <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.46(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates with knowledge and the working application of the function of theatre in school and society, including content appropriateness and legal and ethical issues.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.47" name="505-3-.47" title="505-3-.47">Rule 505-3-.47 English to Speakers of Other Languages (ESOL) Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving programs that prepare individuals to teach English to Speakers of Other Languages (ESOL) in grades P-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval for an initial certification program in ESOL, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi that addresses the following standards published by the Teachers of English to Speakers of Other Languages, Inc. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Language as a System</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate understanding of language as a system, including phonetics, phonology, morphology, syntax, semantics and pragmatics, to support English Language Learners (ELLs) as they acquire English language proficiency and achieve in the content areas.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand and apply theories and research in language acquisition and development to support the ELLs' English language and literacy learning and content-area achievement.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Culture</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning, school achievement, language, literacy development, and content achievement.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Planning, Implementing, and Managing Instruction</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know, understand, and apply concepts, research, action research, and evidence-based practices to plan classroom instruction in a supportive learning environment for ELLs. Candidates will be prepared to plan instruction for multi-level classrooms with learners from diverse backgrounds using standards-based ELL and content curriculum.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing to communicate for social and instructional purposes. Candidates support ELLs' access to the core curriculum by teaching language through academic content and real life experiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with a wide range of standards-based materials, resources, and technologies and choose, adapt, and use them in effective teaching in the academic areas of language arts, mathematics, science, and social studies.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Assessment</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate an understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. Candidates demonstrate an understanding of their uses for identification, placement, and re-classification of ELLs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professionalism </U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate knowledge of history, research, educational public policy, and current practice in the field of ELL teaching and apply this knowledge to improve teaching and learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate the ability to advocate for ELLs; build partnerships with colleagues, students' families, and community members; and serve as a resource to all staff to improve learning for all ELLs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who take advantage of professional growth and leadership opportunities.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.47(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.48" name="505-3-.48" title="505-3-.48">Rule 505-3-.48 Foreign Language Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Purpose. </B>This rule states field-specific content standards for approving programs that prepare individuals to teach foreign languages in grades P-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, <U>REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS. </U></td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements. </B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards published by the American Council on the Teaching of Foreign Languages (2013): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Language Proficiency: Interpersonal, Interpretive, and Presentational </U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who speak in the interpersonal mode of communication at a minimum level of "Advanced Low" or "Intermediate High: (for Arabic, Chinese, Japanese and Korean) on the ACTFL Oral Proficiency Interview (OPI) according to the target language being taught.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who interpret oral, printed, and video texts by demonstrating both literal and figurative or symbolic comprehension.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who present oral and written information to audiences of listeners or readers, using language at a minimum level of "Advanced Low" or "intermediate High" according to the target language being taught.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Cultures, Linguistics, Literatures, and Concepts from Other Disciplines </U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate target cultural understandings and compare cultures through perspectives, products and practices of those cultures.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate understanding of linguistics and the changing nature of language, and compare language systems.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate understanding of texts on literary and cultural themes as well as interdisciplinary topics.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Language Acquisition Theories and Knowledge of Students and Their Needs </U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate an understanding of key principles of language acquisition and create linguistically and culturally rich learning environments.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate an understanding of child and adolescent development to create a supportive learning environment for each student.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Integration of Standards in Planning and Instruction</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who demonstrate an understanding of the Standards for Foreign Language Learning in the 21<SUP>st</SUP> Century and their state standards and use them as the basis for instructional planning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who integrate the goal areas of the Standards for Foreign Langue Learning in the 21<SUP>st</SUP> Century and their state standards in their classroom practice.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use the Standards for Foreign Language Learning in the 21<SUP>st</SUP> Century and their state standards to select and integrate authentic texts, use technology, and adapt and crate instructional materials for use in communication.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Assessment of Language and Cultures-Impact on Student Learning</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who design and use ongoing authentic performance assessments using a variety of assessment models for all learners, including diverse students.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who reflect on and analyze the results of student assessments, adjust instructional accordingly and use data to inform and strengthen subsequent instruction.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who interpret and report the results of student performances to all stakeholders in the community, with particular emphasis on building student responsibility for their own learning.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Development, Advocacy, and Ethics </U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who engage in ongoing professional development opportunities that strengthen their own linguistic, cultural and pedagogical competence and promote reflection on practice.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who articulate the role and value of languages and cultures in preparing all students to interact in the global community of the 21<SUP>st</SUP> century through collaboration and advocacy.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.48(2)(a)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who use inquiry and reflection to understand and explain the opportunities and responsibilities inherent in being a professional language educator and demonstrate a commitment to equitable and ethical interactions with all students, colleagues and other stakeholders.