Rules and Regulations of the State of Georgia
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Rule 506-4-.01 General

(1) Intent of the Chapter. The standards listed in this chapter are held to be the generally accepted minimal standards of the education profession in Georgia and are therefore declared to be the basis for reviewing the performance of professional educators. It is the intent of the Professional Practices Commission that the standards set forth in this Chapter shall apply to those who teach in classrooms and those who supervise and provide administrative services and provide administrative services to those who teach in classrooms. Professional reviewers appointed by the Commission shall review professional performance and form opinions of the quality of professional service rendered. The reviewers shall relate such opinions by sworn testimony before the Commission in any hearing where professional competency is an issue provided that reviewers qualify as expert witnesses before the Commission. Testimony therefrom shall be based on the standards included in this Chapter. No finding of professional incompetency shall be made except where a preponderance of evidence exists of such incompetency. Professional reviewers, upon proper request as authorized by law, may be appointed by the Executive Director of the Commission to review professional performance and form opinions of the quality of professional service rendered and make corrective recommendations. Such professional reviews shall be conducted for the sole purpose of remediating professional performance to improve the quality of education.
(2) Supplementary Definitions. In an effort to promote understanding and consistency within the provisions of this Chapter, in addition to the definitions provide in Chapter 1 of these Rules, the following words and terms, when used in this Chapter, shall have the following meanings:
(a) Administrative. Pertaining to the execution, application or management of persons or things.
(b) Appeal. A request for a nonjudicial review of an action related to grievances, complaints, conditions or situations.
(c) Available. That which can be used or obtained.
(d) Certificate, Certified, Certification. These terms and similar terms are references to the certificate issued by the Professional Standards Commission to Certified Personnel as defined below.
(e) Certified Personnel. These positions required to be certified by the implementation of the provisions of O.C.G.A. Section 20-2-200.
(f) Communication Skills. The capacity, ability or art of giving and receiving, through any of the senses, information, ideas and attitudes.
(g) Competent. The ability or fitness to discharge the required duties as set forth in this Chapter.
(h) Complainant. That party by whom, or on whose behalf, a complaint is filed.
(i) Complaint. A problem involving professional performance or relationship where the ultimate solution is normally within the province of the profession.
(j) Designated Task. The duty or assignment for which a person is responsible at any given time.
(k) Diagnosis. Identification of needs, strengths and weaknesses through examination, observation and analysis.
(l) Educator. Any person engaged in the instructional program, including those engaged in the instructional program, including those engaged in teaching, administering and supervising, who is required to be certified.
(m) Effective. Producing a definite or desired result.
(n) Hearing. Commission proceedings for the formulation of a recommendation to the Georgia Board of Education, to a Local Board or to the Professional Standards Commission.
(o) Hearing Committee. The three Commission members appointed to the Hearing Committee.
(p) Hearing Officer. Qualified member of the Georgia Bar competent by reason of training or experience.
(q) Management. Controlling, supervising and guiding the efforts of others.
(r) Order. The whole or any part of the final decision of the Professional Standards Commission.
(s) Party. Individuals, partnerships, corporations, associations, departments of education or public or private organizations of any character, and any agency allowed to intervene in a Commission proceeding.
(t) Person. Anyone who is seeking to establish or maintain certification as defined above.
(u) Policy. Authorized expressions of public intent reflecting the general principles guiding the efforts of the school system or school toward approved goals.
(v) Preponderance of Evidence. A superiority of weight.
(w) Reasonable. Just and proper; ordinary or usual; fit and appropriate to the end in view.
(x) Respondent. The party against whom the complaint is made.

