(2)
Definitions.
(a)
Accreditation:
(1) A process for assessing and enhancing academic and educational quality
through external, often voluntary, peer review. (2) A decision awarded and
process certified by an accrediting organization. For the purposes of educator
preparation provider (EPP) and program approval, GaPSC recognizes three (3)
types of accreditation: Regional Accreditation, National Accreditation, and
Specialized Accreditation. Each type of accreditation is defined in subsequent
definitions.
(b)
Administrative Approval: A process used in lieu of the
Developmental Approval Review exclusively for endorsement programs and
available only to GaPSC-approved EPPs. Administrative approval involves a staff
review of an approval application and a curriculum map in which key assessments
are described and mapped to program content standards. After an endorsement
program is administratively approved, it will be reviewed against all
applicable standards in the EPP's next Continuing Approval Review.
(c)
Advanced
Preparation/Degree-Only Program: 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/degree-only programs commonly award graduate credit and include
masters, specialist, and doctoral degree programs.
(d)
Approval: A
process for assessing and enhancing academic and educational quality through
peer review, to assure the public that an educator preparation provider (EPP)
and/or program has met 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.
(e)
Approval Review: Examination of evidence and
interviews of stakeholders conducted by GaPSC reviewers either on-site at an
institution/agency, or electronically using web 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 aq, below).
(f)
B/P-12: Formerly
P-12, the term B/P-12 references schools serving children aged
birth to grade 12.
(g)
Branch Campus: 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.
(h)
Candidates/Teacher
Candidates: 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.
Candidates in programs leading to Teaching (T) certification may also be
referred to as Pre-service Teacher Candidates. (The term
enrolled is used in the GaPSC approval process to mean the
candidate is admitted and taking classes.)
(i)
Clinical
Educators: 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 Clinical
Educators 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.
(j)
Clinical
Practice: Culminating residency (formerly referred to as
student teaching) or internship experiences with candidates
placed in classrooms for at least one (1) 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 (S) and Leadership (L) 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.
(k)
Content
Knowledge: The central concepts, tools of inquiry, and structures
of a discipline (Source: CAEP Glossary).
(l)
Council for the Accreditation
of Educator Preparation (CAEP): 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).
(m)
Dispositions:
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.
(n)
Distance Learning: 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.
(o)
Distance Learning Program: 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 n). 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.
(p)
Dyslexia and Other Related
Disorders: Dyslexia is a specific learning disability that is
neurological in origin, which is characterized by difficulties with accurate or
fluent word recognition and by poor spelling and decoding abilities. These
difficulties typically result from a deficit in the phonological component of
language that is often unexpected in relation to other cognitive abilities and
the provision of effective classroom instruction. Secondary consequences may
include problems in reading comprehension and reduced reading experience that
can impede the growth of vocabulary and background knowledge. Other related
disorders include aphasia, dyscalculia, and dysgraphia.
1. Aphasia: Aphasia is a condition
characterized by either partial or total loss of the ability to communicate
verbally or through written words. A person with aphasia may have difficulty
speaking, reading, writing, recognizing the names of objects, or understanding
what other people have said. The condition may be temporary or permanent and
shall not include speech problems caused by loss of muscle control.
2. Dyscalculia: Dyscalculia is the inability
to understand the meaning of numbers, the basic operations of addition and
subtraction, or the complex operations of multiplication and division or to
apply math principles to solve practical or abstract problems.
3. Dysgraphia: Dysgraphia is difficulty in
automatically remembering and mastering the sequence of muscle motor movements
needed to accurately write letters or numbers.
(q)
Educator Preparation
Program: A planned sequence of courses and experiences for
preparing B/P-12 teachers and other professional school personnel that leads to
a state certification. The three (3) types of educator preparation programs are
described in definitions aa (Initial), s (Endorsement), and c
(Advanced/Degree-Only).
(r)
Educator Preparation Provider (EPP): 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.
(s)
Endorsement
Program: 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 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
505-3-.82 through
505-3-.115, embedded in an initial
preparation or advanced/degree-only 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
505-2-.14, ENDORSEMENTS.
