Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.107 - Dual Immersion Elementary Education (P-5) Endorsement

Current through Rules and Regulations filed through
			 June 27, 2024
(1)
Purpose.
This rule states field-specific content standards for
			 approving endorsement programs that prepare teachers certified in P-12 Foreign
			 Language Education to teach content to students in a dual immersion classroom.
			 This rule supplements requirements in GaPSC Rule
			 505-3-.01 REQUIREMENTS AND STANDARDS
			 FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
			 PROGRAMS.
(2)
In-Field
			 Statement.
Completers of the Dual Immersion Elementary Education (P-5)
			 Endorsement are qualified to teach Elementary Education courses (grades P-5)
			 only in a dual immersion setting in which content is delivered in a foreign
			 language in which the educator holds certification. Holding this endorsement
			 does not allow an educator to be in-field to teach any Elementary Education
			 courses outside of a dual immersion setting.
(3)
Requirements.
(a) A GaPSC approved professional educator
			 preparation provider may seek state approval to offer this field as either a
			 stand-alone endorsement program or as an endorsement program embedded in a
			 GaPSC-approved initial preparation Foreign Language program or an advanced
			 (degree-only) preparation program. In addition to meeting all applicable
			 approval requirements and standards, embedded endorsement programs must meet
			 requirements specified in paragraph (e) 3. (ix) of GaPSC Rule
			 505-3-.01 REQUIREMENTS AND STANDARDS
			 FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.
(b) Candidates admitted to the
			 program must hold certification in P-12 Foreign Language education.
(c) To receive approval for a Dual Immersion
			 Elementary Education (P-5) Endorsement a GaPSC-approved educator preparation
			 provider shall offer a preparation program described in program planning forms,
			 catalogs, and syllabi addressing the following standards published by the
			 National Association for the Education of Young Children (2012), Association
			 for Childhood Education International (2007), and the California Commission on
			 Teacher Credentialing "Approved Bilingual Program Standards" as follows:
1.
Using Developmentally
			 Effective Approaches.
Candidates prepared in Dual Immersion
			 Elementary Education (P-5) programs understand that teaching and learning with
			 children is a complex enterprise, and its details vary depending on children's
			 ages, characteristics, and the setting within which teaching and learning
			 occur. They understand and use positive relationships and supportive
			 interactions as the foundation for their work with children and families.
			 Candidates know, understand, and use a wide array of developmentally
			 appropriate approaches, instructional strategies, and tools to connect with
			 children and families and positively influence each child's development and
			 learning. The indicators are as follows:
(i)
			 Using developmental knowledge to establish a classroom environment that is
			 healthy, respectful, and grounded in positive relationships and supportive
			 interactions as the foundation of their work with children;
(ii) Knowing and using effective research
			 based strategies and tools for pre-Kindergarten through
			 5th grade children including the appropriate use of
			 technology;
(iii) Using a broad
			 repertoire of developmentally appropriate research-based teaching/learning
			 approaches (play, small group projects, open-ended questioning, group
			 discussion, problem solving, cooperative learning, reflection, and inquiry
			 experiences) to help pre-Kindergarten through 5th
			 grade children develop intellectual curiosity, solve problems, and make
			 decisions;
(iv) Reflecting on own
			 practice to promote positive outcomes for each child;
(v) Understanding the interrelatedness among
			 the four domains of language (listening, speaking, reading, and writing) and to
			 know language forms and functions; and
(vi) Employing a variety of instructional and
			 assessment strategies, appropriate to student language proficiency levels, that
			 foster higher-order thinking skills.
2.
Using Content Knowledge to
			 Build Meaningful Curriculum.