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.49" name="505-3-.49" title="505-3-.49">Rule 505-3-.49 Health and Physical Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose</B>.This rule states field-specific content standards for approving initial educator preparation programs that prepare individuals to teach health and physical education in grades P-12 and supplements requirements in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements</B>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards based on the standards published by published by National Association for Sport and Physical Education (NASPE) and American Association for Health Education (AAHE): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professional Knowledge</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who know and apply disciplinary-content knowledge and concepts critical to the development of healthy and physically educated individuals;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe and apply motor learning, psychological/behavioral theory related to skillful movement, physical activity, and fitness.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe and apply historical, philosophical, and social perspectives of health and physical education issues and legislation;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe and apply critical elements of motor skills and performance concepts.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe and apply theoretical foundations of health behavior and principles of learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(viii)">(viii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe and apply methods of assessing and promoting emotional, physical and mental health over the lifespan.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(ix)">(ix)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can describe and apply knowledge of disease etiology and prevention practices.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)1.(x)">(x)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can identify the role of health and physical education in the coordinated school health program.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Skill and Fitness Based Competence</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who have the knowledge and skills necessary to demonstrate competent movement performance, health-enhancing fitness and health literacy skills.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can achieve and maintain a health-enhancing level of fitness throughout the program.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)2.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate appropriate application of performance concepts related to skillful movement in a variety of physical activities.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)2.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate health literacy skills of an informed consumer using a variety of reliable data resources related to health.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)2.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate ability to set goals, develop strategies and implement plans for maintaining and improving health.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Planning and Implementation</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can plan and implement a variety of developmentally appropriate learning experiences and content aligned with local, state and national standards in both health education and physical education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can design and implement short and long-term plans that are linked to program and instructional goals as well as a variety of student needs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)3.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and/or national standards.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)3.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can design and implement content that is aligned with lesson objectives.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)3.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can plan for and manage resources to provide active, fair, and equitable learning experiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)3.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can plan and differentiate sequential instruction to accommodate learner capabilities and needs.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Instructional Delivery and Management</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can use effective communication and pedagogical skills and strategies to enhance student engagement and learning in both health education and physical education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)4.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can implement effective demonstrations, explanations, and instructional cues and prompts to link concepts to appropriate learning experiences.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)4.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can analyze student performance and provide instructional feedback which results in skill acquisition, student learning, and motivation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)4.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)4.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can utilize managerial rules, routines, and transitions to create and maintain an effective learning environment.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)4.(vii)">(vii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can implement strategies to help students demonstrate responsible personal and social behaviors.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Impact on Student Learning</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can utilize assessments and reflection to foster student learning and inform instructional decisions in both health education and physical education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can select or create appropriate assessments that will measure student achievement of goals and objectives.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)5.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can use a variety of appropriate assessments to evaluate student learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)5.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can utilize the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Professionalism</U>. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate dispositions essential to becoming effective professionals in both health education and physical education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate behaviors that are consistent with the belief that all students can become healthy and physically educated individuals.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can participate in activities that enhance collaboration and lead to continuous professional learning.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(a)6.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can model appropriate professional behaviors.</td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.49(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.50" name="505-3-.50" title="505-3-.50">Rule 505-3-.50 Music Education Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare individuals to teach music in grades P-12 and supplements requirements in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards based on the competencies published by the National Association of Schools of Music (2015): <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Performance</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration. Experiences in additional performance areas are recommended.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess an overview understanding of the repertory in their major performance area and the ability to perform from a cross section of that repertory.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)1.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess the ability to read at sight with fluency.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)1.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation. Rehearsal and conducting skills are required as appropriate to the particular music concentration.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)1.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess keyboard competency. Providing opportunities for candidates to gain guitar competency in addition to keyboard competency, while not required, is highly recommended.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)1.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences. Ensembles should be varied both in size and nature.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)2.">2.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Aural Skills and Analysis</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)2.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess an understanding of the common elements and organizational patterns of music and their interactions, the ability to employ this understanding in aural, verbal, and visual analyses and the ability to take aural dictation.