(t) EPP Readiness Framework: Formerly called
Preconditions. 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.
(u)
Field
Experiences: 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
(e.g., GaTAPP), field experiences occur outside candidates' classrooms with
students with different learning needs and varied backgrounds in at least two
(2) settings during the clinical practice.
(v)
First Continuing
Review: The First Continuing Review is conducted three (3) to four
(4) years after a Developmental Review to determine if the EPP and/or initial
educator preparation program(s) have evidence of meeting all applicable
standards.
(w)
Georgia
Teacher Academy for Preparation and Pedagogy (GaTAPP): Georgia's
non-traditional preparation program for preparing career changers for
certification as B/P-12 teachers. See GaPSC Rule
505-3-.05 GEORGIA TEACHER ACADEMY FOR
PREPARATION AND PEDAGOGY (GaTAPP).
(x)
Grade Point Average
(GPA): A quantitative indicator of candidate achievement. Letter
grades are converted to numbers and averaged over a period of time.
(y)
Induction: (1)
The formal act or process of placing an individual into a new job or position
and providing appropriate support during the first three (3) 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. (2) A Georgia level of professional type educator
certification; for additional information see GaPSC Rule
505-2-.04 INDUCTION CERTIFICATE.
(z)
Information
Literacy: 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).
(aa)
Initial Preparation
Program: A program designed to prepare candidates for their
initial, or first professional type certificate in a Teaching (T), Leadership
(L), or Service (S) field. Examples include degree programs at the
baccalaureate, masters, 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) or
Alternative Preparation for Educational Leadership 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.
(ab) Local Unit of
Administration (LUA): 1. A local unit of administration (LUA) is a local
education agency or a regional educational service agency, including but not
limited to public, waiver, strategic waiver system, charter system or charter
schools and private schools (i.e., faith-based schools, early learning centers,
hospitals, juvenile detention centers, etc.). State agencies and public and
private institutions of higher education requiring certification for employment
purposes are included in this definition.
(ac)
Media Literacy:
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).
(ad)
Mentor Teacher:
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 Mentor Teacher is often used synonymously with the
terms Cooperating Teacher and B/P-12
Supervisor. The terms B/P-12 Supervisor and
Faculty Supervisor are described in definition au.
(ae)
National
Accreditation: 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, EPPs, or programs in specific content fields. The Southern
Association of Colleges and Schools Commission on Colleges (SACSCOC) is an
example of a national accrediting organization that reviews institutions. CAEP
(see definition l) is an example of a national accrediting organization that
reviews EPPs. The National Association of Schools of Music (NASM) is an example
of a national accrediting organization that reviews programs in a specific
field.
(af)
Nationally
Recognized Program: A program that has met the standards of a
national specialized professional association (SPA) that is a constituent
member of CAEP. The term National Recognition signifies the
highest level of SPA recognition awarded to programs.
(ag)
Non-traditional Teacher
Preparation Program (GaTAPP): 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 teacher preparation programs
lead only to a certificate, not to a degree or college credit and:
1. Feature a flexible timeframe for
completion;
2. 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;
3. Require that candidates are supported by a
Candidate Support Team;
4. Require
an induction component that includes coaching and supervision;
5. 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
6. 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 GaPSC Rule
505-3-.05 GEORGIA TEACHER ACADEMY FOR
PREPARATION AND PEDAGOGY (GaTAPP).
(ah)
Out-of-State
Institution: An institution of higher education administratively
based in a state within the United States other than Georgia, or another
country.
(ai)
Pedagogical Content Knowledge: 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).
(aj)
Pedagogical Knowledge: The broad principles and
strategies of classroom instruction, management, and organization that
transcend subject matter knowledge (Source: CAEP Glossary).
(ak)
Pedagogical
Skills: An educator's abilities or expertise to impart the
specialized knowledge/content and skills of their subject area(s) (Source: CAEP
Glossary).
(al)
Preparation Program Effectiveness Measures (PPEMs): A
set of common measures applied to all teacher preparation programs leading to
initial certification in a field. Teacher Preparation Program Effectiveness
Measures (TPPEMs) are further defined in GaPSC Rule
505-3-.02 EDUCATOR PREPARATION
PROVIDER ANNUAL REPORTING AND EVALUATION.
