| (a) |
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:
| 1. |
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):
| (i) |
Standard 1: Young Adolescent Development
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.
|
| (ii) |
Standard
2: Middle Level Curriculum
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).
|
| (iii) |
Standard 3: Middle Level Philosophy and
School Organization
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.
|
| (iv) |
Standard 4: Middle Level Instruction and
Assessment
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.
|
| (v) |
Standard 5: Middle Level Professional Roles
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.
|
|
| 2. |
Reading and
Writing. 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:
| (i) |
Candidates use knowledge of adolescent
literacy development; |
| (ii) |
Candidates apply knowledge of the teaching of reading and writing to
adolescents; |
| (iii) |
Candidates use
knowledge of formal and informal literacy assessment strategies in the content
areas; |
| (iv) |
Candidates apply
knowledge of how to meet the needs of students who read at differing levels;
and |
| (v) |
Candidates demonstrate
knowledge of how to facilitate all students' learning from content area
texts. |
|
| 3. |
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:
| (i) |
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; |
| (ii) |
A course taken to meet the requirements
of Standard 2 (above) may be counted toward the fifteen semester hours required
for the reading concentration; |
| (iii) |
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 |
| (iv) |
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-.96 READING ENDORSEMENT PROGRAM):
| (I) |
Candidates understand the theoretical and
evidence-based foundations of reading and writing processes and instruction:
| I. |
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:
| A. |
Candidates read the scholarship of the reading profession and recognize the
theoretical knowledge base about the reading and writing of
adolescents; |
| B. |
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; |
| C. |
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 |
| D. |
Candidates explain the research and theory of learning environments that
support individual motivation to read and write. |
|
| II. |
Candidates understand the role of
professional judgment and practical knowledge for improving all students'
reading development and achievement:
| A. |
Candidates show fair-mindedness, empathy, and ethical behavior in literacy
instruction and when working with other professionals; |
| B. |
Candidates use multiple sources of
information to guide instructional planning to improve reading achievement for
all students; |
| C. |
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 |
| D. |
Candidates
Identify major milestones in reading scholarship and interpret them in light of
the current social context. |
|
|
| (II) |
Candidates use instructional approaches,
materials, and an integrated, comprehensive, balanced curriculum to support
student learning in reading and writing:
| I. |
Candidates use foundational knowledge to design or implement an integrated,
comprehensive and balanced curriculum:
| A. |
Candidates explain how the reading and writing curriculum is related to local,
state, national and professional standards; |
| B. |
Candidates implement the curriculum based
on students' prior knowledge, world experiences, and interests; |
| C. |
Candidates evaluate the curriculum to
ensure that instructional goals and objectives are met; and |
| D. |
Candidates work with the team or
department to help ensure interdisciplinary connections in traditional print,
digital, and online contexts. |
|
| II. |
Candidates use appropriate and varied
instructional approaches, including those that develop word recognition,
language comprehension, strategic knowledge, and reading-writing connections:
| A. |
Candidates select and implement
instructional approaches that are evidence based and meet student
needs; |
| B. |
Candidates differentiate
instructional approaches to meet students' reading and writing needs in all
content areas; |
| C. |
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; |
| D. |
Candidates incorporate traditional print,
digital, and online resources as instructional tools to enhance student
learning; and |
| E. |
Candidates adapt
instructional approaches and materials to meet the language-proficiency needs
of English learners. |
|
| III. |
Candidates use a wide range of texts
(e.g., narrative, expository and poetry) from traditional print, digital, and
online resources:
| A. |
Candidates, guided by
evidence-based rationale, select and use quality traditional print, digital,
and online resources; |
| B. |
Candidates
identify the resources necessary to build an accessible, multilevel, and
diverse classroom library including traditional print, digital, and online
resources; and |
| C. |
Candidates
demonstrate knowledge about various materials including those specifically for
adolescent learners and their uses. |
|
|
| (III) |
Candidates use a variety of assessment
tools and practices to plan and evaluate effective reading and writing
instruction:
| I. |
Candidates understand types of
assessment and their purposes, strengths, and limitations:
| A. |
Candidates demonstrate an understanding of
established purposes for assessing student performance, including tools for