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)2.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess sufficient understanding of musical forms, processes, and structures to use this knowledge in compositional, performance, scholarly, pedagogical, and historical contexts, according to the requisites of their specializations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)2.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess the ability to place music in historical, cultural, and stylistic contexts.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)3.">3.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Composition and Improvisation</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)3.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess a rudimentary capacity to create derivative or original music both extemporaneously and in written form.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)3.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess the ability to compose, improvise, or both at a basic level in one or more musical languages. These may include, but are not limited to, the creation of original compositions or improvisations, variations or improvisations on existing materials, experimentation with various sound sources including digital/electronic the imitation of various musical styles, and manipulation of the common elements in non-traditional ways.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)4.">4.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>History and Repertory</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)4.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess a basic knowledge of music history through the present time.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)4.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess an acquaintance with repertories beyond the area of specialization. All students must be exposed to a large and varied body of music through study and attendance at recitals, concerts, opera and musical theater productions, and other performances.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)5.">5.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Technology</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)5.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess a basic overview understanding of how technology serves the field of music as a whole. These may include, but are not limited to, digital recording, sound engineering and music production.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)5.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who possess a working knowledge of the technological developments applicable to their area of specialization.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)6.">6.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Synthesis</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)6.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who work independently on a variety of music problems by combining their capabilities in performance; aural, verbal and visual analysis; composition and improvisation; and repertory and history.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)6.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who form and define value judgments about music.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)6.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who demonstrate the tools to work with a comprehensive repertory, including music from various cultures of the world and music of their own time.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)6.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who understand basic interrelationships and interdependencies among various professions and activities that constitute the music enterprise.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)7.">7.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Music Competencies for Teachers</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)7.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who are competent conductors, able to create accurate and musically expressive performances with various types of performing groups and in general classroom situations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)7.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who are able to arrange and adapt music from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)7.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who demonstrate functional performance abilities in keyboard and voice, as well as in instruments appropriate to the candidate's teaching specialization.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)7.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who demonstrate the ability to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)8.">8.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Teaching Competencies for Teachers</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)8.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who teach music at various levels to different age groups and in a variety of classroom and ensemble settings in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization. This competency includes effective classroom and rehearsal management.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)8.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who demonstrate an understanding of child growth and development and an understanding of principles of learning as they relate to music.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)8.(iii)">(iii)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who demonstrate the ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan educational programs to meet assessed needs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)8.(iv)">(iv)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who demonstrate knowledge of current methods, materials, and repertories available in all fields and levels of music education.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)8.(v)">(v)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who demonstrate the ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)8.(vi)">(vi)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who demonstrate an understanding of evaluative techniques and ability to apply them in assessing both the musical progress of students and the objectives and procedures of the curriculum.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)9.">9.</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Field Experiences/Clinical Practices</U> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(a)9.(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"> Programs shall prepare candidates who complete field experiences or clinical practices in choral, instrumental and general music. </td> </tr> </table> </td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.50(2)(b)">(b)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall meet all requirements specified in Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.</td> </tr> </table> </td> </tr> </table> <h2><a href="/GAC/505-3-.51" name="505-3-.51" title="505-3-.51">Rule 505-3-.51 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.52" name="505-3-.52" title="505-3-.52">Rule 505-3-.52 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.53" name="505-3-.53" title="505-3-.53">Rule 505-3-.53 Repealed and Reserved</a></h2> <h2><a href="/GAC/505-3-.54" name="505-3-.54" title="505-3-.54">Rule 505-3-.54 Special Education Adapted Curriculum Program</a></h2> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(1)">(1)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B>Purpose.</B> This rule states field-specific content standards for approving programs that prepare teachers to teach all students P-12 with disabilities whose individual education program indicates instruction in an adapted curriculum leading to participation in the Georgia alternate assessment. This rule supplements requirements in GaPSC Rule <a title="505-3-.01" href="505-3-.01">505-3-.01</a>, Requirements and Standards for Approving EDUCATOR PREPARATION PROVIDERS and Educator Preparation Programs.</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)">(2)</a></td> <td valign="top" style="text-align:left" class="leftalign"><B> Requirements.</B> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)">(a)</a></td> <td valign="top" style="text-align:left" class="leftalign"> To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.">1.