(am)
Program
Completer: 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.
(an)
Regional Accreditation: Regional accreditation is
conducted by an accrediting organization that develops evaluation criteria and
conducts peer evaluations to assess whether or not those criteria are met. Six
(6) 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. The Southern Association of
Colleges and Schools (SACS) is the regional accreditor for the southern region.
The SACS accrediting organization for P-12 schools is the Council on
Accreditation and School Improvement (SACSCASI), also known as Cognia. The SACS
accrediting organization for institutes of higher education is the Commission
on Colleges (SACSCOC).
(ao)
Specialized Accreditation: 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.
(ap)
Specialized Professional
Association (SPA): 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.
(aq)
Substantive Change Procedure: 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.
(ar)
Supervisor: 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 Faculty Supervisor refers to the employee of the EPP
and the term B/P-12 Supervisor (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.
(as)
Technology Literacy: 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.
(at)
Traditional Preparation Program: A credit-bearing
program designed for the preparation of educators offered by an institution of
higher education.
(au)
Year-long Residency: 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.
(3)
GENERAL REQUIREMENTS APPLICABLE TO
ALL EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.
(a) Authorization for the establishment of
Georgia Educator Preparation Providers (EPPs).
1. The following types of organizations
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/agency/organization) are eligible to seek GaPSC approval as
an EPP for the purpose of preparing educators: Regionally accredited
institutions of higher education; regionally accredited local units of
administration with student enrollment over 30,000; Regional Educational
Service Agencies (RESAs); and other education service organizations.
2. Out-of-state organizations that are
Accredited without conditions or probation by the Council for the Accreditation
of Educator Preparation (CAEP) and that are approved without conditions or
probation by the state in which the organization is administratively based are
eligible to seek GaPSC approval to offer, through a branch or satellite campus
and/or by online delivery, non-credit-bearing certification-only programs
leading to initial teacher certification. Out-of-state program providers
offering credit-bearing and/or degree-granting programs are not eligible for
GaPSC approval. Once approved by GaPSC, an out-of-state organization must
maintain CAEP Accreditation and home state approval in good standing (without
conditions or probation) to continue qualifying for GaPSC approval.
(b) Accreditation of
Institutions/Agencies with an Educator Preparation Provider (EPP).
1. 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
Commission on Colleges (SACSCOC), 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 Rule
505-2-.31 GaPSC-ACCEPTED ACCREDITATION
FOR CERTIFICATION PURPOSES.
2.
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 GaPSC Rule
505-3-.05 GEORGIA TEACHER ACADEMY FOR
PREPARATION AND PEDAGOGY (GaTAPP). See GaPSC Rule
505-2-.31 GaPSC-ACCEPTED ACCREDITATION
FOR CERTIFICATION PURPOSES for a list of acceptable accrediting
agencies.
(c) GaPSC
Approval of Educator Preparation Providers (EPPs).
1. An EPP 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 by GaPSC, 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 formative portion of
the GaPSC program approval review.
2. 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).
3. EPPs administratively
based in the state of Georgia for which GaPSC has regulatory authority may
choose to seek and/or maintain CAEP accreditation. If the accreditation visit
was conducted jointly by GaPSC and CAEP, the GaPSC will accept CAEP
accreditation of an EPP and the EPP shall be recognized as approved by GaPSC
until the end of the seven (7)-year approval cycle, or for a shorter period of
time if, during the seven (7)-year cycle GaPSC action is necessitated by
persistently low (Low Performing) status or non-compliance with GaPSC rules. If
CAEP accreditation of the EPP is delayed, denied, or revoked, GaPSC will render
an EPP approval decision. If the accreditation visit is conducted solely by
CAEP, GaPSC approval of the EPP will be based upon the implementation of the
state approval process and a final EPP approval decision will be rendered by
the Georgia Professional Standards Commission. Program approval is contingent
upon EPP approval.