Rule 506-4-.02 Professional Performance Standards

(1) Administrative and Supervisory Requirements. Competent educators must possess the administrative and supervisory abilities and skills necessary to complete the designated task.
(a) Each Competent Educator.
1. Records. Each educator shall keep records for which he/she is responsible in accordance with law and the accepted practices of the school system;
2. Supervision. Each educator shall supervise others in accordance with law and the accepted practices of the school system; and
3. Community Groups. Each educator shall recognize the role and function of community agencies and groups as they relate to the school.
(b) Each Competent Teacher.
1. Materials. Each teacher shall utilize available instructional materials and equipment necessary to accomplish the designated task; and
2. Policy. Each teacher shall adhere to and enforce school law, State Board Rules, Local Board policies, administrative policies of the school, Professional Standards Commission Rules, and Professional Practices Commission Rules.
(c) Each Competent Administrator.
1. Materials. Each administrator shall use available instructional personnel, materials and equipment necessary to accomplish the designated task;
2. Policy. Each administrator shall adhere to and enforce school law, State Board Rules, Local Board policies, Professional Standards Commission Rules, and Professional Practices Commissions Rules; and
3. Communication. Each administrator shall use suitable channels of communication when interacting with teachers, community agencies and groups.
(2) Analysis of Individual Needs and Potential. Each competent educator shall utilize or promote the utilization of acceptable techniques to analyze the needs and potential of individuals.
(3) Instructional Procedures.
(a) Each Competent Educator. Each competent educator shall seek accomplishment of the designated task through selection and utilization of appropriate instructional procedures.
1. Atmosphere. Each educator shall create an atmosphere which fosters interest and enthusiasm for learning and teaching;
2. Procedures. Each educator shall use procedures appropriate to accomplish the designated task; and
3. Expression of Ideas. Each educator shall encourage expressions of ideas, opinions and feelings.
(b) Each Competent Teacher.
1. Create Interest. Each teacher shall create interest through the use of materials and techniques appropriate to the varying abilities and background of students; and
2. Utilize Student Interest. Each teacher shall utilize individual student interests and abilities when planning and implementing instruction.
(c) Each Competent Administrator.
1. Create Interest. Each administrator shall support the creation of interest by providing the materials, equipment and encouragement necessary for the teacher to accomplish the designated task; and
2. Assignments. Each administrator shall make assignments of tasks and duties in light of individual abilities and specialties.
(4) Communication Skills. Within the limits prescribed by his or her assignment and role each competent educator shall communicate effectively with students and other educators.
(a) Each Competent Educator.
1. Relevant Information. Each educator shall use information and materials that are relevant to the designated task;
2. Relevant Language. Each educator shall use language and terminology which are relevant to the designated task;
3. Appropriate Language. Each educator shall use language which reflects an understanding of the abilities of the individual or group;
4. Task Designation. Each educator shall assure that the task is understood;
5. Feedback. Each educator shall use feedback techniques which are relevant to the designated task;
6. Extract Ideas. Each educator shall extract major ideas or themes from the statements of others; and
7. Encourage Clear Ideas. Each educator shall encourage each individual to state his or her ideas clearly.
(5) Management Techniques.
(a) Each Competent Educator.
1. Discipline. Each educator shall resolve discipline problems in accordance with law, State Board rules, Local Board policies, administrative regulations and accepted school policies;
2. Consistency. Each educator shall maintain consistency in the application of policy and practice;
3. Management Techniques. Each educator shall use management techniques which are appropriate to the particular setting, such as group work, seat work, lecture, discussion, individual projects and others; and
4. Standards. Each educator shall develop and maintain standards of conduct.
(6) Competence in Specialization. Each competent educator shall possess knowledge, within his/her area of specialization, to a degree within his/her record of professional preparation and shall be able to show evidence of having an awareness of current development in his or her field.
(7) Evaluation of Learning and Goal Achievement. A competent educator accepts responsibility commensurate with the delegated authority to evaluate learning and goal achievement.
(a) Each Competent Educator.
1. Techniques. Each educator shall utilize several types of evaluative techniques;
2. Feedback. Each educator shall provide frequent and prompt feedback concerning the success of learning and goal achievement efforts;
3. Analysis. Each educator shall analyze and interpret effectively the results of evaluation for judging instruction, the achievement of stated goals or the need for further diagnosis;
4. Utilization. Each educator shall utilize the results of evaluation for planning, counseling and program modification; and
5. Explain. Each educator shall explain methods and procedures of evaluation to those concerned.
(8) Human and Interpersonal Relationships. A competent educator shall possess effective human and interpersonal relation skills.
(a) Each Competent Educator.
1. Differing Views. Each educator shall encourage others to hold and express differing opinions or ideas;
2. Not Misinterpret. Each educator shall not knowingly misinterpret the statement of others;
3. Not Disrespect. Each educator shall not show disrespect for, nor lack of acceptance of, others;
4. Leadership. Each educator shall provide leadership and direction for others by appropriate example;
5. Constructive Criticism. Each educator shall offer constructive criticism when necessary;
6. Comply. Each educator shall comply with reasonable requests and orders given by and with proper authority;
7. Unreasonable Tasks. Each educator shall not assign unreasonable tasks; and
8. Exercise Authority. Each educator shall demonstrate self-confidence and self-sufficiency in exercising authority.
(9) Personal Requirements. In assessing the mental or physical health of educators, no decision adverse to the educator shall be made except on the advice or testimony of personnel competent to make such judgment by reason of training, licensure and experience. However, certain behaviors are held to be probable cause for examination.
(a) Each Competent Educator.
1. Physical Ability. Each educator shall be able to engage in physical activity appropriate to the designated task, except for temporary disability;
2. Communication Skill. Each educator shall be able to communicate effectively so as to accomplish the designated task;
3. Emotional Control. Each educator shall appropriately control his or her emotions; and
4. Intellectual Ability. Each educator shall possess and demonstrate sufficient intellectual ability to perform designated tasks.