Candidates prepared in Dual Immersion
			 Elementary Education (P-5) programs use their knowledge of academic disciplines
			 to design, implement, and evaluate experiences that promote positive
			 development and learning for each and every child. Candidates understand the
			 importance of developmental domains and academic (or content) disciplines in
			 elementary curriculum. They know the essential concepts, inquiry tools, and
			 structure of content areas, including academic subjects, and can identify
			 resources to deepen their understanding. Candidates use their own knowledge and
			 other resources to design, implement, and evaluate meaningful, challenging
			 curriculum that promotes comprehensive development and learning outcomes for
			 every child. The indicators are as follows:
(i) Understanding and integrating
			 multicultural content knowledge and resources in academic disciplines: language
			 and literacy; mathematics, science, social studies, the arts--music, creative
			 movement, dance, drama, visual arts; physical activity, physical education and
			 health and safety across the curriculum;
(ii) Knowing and using the central concepts,
			 inquiry tools, and structures of content areas or academic
			 disciplines;
(iii) Using content
			 knowledge, appropriate content standards, and other resources to design
			 implement and evaluate developmentally meaningful, culturally responsive, and
			 challenging curriculum for each child;
(iv) Recognizing and utilizing opportunities
			 for appropriate curriculum integration;
(v) Planning, developing, implementing and
			 assessing standards-aligned content instruction in the primary and target
			 language differentiating by students' levels of language proficiency;
(vi) Evaluating, selecting, using and
			 adapting state-board adopted and state-board approved materials, as well as
			 other supplemental instructional materials; and
(vii) Demonstrating the ability to use a
			 variety of criteria for selection of culturally responsive instructional
			 materials, to assess the suitability and appropriateness for local context and
			 to augment resources when they are not suitable or available.
(viii) Content specific indicators: The
			 program shall prepare elementary professionals to meet the following indicators
			 based on content standards promoted by the Association for Childhood Education
			 International (2007):
(I) Reading, Writing and
			 Oral Language: Demonstrating a knowledge of teaching reading and writing in the
			 target language and English;
(II)
			 Language Arts: Demonstrating reading, language and child development, to teach
			 reading, writing, speaking, viewing, listening, and thinking skills and to help
			 students successfully apply their developing skills to many different
			 situations, materials, and ideas;
(III) Science: Demonstrating the use of
			 fundamental concepts of physical, life, and earth/space sciences. Candidates
			 can design and implement age-appropriate inquiry lessons to teach science, to
			 build student understanding for personal and social applications, and to convey
			 the nature of science;
(IV)
			 Mathematics: Demonstrating the major concepts and procedures that define number
			 and operations, algebra, geometry, measurement, and data analysis. In doing so
			 they consistently engage problem solving, reasoning and proof, communication,
			 connections, and representation;
(V) Social studies: Demonstrating the major
			 concepts and modes of inquiry from the social studies, the integrated study of
			 history, geography, the social sciences, and other related areas, to promote
			 elementary students' abilities to make informed decisions as citizens of a
			 culturally diverse democratic society and interdependent world;
(VI) The arts: Demonstrating the content,
			 functions, and achievements of the performing arts (dance, music, theater) and
			 the visual arts as primary media for communication, inquiry, and engagement
			 among elementary students;
(VII)
			 Health education: Demonstrating the major concepts in the subject matter of
			 health education to create opportunities for student development and practice
			 of skills that contribute to good health; and
(VIII) Physical education: Demonstrating
			 human movement and physical activity as central elements to foster active,
			 healthy life styles and enhanced quality of life for elementary
			 students.
3.
Observing, Documenting, and Assessing to Support Children and
			 Families.
Candidates prepared in Dual Immersion Elementary
			 Education (P-5) programs understand that child observation, documentation, and
			 other forms of assessment are central to the practice of all elementary
			 professionals. They know about and understand the goals, benefits, and uses of
			 assessment. They know about and use systematic observations, documentation, and
			 other effective assessment strategies in a responsible way, in partnership with
			 families and other professionals, to positively influence the development of
			 every child. The indicators are as follows:
(i) Understanding the goals, benefits, and
			 uses of assessment including its interpretation and use in development of
			 appropriate goals and differentiated teaching strategies for pre-Kindergarten
			 through 5th grade children;
(ii) Systematically collecting and analyzing
			 relevant data (via observation, documentation, and other appropriate assessment
			 tools and approaches including the use of technology) to monitor student
			 progress and to inform instruction;
(iii) Understanding and practicing
			 responsible assessment to promote positive outcomes for each child, including
			 the use of assistive technology for children with disabilities;
(iv) Engaging in productive effective
			 assessment partnerships with families and with professional colleagues to build
			 effective learning environments; and
(v) Using a variety of formal and informal
			 assessments of content and language proficiency in a dual immersion
			 program.