4. LUAs,
qualifying organizations (see paragraph (3) (a) 1 and 2), and IHEs seeking
GaPSC approval as an EPP shall follow all applicable GaPSC policies and
procedures to include the EPP Readiness Framework 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 GaPSC-approved EPP 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 up to
and including revocation of approval. Failure to comply with federal reporting
requirements may result in fines.
5. EPPs 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.
6. For EPPs offering initial preparation
programs leading to a Teaching (T), Leadership (L), or Service (S) certificate,
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 and it is followed, in three (3) to four (4) years, by a First
Continuing Review to determine if the EPP has evidence of meeting state
standards. 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 state
Continuing Review will be scheduled such that the state review will be
completed and the resulting GaPSC approval decision will be rendered prior to
the beginning of the CAEP site visit. GaPSC 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
the EPP is out of compliance with state rules.
7. For EPPs offering only endorsement
programs, GaPSC EPP approval cycles shall include Developmental Approval valid
for seven (7) years and Continuing Approval every seven (7) years
thereafter.
8. GaPSC-approved EPPs
shall comply with all GaPSC reporting requirements, to include the timely
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 federal annual reports on the performance of the EPP and all
educator preparation programs). Out-of-state EPPs 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
comply with all applicable GaPSC reporting requirements, to include the
submission of data in TPMS and other systems that may become applicable. EPPs
shall report according to the schedules and timelines below and shall
accurately provide all data elements. Failure to report on time and accurately
may negatively impact EPP approval status. See GaPSC Rule
505-3-.02 EDUCATOR PREPARATION
PROVIDER ANNUAL REPORTING AND EVALUATION.
(i)
Enrollments. GaPSC-approved EPPs and out-of-state EPPs with candidates
completing field and clinical experiences in Georgia schools shall, through the
appropriate GaPSC reporting system (i.e., Non-Traditional Reporting System
[NTRS] or Traditional Program Management System [TPMS]), enter all applicable
data for candidates enrolled in Teaching (T), Leadership (L), and Service (S)
field programs leading to initial Georgia certification, and in Endorsement
programs according to the following schedule:
(I) October 31: The deadline for entering all
candidates enrolled in current academic year summer and fall
semesters.
(II) March 31: The
deadline for entering all candidates enrolled in current academic year spring
semester.
(ii) Clinical
Practice Beginning Date and Cooperating Teacher GA Cert ID. GaPSC-approved EPPs
and out-of-state EPPs with candidates completing clinical experiences in
Georgia schools shall enter in TPMS the beginning date of Clinical practice and
cooperating teacher GA Cert ID according to the following schedule:
(I) September 30: The deadline for entering
Clinical Practice Begin Date and Cooperating Teacher GA Cert ID for all
candidates, including those who are employed as a teacher of record, beginning
supervised clinical practice (student teaching/internship/residency) at the
beginning of the B/P-12 academic year.
(II) February 28: The deadline for entering
Clinical Practice Begin Date and Cooperating Teacher GA Cert ID for all
candidates, including those who are employed as a teacher of record, beginning
supervised clinical practice (student teaching/internship/residency) at the
mid-point of the B/P-12 academic year.
(III) For any candidates beginning clinical
practice at other times (e.g., not at the beginning or mid-point of the
academic year), the Clinical Practice Begin Date and Cooperating Teacher GA
Cert ID must be entered no later than 30 days after the first day of the
supervised clinical practice (student teaching/internship/residency).
(iii) Completions and Withdrawals.
GaPSC-approved EPPs and out-of-state EPPs with candidates completing field and
clinical experiences in Georgia schools shall, through the appropriate GaPSC
reporting system (i.e., Non-Traditional Reporting System [NTRS] or Traditional
Program Management System [TPMS]), enter all applicable data related to
candidate completions and withdrawals within sixty (60) days of the
event.
(iv) For federal, Title II,
reporting purposes, October 7 is the deadline for entering all initial teaching
candidates who were enrolled, withdrawn, or completed a GaPSC-approved program
during the prior reporting year (September 1 - August 31).
