Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.23 - Economics Education Program

Current through Rules and Regulations filed through
			 June 27, 2024
(1)
Purpose.
This rule states field-specific content standards for
			 approving programs that prepare individuals to teach Economics in grades 6-12,
			 and supplements requirements in GaPSC Rule
			 505-3-.01, REQUIREMENTS AND STANDARDS
			 FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS
			 and in GaPSC Rule
			 505-3-.03, FOUNDATIONS OF READING,
			 LITERACY, AND LANGUAGE.
(2)
Requirements
.
(a) A
			 GaPSC-approved educator preparation provider shall offer a preparation program
			 described in program planning forms, catalogs, and syllabi addressing the
			 following standards adapted from the National Council for the Social Studies
			 (2018) and the National Standards for Personal Financial Education published in
			 2021 by the Council for Economic Education and Jump Start
.
1.
Content
			 Knowledge
.
Candidates demonstrate knowledge of social
			 studies disciplines. Candidates are knowledgeable of disciplinary concepts,
			 facts, and tools; structures of inquiry; and forms of representation.
2.
Application of Content Through
			 Planning
.
Candidates plan learning sequences that
			 leverage social studies knowledge and literacies, technology, and theory and
			 research to support the civic competence of learners as indicated by the
			 following:
(i) Candidates plan learning
			 sequences that demonstrate social studies knowledge aligned with the College,
			 Career and Civic Life (C3) Framework, state-required content standards, and
			 theory and research.
(ii)
			 Candidates plan learning sequences that engage learners with disciplinary
			 concepts, facts, and tools from the social studies disciplines to facilitate
			 social studies literacies for civic life.
(iii) Candidates plan learning sequences that
			 engage learners in disciplinary inquiry to develop social studies literacies
			 for civic life.
(iv) Candidates
			 plan learning sequences where learners create disciplinary forms of
			 representation that convey social studies knowledge and civic
			 competence.
(v) Candidates plan
			 learning sequences that use technology to foster civic competence.
3.
Design and
			 Implementation of Instruction and Assessment
.
Candidates design and implement instruction and authentic assessments, informed
			 by data literacy and learner self-assessment, that promote civic competence.
(i) Candidates design and implement a range
			 of authentic assessments that measure learners' mastery of disciplinary
			 knowledge, inquiry, and forms of representation for civic competence and
			 demonstrate alignment with state-required content standards.
(ii) Candidates design and implement learning
			 experiences that engage learners in disciplinary knowledge, inquiry, and forms
			 of representation for civic competence and demonstrate alignment with
			 state-required content standards.
(iii) Candidates use theory and research to
			 implement a variety of instructional practices and authentic assessments
			 featuring disciplinary knowledge, inquiry, and forms of representation for
			 civic competence.
(iv) Candidates
			 exhibit data literacy by using assessment data to guide instructional
			 decision-making and reflect on student learning outcomes related to
			 disciplinary knowledge, inquiry, and forms of representation for civic
			 competence.
(v) Candidates engage
			 learners in self-assessment practices that support individualized learning
			 outcomes related to disciplinary knowledge, inquiry, and forms of
			 representation for civic competence.
4.
Social Studies Learners and
			 Learning
.
Candidates use knowledge of learners to
			 plan and implement relevant and responsive pedagogy, create collaborative and
			 interdisciplinary learning environments, and prepare learners to be informed
			 advocates for a society that promotes the well-being of all.
(i) Candidates use knowledge of learners'
			 socio-cultural assets, learning demands, and individual identities to plan and
			 implement relevant and responsive pedagogy that ensures learning opportunities
			 for all students in social studies.
(ii) Candidates facilitate collaborative,
			 interdisciplinary learning environments in which learners use disciplinary
			 facts, concepts, and tools, engage in disciplinary inquiry, and create
			 disciplinary forms of representation.
(iii) Candidates engage learners in ethical
			 reasoning to deliberate social, political, and economic issues, communicate
			 conclusions, and take informed action toward achieving a society that promotes
			 the well-being of all.
5.
Professional Responsibility and Informed
			 Action
.
Candidates reflect and expand upon their
			 social studies knowledge, inquiry skills, and civic dispositions to advance
			 social justice and promote human rights through informed action in schools
			 and/or communities.
(i) Candidates use theory
			 and research to continually improve their social studies knowledge, inquiry
			 skills, and civic dispositions, and adapt practice to meet the needs of each
			 learner.
(ii) Candidates explore,
			 interrogate, and reflect upon their own cultural frames to attend to issues of
			 fairness, acceptance, access, power, human rights, and social justice within
			 their schools and/or communities.