4.
Becoming a Dual Immersion Professional.
Candidates
			 prepared in Dual Immersion Elementary Education (P-5) programs identify and
			 conduct themselves as members of the profession. They know and use ethical
			 guidelines and other professional standards related to practice. They are
			 continuous, collaborative learners who demonstrate knowledgeable, reflective
			 and critical perspectives on their work, making informed decisions that
			 integrate knowledge from a variety of sources. They are informed advocates for
			 sound educational practices and policies. The indicators are as follows:
(i) Understanding the base of knowledge of
			 the history, policies, programs, and research on the effectiveness of dual
			 immersion education and biliteracy in the United States;
(ii) Applying knowledge of the research on
			 the cognitive effects of bilingualism and biliteracy as developmental processes
			 in instructional practice and the dimensions of learning in dual language
			 education program models;
(iii)
			 Understanding the benefits of multilingualism and multi-literacy in a global
			 society;
(iv) Recognizing the
			 knowledge of contrastive linguistics; specifically, the transferability of
			 knowledge and skills between primary and target language with the understanding
			 that the level of transferability is affected by the level of compatibility and
			 may vary among languages;
(v)
			 Demonstrating knowledge of the country/countries of origin, including
			 geographic barriers, demographic and linguistic patterns, and the ways in which
			 these affect trends of migration, immigration and settlement in Georgia and the
			 United States; and
(vi) Promoting
			 authentic family participation that includes learning about school systems,
			 assuming leadership roles and affecting policy.
5.
Building Family and Community
			 Relationships.
Candidates prepared in Dual Immersion Elementary
			 Education (P-5) programs understand that successful elementary education
			 depends upon partnerships with children's families and communities. They know
			 about, understand, and value the importance and complex characteristics of
			 children's families and communities. They use this understanding to create
			 respectful, reciprocal relationships that support and empower families, and to
			 involve all families in their children's development and learning. The
			 indicators are as follows:
(i) Knowing about
			 and understanding a wide range of different family structures and community
			 characteristics;
(ii) Supporting
			 and engaging families and communities through respectful, reciprocal
			 relationships;
(iii) Involving
			 families and communities in children's development and learning;
(iv) Promoting candidates' understanding of
			 the family as a primary language and cultural resource, regardless of the home
			 language;
(v) Understanding that
			 students' motivation, participation and achievement are influenced by an
			 intercultural classroom climate and school community; and
(vi) Developing dual immersion candidates'
			 understanding and knowledge of intercultural communication and interaction that
			 is linguistically and culturally responsive.
6.
Dual Immersion Field
			 Experiences.
Field experiences for dual immersion are planned and
			 sequenced so that candidates develop the knowledge, skills and professional
			 dispositions necessary to promote the development and learning of
			 pre-Kindergarten through 5th grade children in a
			 dual immersion classroom. Candidates shall:
(i) Observe and participate under the
			 supervision of qualified professionals in dual immersion settings in which
			 children are served (such as public and private centers, schools, and community
			 agencies);
(ii) Work effectively
			 over time with dual language learners of different ages (preschoolers, or
			 school-age), with children with varying abilities, and with children reflecting
			 culturally and linguistically different family systems; and
(iii) Analyze and evaluate the dual immersion
			 field experience, including supervised experience in working with families, and
			 supervised experience in working with interdisciplinary teams of
			 professionals.