9. GaPSC-approved EPPs shall notify all
enrolled candidates when EPP and/or program approval is revoked or when
approval status is changed to Probation. Notification must be made within sixty
(60) days after such a GaPSC decision is granted, in written form via letter or
e-mail, and a copy must be provided to GaPSC by the EPP head. This notification
must clearly describe the impact of the approval status change on candidates
and the options available to them. EPPs must maintain records of candidates'
acknowledgement of receipt of the notification.
(d) GaPSC Approval of Educator Preparation
Programs.
1. Educator preparation programs
leading to Georgia educator certification shall be offered only by
GaPSC-approved EPPs. All initial preparation programs and endorsement programs
must be approved by the GaPSC.
2.
GaPSC-approved EPPs seeking approval to add new initial 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 formative portion of the approval review.
3. 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.
4. Initial educator preparation programs and
endorsement programs shall be approved by the GaPSC before candidates are
enrolled and begin program coursework.
5. 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
approval. Programs may also be submitted to GaPSC-accepted Specialized
Professional Associations or program accrediting agencies for national
recognition or accreditation. If the highest level of recognition or
accreditation, in most cases National Recognition or Accreditation, is granted
for a program, state approval procedures will be reduced to remove duplication
and will include only those components necessary to ensure Georgia-specific
standards and requirements are met. Programs submitted for national recognition
or accreditation that are not granted National Recognition (e.g., granted
Recognition with Conditions or any level of recognition lower than National
Recognition) or Accreditation must comply with all applicable GaPSC program
approval review requirements. See the guidance document accompanying this rule
for the list of GaPSC-accepted SPAs and program accrediting agencies.
6. GaPSC approval of initial preparation
programs in Teaching (T), Leadership (L), and Service (S) fields 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.
7. GaPSC approval of new endorsement programs
shall include an Administrative Approval process to determine if the new
program has the capacity to meet state standards followed by a Continuing
Approval Review of the program in conjunction with the next scheduled EPP
Continuing Review, and Continuing Reviews every seven (7) years
thereafter.
8. 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 a previous
approval review indicates pervasive problems exist limiting program capacity to
meet standards and requirements specified in GaPSC educator preparation and
certification rules.
9.
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/degree-only 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. See GaPSC
Certification Rule
505-2-.33 CERTIFICATE
UPGRADE.
10. GaPSC-approved EPPs
shall make program decisions based upon program purpose, institutional mission,
supply and demand data, and B/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).
11. Ongoing GaPSC approval of educator
preparation programs is contingent upon EPP approval status, the performance of
the EPP and its programs, and compliance with GaPSC rules and reporting
requirements. (See GaPSC Educator Preparation Rule
505-3-.02 EDUCATOR PREPARATION
PROVIDER ANNUAL REPORTING AND EVALUATION.)
12. Out-of-state EPPs 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
505-2-.03 PRE-SERVICE TEACHING
CERTIFICATE. Out-of-state EPPs preparing candidates for Georgia certification
who are employed as a teacher of record while enrolled in their programs shall
ensure their candidates hold the appropriate Georgia Teaching (T) certificate
(e.g., Provisional Certificate, Permit, or Waiver Certificate). Out-of-state
EPPs must also ensure their candidates meet all program assessment requirements
outlined in this rule in paragraphs (3) (e) (6); the requirements specified in
GaPSC Certification Rule
505-2-.22 CERTIFICATION BY
STATE-APPROVED PROGRAM, paragraph (2) (d) 2; and the requirements outlined in
GaPSC Certification Rule
505-2-.04 INDUCTION CERTIFICATE,
including the required amount of time spent in the culminating clinical
experience (i.e., student teaching or internship occurring after, and not
including, field experiences), and passing the ethics and content
assessments.
13. 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
requirements referenced in paragraph (3) (c) 8. and described in GaPSC Rule
505-3-.02 EDUCATOR PREPARATION
PROVIDER ANNUAL REPORTING AND EVALUATION.
(e) Educator Preparation Program
Requirements.
1. Admission Requirements.
(i) The Georgia Educator Ethics Assessment
must be passed 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
505-2-.03 PRE-SERVICE TEACHING
CERTIFICATE).