screening, diagnosis, progress monitoring, and measuring outcomes; |
| B. |
Candidates describe strengths and
limitations of a range of assessment tools and their appropriate
uses; |
| C. |
Candidates recognize the
basic technical adequacy of assessments (e.g., reliability, content and
construct validity); and |
| D. |
Candidates explain district and state assessment frameworks, proficiency
standards, and student benchmarks. |
|
| II. |
Candidates select, develop, administer,
and interpret assessments, both traditional print and electronic, for specific
purposes:
| A. |
Candidates select or develop
appropriate assessment tools to monitor student progress and to analyze
instructional effectiveness; |
| B. |
Candidates administer classroom and school-based assessments using consistent,
fair, and equitable assessment procedures; |
| C. |
Candidates interpret and use assessment
data to analyze individual, group, and classroom performance and progress;
and |
| D. |
Candidates collaborate with
other teachers and personnel to discuss interpretation of assessment data and
their uses in responding to student needs and strengths. |
|
| III. |
Candidates use assessment information to
plan and evaluate instruction:
| A. |
Candidates
use assessment data to plan instruction systematically and to select
appropriate traditional print, digital, and online reading resources; |
| B. |
Candidates use assessment data to evaluate
students' responses to instruction and to develop relevant next steps for
teaching; |
| C. |
Candidates interpret
patterns in classroom and individual students' data; and |
| D. |
Candidates collaborate with other
professionals to modify instruction and to plan and evaluate interventions
based on assessment data. |
|
| IV. |
Candidates communicate assessment results
and implications to a variety of audiences:
| A. |
Candidates communicate assessment purposes and a summary of results to
appropriate audiences (i.e., student, parents or guardians, colleagues, and
administrators); and |
| B. |
Candidates
use assessment data and student work samples to discuss relevant implications
and goals for reading and writing instruction. |
|
|
| (IV) |
Candidates create and engage their
students in literacy practices that develop awareness, understanding, respect,
and a valuing of differences in our society:
| I. |
Candidates recognize, understand, and
value the forms of diversity that exist in society and their importance in
learning to read and write;
| A. |
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; |
| B. |
Candidates demonstrate an understanding of the impact of urban, suburban and
rural environments on local culture, language and learning to read and
write; |
| C. |
Candidates demonstrate an
understanding of the ways in which the various forms of diversity interact with
reading and writing development; and |
| D. |
Candidates demonstrate an understanding of
the relationship between first- and second-language acquisition and literacy
development. |
|
| II. |
Candidates use a literacy curriculum and engage in instructional practices that
positively impact students' knowledge, beliefs and engagement with the features
of diversity:
| A. |
Candidates assess the various
forms of diversity that exist in students as well as in the surrounding
community; |
| B. |
Candidates provide
differentiated instruction and instructional materials including traditional
print, digital and online resources that capitalize on diversity; and |
| C. |
Candidates provide instruction and
instructional formats that engage students as agents of their own
learning. |
|
| III. |
Candidates develop and implement strategies to advocate for equity:
| A. |
Candidates provide students with
linguistic, academic, and cultural experiences that link their communities with
the school; |
| B. |
Candidates advocate
for change in societal practices and institutional structures that are
inherently biased or prejudiced against certain groups; and |
| C. |
Candidates demonstrate how issues of
inequity and opportunities for social justice activism and resiliency can be
incorporated into the literacy curriculum. |
|
|
| (V) |
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:
| I. |
Candidates
design the physical environment to optimize students' use of traditional print,
digital, and online resources in reading and writing instruction:
| A. |
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 |
| B. |
Candidates modify the
arrangements to accommodate students' changing needs. |
|
| II. |
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:
| A. |
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; |
| B. |
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 |
| C. |
Candidates create supportive
environments where English learners are encouraged and given many opportunities
to use English. |
|
| III. |
Candidates use routines to support reading and writing instruction (e.g., time
allocation, transitions from one activity to another, discussions and peer
feedback):
| A. |
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 |
| B. |
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). |
|
| IV. |
Candidates use a variety of
classroom configurations (i.e., whole class, small group, and individual) to
differentiate instruction:
| A. |
Candidates use
evidence-based rationale to make and monitor flexible instructional grouping
options for students; |
| B. |
Candidates