</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall conform to the following standards for the preparation of all beginning special education teachers of students in Individualized Independence Curriculum published by the Council for Exceptional Children 2012. <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)">(i)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Learner and Learning: Learner Development and Individual Learning Differences</U><P>Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. They understand how language, culture, and family background influence the learning of individuals with exceptionalities and use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.</P> <P>The standard and elements will be indicated by the following:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand typical and atypical human growth and development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand similarities and differences among individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand educational implications of characteristics of various exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand family systems and the role of families in supporting development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are familiar with cultural perspectives influencing the relationships among families, schools, and communities as related to instruction;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptionalities, family, and schooling;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand characteristics and effects of the cultural and environmental milieu of the individual with exceptionalities and the family;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand similarities and differences of individuals with and without exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand effects of various medications on individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the effects an exceptional condition(s) can have on an individual's life;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of individuals with exceptionalities' academic and social abilities, attitudes, interests, and values on instruction and career development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate differing ways of learning of individuals with exceptionalities, including those from culturally diverse backgrounds, and strategies for addressing these differences;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who can demonstrate the effects of cultural and linguistic differences on growth and development;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the characteristics of one's own culture and use of language and the ways in which these can differ from other cultures and uses of languages;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XVI)">(XVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand etiology and diagnosis related to various theoretical approaches;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XVII)">(XVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of sensory impairments and physical and health exceptionalities on individuals, families, and society;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XVIII)">(XVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand etiologies and medical aspects of conditions affecting individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XIX)">(XIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand psychological and social-emotional characteristics of individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XX)">(XX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand types and transmission routes of infectious disease;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XXI)">(XXI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand complications and implications of medical support services;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XXII)">(XXII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of exceptionalities on auditory and information processing skills;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XXIII)">(XXIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of multiple disabilities on behavior;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XXIV)">(XXIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the impact of language development and listening comprehension on academic and non-academic learning of individuals with exceptionalities; and</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(i)(XXV)">(XXV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the communication and social interaction alternatives for individuals who are nonspeaking.</td> </tr> </table> </td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)">(ii)</a></td> <td valign="top" style="text-align:left" class="leftalign"><U>Learning Environments</U><P>Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. They collaborate with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. They know how to intervene safely and appropriately with individuals with exceptionalities. The standard and elements will be indicated by the following:</P> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(I)">(I)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the demands of learning environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(II)">(II)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand basic classroom management theories and strategies for individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(III)">(III)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand effective management of teaching and learning;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(IV)">(IV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand teacher attitudes and behaviors that influence behavior of individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(V)">(V)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand social skills needed for educational and other environments;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(VI)">(VI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are aware of strategies for crisis prevention and intervention;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(VII)">(VII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who are aware of strategies for preparing individuals to live harmoniously and productively in a culturally diverse world;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(VIII)">(VIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand ways to create learning environments that allow individuals to retain and appreciate their own and each other's respective language and cultural heritage;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(IX)">(IX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand ways cultures are negatively stereotyped;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(X)">(X)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand strategies used by diverse populations to cope with a legacy of former and continuing racism;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XI)">(XI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand specialized health care interventions for individuals with physical and health exceptionalities in educational settings;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XII)">(XII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand barriers to accessibility and acceptance of individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XIII)">(XIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand adaptation of the physical environment to provide optimal learning opportunities for individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XIV)">(XIV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand methods for ensuring individual academic success in one-to-one, small-group and large-group settings;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XV)">(XV)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who understand the advantages and disadvantages of placement options and programs on the continuum of services for individuals with exceptionalities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XVI)">(XVI)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who create a safe, equitable, positive, and supportive learning environment in which diversities are valued;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XVII)">(XVII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who identify realistic expectations for personal and social behavior in various settings;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XVIII)">(XVIII)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who identify supports needed for integration into various program placements;</td> </tr> </table> <table border="0" width="100%" cellspacing="4" cellpadding="4"> <tr> <td valign="top" width="1%" style="white-space:nowrap;text-align:left;width:18px;"><a style="white-space:nowrap;" name="505-3-.54(2)(a)1.(ii)(XIX)">(XIX)</a></td> <td valign="top" style="text-align:left" class="leftalign"> The program shall prepare candidates who design learning environments that encourage active participation in individual and group activities;</td> </tr> </table> <table border="0" width="100%" cellspacing="4"