(ii) GaPSC-approved
EPPs shall ensure candidates admitted to initial preparation programs at the
post-baccalaureate level have attained appropriate depth and breadth in both
general and content studies, with a minimum of a bachelor's degree from a
GaPSC-accepted accredited institution. Candidates seeking certification in
Career Technical and Agricultural Education (CTAE) fields must hold a high
school diploma or GED, or an associate's degree or higher in the field of
certification sought, as delineated in applicable GaPSC Certification Rules.
CTAE candidates admitted with a high school diploma or GED must complete both
the associate's degree and the initial teacher preparation program to earn a
professional type certificate. The preparation program must be completed within
three years; an additional year is allowable if needed to complete the
associate's degree.
2.
Pre-service Certificate Request.
(i)
GaPSC-approved EPPs must ensure all candidates admitted to traditional initial
teacher preparation programs at the baccalaureate level or higher request the
Pre-Service Certificate before beginning field and clinical experiences in
Georgia B/P-12 schools, except for candidates who hold a valid Georgia
Professional, Provisional, Permit, or Waiver teaching certificate, and are
currently employed in a Georgia school. Out-of-state EPPs must ensure
candidates enrolled in initial teacher preparation programs and completing
field and clinical experiences in Georgia B/P-12 schools request the
Pre-Service Certificate prior to beginning field and clinical experiences,
except for candidates who hold a valid Georgia Professional, Provisional,
Permit, or Waiver teaching certificate, and are currently employed in a Georgia
school; such candidates must be enrolled in programs leading to a certification
field issued by the GaPSC. See GaPSC Rule
505-2-.03 PRE-SERVICE TEACHING
CERTIFICATE for Pre-Service certification requirements.
(ii) Successful completion of a criminal
record check is required to earn the Pre-Service Certificate. See GaPSC
Certification Rule
505-2-.03 PRE-SERVICE TEACHING
CERTIFICATE.
3. Candidate
Monitoring and Support. EPPs shall monitor each cohort aggregate GPA for
changes, document any point at which the cohort GPA is less than 3.0,
disaggregate the data by race and ethnicity and any other mission-related
categories, analyze the data to identify specific needs for candidate support,
and develop and implement plans to provide the needed supports.
4. Program Content and Curriculum
Requirements.
(i) Preparation programs for
educators prepared as teachers shall incorporate the latest version of the
Teacher Assessment on Performance Standards (TAPS) published by the Georgia
Department of Education. Preparation programs for educators prepared as leaders
shall incorporate these standards into those courses related to instructional
leadership to assure leadership candidates understand the TAPS standards as
they apply to the preparation and continued growth and development of
teachers.
(ii) GaPSC-approved EPPs
shall require a major or equivalent in all middle grades, secondary, and in
P-12 fields where appropriate such as certain Special Education programs, which
require fifteen (15) semester hours of academic content. The equivalent of a
major is defined for middle grades (4-8) as a minimum of fifteen (15) semester
hours of coursework in the content field and for secondary (6-12) as a minimum
of twenty-one (21) semester hours of coursework in the content field. Content
field coursework must meet expected levels of depth and breadth in the content
area and shall address the program content standards required for the field as
delineated in GaPSC Educator Preparation Rules
505-3-.19 through
505-3-.53.
(iii) 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 requirement
in (e) 1. (i) and (e) 6. (iii) (see GaPSC Rule
505-2-.26 CERTIFICATION AND LICENSURE
ASSESSMENTS), 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.
(iv) GaPSC-approved EPPs shall ensure
candidates are prepared to implement Georgia state mandated standards (i.e.,
Georgia Performance Standards [GPS], 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 that 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.