model and scaffold procedures so students learn to work effectively in a
variety of classroom configurations and activities; and |
| C. |
Candidates use various practices to
differentiate instruction (e.g., cooperative learning, literature circles,
partner work and research/investigation groups). |
|
|
| (VI) |
Candidates recognize the
importance of, demonstrate, and facilitate professional learning and leadership
as a career-long effort and responsibility:
| I. |
Candidates demonstrate foundational knowledge of adult learning theories and
related research about organizational change, professional development, and
school culture:
| A. |
Candidates demonstrate
awareness of the factors that influence adult learning, organizational change,
professional development, and school culture. |
|
| II. |
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:
| A. |
Candidates display reading and writing
behaviors and serve as a model to students; |
| B. |
Candidates promote student appreciation of
the value of reading traditional print, digital and online resources in and out
of school; |
| C. |
Candidates join and
participate in professional literacy organizations, symposia, conferences and
workshops; |
| D. |
Candidates work
collaboratively and successfully with families, colleagues and community
members to support students' reading and writing; |
| E. |
Candidates demonstrate effective use of
technology for improving student learning; |
| F. |
Candidates identify specific questions and
goals about the teaching of reading and writing and plan specific strategies
for finding answers to questions; and |
| G. |
Candidates implement plans and use results
for their own professional growth. |
|
| III. |
Candidates participate in, design,
facilitate, lead, and evaluate effective and differentiated professional
development programs:
| A. |
Candidates recognize
the importance of professional development for improving reading and writing in
schools; |
| B. |
Candidates participate
individually and with colleagues in professional development programs at the
school and district levels; and |
| C. |
Candidates apply learning from professional development in instructional
practices. |
|
| IV. |
Candidates understand and influence local, state, or national policy decisions:
| A. |
Candidates are informed about important
professional issues; and |
| B. |
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. |
|
|
|
| (v) |
Language Arts Concentration. 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):
| (I) |
. Content
Knowledge
| I. |
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.
| A. |
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. |
| B. |
Candidates are
knowledgeable about the processes adolescents use to read texts and make
meaning through interaction with a variety of media. |
|
| II. |
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.
| A. |
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. |
| B. |
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. |
| C. |
Candidates are
knowledgeable about processes that adolescents use to compose texts and make
meaning through interaction with a variety of media.
|
|
|
| (II) |
.
Content Pedagogy: Planning Literature and Reading Instruction in
ELA
| I. |
Candidates plan
instruction and design assessments for reading and the study of literature to
promote learning for all students.
| A. |
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. |
| B. |
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. |
| C. |
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. |
| D. |
Candidates design or knowledgeably select
appropriate reading assessments that inform instruction by providing data about
student interests, reading proficiencies, and reading processes. |
| E. |
Candidates plan instruction that
incorporates knowledge of language-structure, history, and conventions-to
facilitate students' comprehension and interpretation of print and non-print
texts. |
| F. |
Candidates plan
instruction which, when appropriate, reflects curriculum integration and
incorporates interdisciplinary teaching methods and materials. |
|
|
| (III) |
.
Content Pedagogy: Planning Composition Instruction in
ELA
| I. |
Candidates plan
instruction and design assessments for composing texts (i.e., oral, written,
and visual) to promote learning for all students.)
| A. |
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. |
| B. |
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. |
| C. |
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. |
| D. |
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. |
|
|
| (IV) |
Learners and Learning:
Implementing English Language Arts Instruction
| I. |
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.
| A. |
Candidates plan and implement instruction
based on ELA curricular requirements and standards, school and community
contexts, and knowledge about students' linguistic and cultural
backgrounds. |
| B. |
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. |
| C. |
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. |
| D. |
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.
|
|
|
| (V) |
Professional Knowledge and Skills
| I. |
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.
| A. |
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. |
| B. |
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.. |
|
| II. |
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.