(iii) Candidates take informed action in
			 schools and/or communities and serve as advocates for learners, the teaching
			 profession, and/or social studies.
6.
Financial
			 Literacy
. Candidates demonstrate and apply understandings of the
			 six major financial literacy concepts of earning income, spending, saving,
			 investing, managing credit, and managing risk to plan rigorous and engaging
			 instruction supporting students' practical application of financial literacy
			 knowledge and skills. The financial literacy instruction developed provides
			 fair, culturally responsive opportunities for all students to learn and apply
			 financial literacy concepts, skills, and practices. The six major concepts of
			 financial literacy are defined as follows:
(i)
			 Earning Income. Most people earn wage and salary income in return for working,
			 and they can also earn income from interest, dividends, rents,
			 entrepreneurship, business profits, or increases in the value of investments.
			 Employee compensation may also include access to employee benefits such as
			 retirement plans and health insurance. Employers generally pay higher wages and
			 salaries to more educated, skilled, and productive workers. The decision to
			 invest in additional education or training can be made by weighing the benefit
			 of increased income-earning and career potential against the opportunity costs
			 in the form of time, effort, and money. Spendable income is lower than gross
			 income due to taxes assessed on income by federal, state, and local
			 governments.
(ii) Spending. A
			 budget is a plan for allocating a person's spendable income to necessary and
			 desired goods and services. When there is sufficient money in their budget,
			 people may decide to give money to others, save, or invest to achieve future
			 goals. People can often improve their financial well-being by making
			 well-informed spending decisions, which includes critical evaluation of price,
			 quality, product information, and method of payment. Individual spending
			 decisions may be influenced by financial constraints, personal preferences,
			 unique needs, peers, and advertising.
(iii) Saving. People who have sufficient
			 income can choose to save some of it for future uses such as emergencies or
			 later purchases. Savings decisions depend on individual preferences and
			 circumstances. Funds needed for transactions, bill-paying, or purchases, are
			 commonly held in federally insured checking or savings accounts at financial
			 institutions because these accounts offer easy access to their money and low
			 risk. Interest rates, fees, and other account features vary by type of account
			 and among financial institutions, with higher rates resulting in greater
			 compound interest earned by savers.
(iv) Investing. People can choose to invest
			 some of their money in financial assets to achieve long-term financial goals,
			 such as buying a house, funding future education, or securing retirement
			 income. Investors receive a return on their investment in the form of income
			 and/or growth in value of their investment over time. People can more easily
			 achieve their financial goals by investing steadily over many years,
			 reinvesting dividends, and capital gains to compound their returns. Investors
			 have many choices of investments that differ in expected rates of return and
			 risk. Riskier investments tend to earn higher long-run rates of return than
			 lower-risk investments. Investors select investments that are consistent with
			 their risk tolerance, and they diversify across a number of different
			 investment choices to reduce investment risk.
(v) Managing Credit. Credit allows people to
			 purchase and enjoy goods and services today, while agreeing to pay for them in
			 the future, usually with interest. There are many choices for borrowing money,
			 and lenders charge higher interest and fees for riskier loans or riskier
			 borrowers. Lenders evaluate creditworthiness of a borrower based on the type of
			 credit, past credit history, and expected ability to repay the loan in the
			 future. Credit reports compile information on a person's credit history, and
			 lenders use credit scores to assess a potential borrower's creditworthiness. A
			 low credit score can result in a lender denying credit to someone they perceive
			 as having a low level of creditworthiness. Common types of credit include
			 credit cards, auto loans, home mortgage loans, and student loans. The cost of
			 post-secondary education can be financed through a combination of grants,
			 scholarships, work-study, savings, and federal or private student
			 loans.
(vi) Managing Risk. People
			 are exposed to personal risks that can result in lost income, assets, health,
			 life, or identity. They can choose to manage those risks by accepting,
			 reducing, or transferring them to others. When people transfer risk by buying
			 insurance, they pay money now in return for the insurer covering some or all
			 financial losses that may occur in the future. Common types of insurance
			 include health insurance, life insurance, and homeowner's or renter's
			 insurance. The cost of insurance is related to the size of the potential loss,
			 the likelihood that the loss event will happen, and the risk characteristics of
			 the asset or person being insured. Identity theft is a growing concern for
			 consumers and businesses. Stolen personal information can result in financial
			 losses and fraudulent credit charges. The risk of identity theft can be
			 minimized by carefully guarding personal financial information.