(v) GaPSC-approved EPPs shall require
candidates seeking teacher certification to demonstrate knowledge of the
definitions and characteristics of dyslexia and other related disorders;
competence in the use of evidence-based instruction, structured multisensory
approaches to teaching language and reading skills, and accommodations for
students displaying characteristics of dyslexia and/or other related disorders;
and competence in the use of a multi-tiered systems of support framework
addressing reading, writing, mathematics, and behavior, including:
(I) Universal screening;
(II) Scientific, research-based
interventions;
(III) Progress
monitoring of the effectiveness of interventions on student
performance;
(IV) Data-based
decision making procedures related to determining intervention effectiveness on
student performance and the need to continue, alter, or discontinue
interventions or conduct further evaluation of student needs; and
(V) Application and implementation of
response-to-intervention and dyslexia and other related disorders instructional
practices in the classroom setting.
(vi) 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. Candidates shall also demonstrate the
specialized knowledge and skills necessary for effective teaching in a distance
learning environment.
(vii)
GaPSC-approved EPPs shall require candidates seeking certification in a
Teaching (T) field, the field of Educational Leadership (L), or the Service (S)
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 GaPSC Rule
505-2-.24 SPECIAL GEORGIA
REQUIREMENTS
). 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.
(viii) GaPSC-approved EPPs shall ensure
candidates seeking teacher certification demonstrate the appropriate level of
competence in the teaching of reading, as described for each Teaching (T) field
in GaPSC Rule
505-3-.03 FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE.
(ix)
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
505-3-.82 through
505-3-.115. Unless specified
otherwise in GaPSC Rules
505-3-.82 through
505-3-.115, endorsement programs may
be offered as stand-alone programs or embedded in initial preparation or
degree-only programs. Embedded endorsement programs must include field
experiences specifically for meeting endorsement standards and requirements, as
well as any additional grade levels addressed by the endorsement. These field
experiences must be in addition to those required for the initial preparation
program. Although field experiences in specific grade bands are not required
for endorsement programs, candidates must have opportunities to demonstrate the
knowledge and skills delineated in endorsement standards in as many settings as
necessary to demonstrate competence with children at all developmental levels
addressed by the endorsement. In addition to field experience requirements, the
GaPSC Continuing Approval process for embedded endorsement programs will
require EPPs to provide evidence of meeting a minimum of one (1) of the
following (2) options:
(I) 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). To fully address the additional knowledge and skills delineated in
endorsement standards, it may be necessary to add endorsement courses to a
program of study.
(II) Option 2:
Additional Assessments(s). Candidates' demonstration of endorsement program
knowledge and skills must be assessed by either the initial preparation or
advanced/degree-only program assessments or via additional assessment
instruments specifically designed to address endorsement program content.
See the guidelines accompanying this rule for further
clarification of expectations for endorsement programs.
(x) GaPSC-approved EPPs shall
provide information to each candidate on Georgia's tiered certification
structure, professional learning requirements, and employment
options.
5. Requirements
for Partnerships, and Field Experiences and Clinical Practice.
(i) 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.
(ii) GaPSC-approved EPPs shall require in all
programs leading to initial certification in Teaching (T), Leadership (L), or
Service (S) 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 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 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 different 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.
(iii) 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 (3) age levels: ages 0 to 2, ages 3 to 4, and
5 (kindergarten). For Elementary Education programs (P-5), field experiences
are required in three (3) grade levels: PK-K, 1-3, and 4-5. For middle grades
education programs, field experiences are required in two (2) grade levels: 4-5
and 6-8. Programs leading to P-12 certification shall require field experiences
in four (4) grade levels: PK-2, 3-5, 6-8, and 9-12; and secondary education
programs (6-12) shall require field experiences in two (2) grade levels: 6-8
and 9-12.
(iv) GaPSC-approved EPPs
shall ensure candidates complete supervised clinical practice
(residency/internships) in the field of certification sought and only in fields
for which the EPP has been approved by the GaPSC. Clinical practice for all
fields must occur in regionally accredited public schools, charter schools
approved by the Georgia State Charter School Commission, charter schools
approved by the Georgia Department of Education, out-of-state charter schools
approved by the state's charter schools commission or department of education,
private schools accredited by a GaPSC-accepted accreditor, Department of
Defense schools, or in international settings meeting accreditation criteria
specified in GaPSC Rule
505-2-.31 GAPSC-ACCEPTED
ACCREDITATION; VALIDATION OF NON-ACCREDITED DEGREES. Candidates in Birth
Through Kindergarten programs may participate in residencies or internships in
regionally accredited schools, in pre-schools or child care centers licensed by
the Georgia Department of Early Care and Learning (DECAL, also known as Bright
from the Start), Head Start, 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) (ax)) are recognized as most effective,
teacher candidates must spend a minimum of one (1) full semester or the
equivalent (500 hours) in residencies or internships. GaPSC preparation program
rules for service and leadership fields may require more than one (1) full
semester of clinical practice; see GaPSC Rules
505-3-.63 through
505-3-.81.
