Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.65 - Media Specialist Program

Current through Rules and
			 Regulations filed through June 27, 2024
(1)
Purpose.
This rule describes
			 requirements and field-specific content standards for approving programs that
			 prepare media specialists in grades P-12 and supplements requirements in GaPSC
			 Rule 505-3-.01,
Requirements and Standards for Approving Educator Preparation
			 Providers and Educator Preparation Programs
.
(2)
Requirements.
To receive
			 approval, a GaPSC-approved educator preparation provider shall offer a master's
			 level preparation program as described in program planning forms, catalogs, and
			 syllabi addressing the following standards:
1.
Teaching for
			 Learning
. Candidates are effective teachers who demonstrate
			 knowledge of learners and learning and who model and promote collaborative
			 planning, instruction in multiple literacies, and inquiry-based learning,
			 enabling members of the learning community to become effective users and
			 creators of ideas and information. Candidates design and implement instruction
			 that engages students' interests and develops their ability to inquire, think
			 critically, gain and share knowledge.
(i)
			 Candidates are knowledgeable of learning styles, stages of human growth and
			 development, and cultural influences on learning. Candidates assess learner
			 needs and design instruction that reflects educational best practice.
			 Candidates support the learning of all students and other members of the
			 learning community, including those with diverse learning styles, physical and
			 intellectual abilities and needs. Candidates base instruction on student
			 interests and learning needs and link it to the assessment of student
			 achievement.
(ii) Candidates
			 implement the principles of effective teaching and learning that contribute to
			 an active, inquiry-based approach to learning. Candidates make use of a variety
			 of instructional strategies and assessment tools to design and develop
			 digital-age learning experiences and assessments in partnership with classroom
			 teachers and other educators. Candidates can document and communicate the
			 impact of collaborative instruction on student achievement.
(iii) Candidates model, share, and promote
			 effective principles of teaching and learning as collaborative partners with
			 other educators. Candidates acknowledge the importance of participating in
			 curriculum development, of engaging in school improvement processes, and of
			 offering professional development to other educators as it relates to library
			 and information use.
(iv)
			 Candidates employ strategies to integrate multiple literacies with content
			 curriculum. Candidates integrate the use of emerging technologies as a means
			 for effective and creative teaching and to support P-12 students' conceptual
			 understanding, critical thinking and creative processes. Candidates advocate
			 for progressive information literacy skills to support the learning needs of
			 the school community. Candidates demonstrate how to collaborate with other
			 teachers to plan and implement instruction of the current AASL standards for
			 learners and state student curriculum standards.