| A. |
Candidates model
literate and ethical practices in ELA teaching, and engage in/reflect on a
variety of experiences related to ELA. |
| B. |
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. |
|
|
|
| (vi) |
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):
| (I) |
Content Knowledge. 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. |
| (II) |
Mathematical
Practices. 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. |
| (III) |
Content
Pedagogy. 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. |
| (IV) |
Mathematical Learning Environment. 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. |
| (V) |
Impact on
Student Learning. 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. |
| (VI) |
Professional Knowledge and
Skills. 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. |
|
| (vii) |
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):
| (I) |
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:
| I. |
Candidates should be prepared in life
science to lead students to understand:
| A. |
Features distinguishing living from nonliving systems; |
| B. |
Characteristics distinguishing plants,
animals, and other living things; |
| C. |
Multiple ways to order and classify living
things; |
| D. |
Ways organisms function
and depend on their environments; |
| E. |
Ways organisms are
interdependent; |
| F. |
Reproductive
patterns and life cycles of common organisms; |
| G. |
Growth, change, and interactions of
populations to form communities; |
| H. |
Factors governing the structures, functions, and behaviors of living
systems; |
| I. |
Multiple systems of
classification of organisms; |
| J. |
Cycles of matter, and flow of energy, through living and nonliving
pathways; |
| K. |
Natural selection,
adaptation, diversity, and speculation; |
| L. |
Structure, function, and reproduction of
cells, including microorganisms; |
| M. |
Levels of organization from cells to biomes; |
| N. |
Reproduction and heredity, including human
reproduction and contraception; |
| O. |
Behavior of living systems and the role of feedback in their regulation;
and |
| P. |
Hazards related to living
things including allergies, poisons, disease, and aggression. |
|
| II. |
Candidates should be prepared
in physical science to lead students to understand:
| A. |
Properties of matter such as mass,
solubility, and density; |
| B. |
Combinations of matter to form solutions, mixtures, and compounds with
different properties; |
| C. |
Variations
in the physical and chemical state of matter and changes among
states; |
| D. |
Ordering and
classification of matter and energy and their behaviors; |
| E. |
Factors affecting the position, motion and
behavior of objects; |
| F. |
Properties
of simple machines and tools, such as levers and screws; |
| G. |
Properties of light, electricity, sound,
and magnetism; |
| H. |
Types of energy,
energy sources, and simple transformations of energy; |
| I. |
Properties and applications of sound,
light, magnetism, and electricity; |
| J. |
Potential and kinetic energies and
concepts of work; |
| K. |
Energy flow in
physical and chemical systems, including simple machines; |
| L. |
State of matter and bonding in relation to
molecular behavior and energy; |
| M. |
Conversation of matter and energy; |
| N. |
Classifications of elements and
compounds; |
| O. |
Solvents (especially
water) and solutions; |
| P. |
Chemical
nature of the earth and its living organisms; and |
| Q. |
Chemical, electrical and radiation
hazards. |
|
| III. |
Candidates
should be prepared in Earth and Space Sciences to lead students to understand:
| A. |
Natural objects in the sky and why they
change in position and appearance; |
| B. |
Causes of the seasons and seasonal
changes; |
| C. |
Changes in the
atmosphere resulting in weather and climate; |
| D. |
Changes in the Earth creating and eroding
landforms; |
| E. |
Basic properties of
rocks, minerals, water, air, and energy; |
| F. |
Differences between renewable and
nonrenewable natural resources; |
| G. |
Structures of objects and systems in space; |
| H. |
Earth's structure, evolution, history and
place in the solar system; |
| I. |
Characteristics and importance of oceans, lakes, rivers, and the water
cycle; |
| J. |
Characteristics of the
atmosphere including weather and climate; |
| K. |
Changes in the Earth caused by chemical,
physical and biological forces; |
| L. |
Causes and occurrences of hazards such as tornadoes, hurricanes, and
earthquakes; |
| M. |
Characteristics and
importance of cycles of matter such as oxygen, carbon, and nitrogen; |
| N. |
Characteristics of renewable and
nonrenewable natural resources and implications for their use; and |
| O. |
Interactions among populations, resources,
and environments. |
|
| IV. |
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:
| A. |
Differences between science,
as investigation, and technology as design; |
| B. |
Impact of science and technology on
themselves and their community, and on personal and community health; |
| C. |
How to use observation, experimentation,
data collection, and inference to test ideas and construct concepts
scientifically; |
| D. |
How to use
metric measurement and mathematics for estimating and calculating, collecting
and transforming data, modeling, and presenting results; |
| E. |
Interrelationships of pure and applied
sciences, and technology; |
| F. |
Applications of science to local and regional problems and the relationship of
science to ones' personal health, well-being, and safety; |
| G. |
Historical development and perspectives on
science including contributions of underrepresented groups and the evolution of
major ideas and theories; |
| H. |
Applications of science to the investigation of individual and community
problems; |
| I. |
Use of technological
tools in science, including calculators and computers; and |
| J. |
Applications of basic statistics and
statistical interpretation to the analysis of data. |
|
|
| (II) |
The program shall prepare
candidates who understand how students learn and develop scientific
knowledge; |
| (III) |
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; |
| (IV) |
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; |
| (V) |
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; |
| (VI) |
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. |
|
| (viii) |
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:
| (I) |
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; |
| (II) |
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; |
| (III) |
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; |
| (IV) |
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; |
| (V) |
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; |
| (VI) |
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; |
| (VII) |
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; |
| (VIII) |
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; |
| (IX) |
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 |
| (X) |
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. |
|
|
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