(v) B/P-12 educators who supervise candidates
(mentors, cooperating teachers, educational leadership coaches/mentors, Service
(S) field supervisors) in residencies or internships at Georgia schools shall
meet the following requirements:
(I) B/P-12
supervisors shall have a minimum of three (3) years of experience in a Teaching
(T), Leadership (L), or Service (S) role; and
(II) If the residency or internship is
completed at a Georgia school requiring GaPSC certification, the B/P-12
supervisor shall hold a renewable Professional Certificate 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 (T) 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.
(III)
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. See GaPSC Certification Rule
505-2-.42 CLEARANCE
CERTIFICATE.
(IV) 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.
(V) Certificate IDs (to
include Clearance Certificate IDs as applicable) of B/P-12 supervisors must be
entered in TPMS or NTRS, along with the Clinical Practice beginning date, by
the deadlines specified above in paragraph (3) (c) 8. (ii).
It is the responsibility of GaPSC-approved EPPs and
out-of-state EPPs who place candidates seeking Georgia certification in Georgia
schools for field and clinical experiences to ensure these requirements are
met.
6.
Assessment Requirements.
(i) State-approved
Content Assessment.
(I) 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.
(II)
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 (2) areas of
concentration, as 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
505-3-.19 MIDDLE GRADES EDUCATION
PROGRAM.
(III) Passing Score: A
passing score on all applicable state-approved content assessments is not
required for program completion, except in the GaTAPP program (See GaPSC Rule
505-3-.05 GEORGIA TEACHER ACADEMY FOR
PREPARATION AND PEDAGOGY [GaTAPP]); however, a passing score is required for
state certification. See GaPSC Rule
505-2-.26 CERTIFICATION AND LICENSURE
ASSESSMENTS
, and GaPSC Rule
505-2-.08 PROVISIONAL
CERTIFICATE.
(ii)
State-approved Performance-based Assessments.
(I) 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.
(II)
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.
(III) 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
505-2-.26 CERTIFICATION AND LICENSURE
ASSESSMENTS,
505-2-.153 EDUCATIONAL LEADERSHIP
CERTIFICATE, and
505-2-.149 TEACHER
LEADERSHIP.
(iii)
State-approved Educator Ethics Assessment.
(I)
Program Admission:
A. Candidates who enroll
in initial teacher preparation programs must pass the Georgia Educator Ethics
Assessment prior to beginning program coursework. Educators who hold a valid
Induction, Professional, Lead Professional, or Advanced Professional
Certificate are not required to pass the assessment if they enroll in an
initial preparation program for the purpose of adding a new Teaching (T)
field.
B. Candidates who enroll in
any GaPSC-approved Educational Leadership program must pass the Georgia Ethics
for Educational Leadership Assessment prior to beginning program
coursework.
7. Program Completion Requirements.
(i) 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 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
505-3-.05 GEORGIA TEACHER ACADEMY FOR
PREPARATION AND PEDAGOGY (GaTAPP).
(ii) 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 credit.
(iii) 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, and job placement and market needs based on available
supply and demand data.
(iv)
GaPSC-approved EPPs shall provide performance data to candidates that they may
use to inform their individual professional learning needs during
induction.
(f)
Verification of Program Completion and Reporting of Ethics Violations.
1. 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.
2. GaPSC-approved EPPs shall submit, in a
timely manner, any documentation required of them by the GaPSC Certification
Division for program completers seeking GaPSC certification.
3. 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.
4. Should
program completers return to their GaPSC-approved EPP more than five (5) 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.
5. 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.