Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.89 - English to Speakers of Other Languages (ESOL) 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 individuals to teach English to
			 Speakers of Other Languages (ESOL) 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)
In-Field
			 Statement
. Completers of the English to Speakers of Other Languages
			 (ESOL) Endorsement program are qualified to teach ESOL courses in grades
			 P-12.
(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 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) To receive approval,
			 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 standards published in 2018 by the
			 specialized professional association, Teachers of English to Speakers of Other
			 Languages, Inc.
1.
Knowledge about
			 Language.
Candidates demonstrate knowledge of English language
			 structures, English language use, and second language acquisition and
			 development processes to help English Learners (ELs) acquire academic language
			 and literacies specific to various content areas as indicated by the following:
(i) The program shall prepare candidates who
			 understand and apply theories and research in language acquisition and
			 development to support ELL English language and literacy learning and
			 content-area achievement;
(ii)
			 Candidates demonstrate knowledge of second language acquisition theory and
			 research pertaining to pedagogy and developmental processes of language
			 acquisition to set achievable expectations for, facilitate, and monitor ELs'
			 language learning; and
(iii)
			 Candidates demonstrate knowledge of English academic language functions (e.g.,
			 compare, describe, explain), content-specific language and discourse
			 structures, and vocabulary to promote ELs' academic achievement across content
			 areas.
2.
Language and Culture.
Candidates demonstrate and apply
			 knowledge of the impact of dynamic academic, personal, familial, cultural,
			 social, and sociopolitical contexts on the education and language acquisition
			 of ELs as supported by research and theories. Candidates investigate the
			 academic, cultural and personal characteristics of each EL, as well as family
			 circumstances and literacy practices, to develop individualized, effective
			 instructional and assessment practices for their ELs. Candidates recognize how
			 educator identity, role, culture, race, gender, class and preconceptions impact
			 the interpretation of ELs' strengths and needs as indicated by:
(i) Candidates demonstrate pedagogical
			 language knowledge and critical language awareness that can help understand and
			 challenge the normative discourses and the ways in which dynamic academic,
			 personal, familial, cultural, and social contexts, including sociopolitical
			 factors, impact the education of ELs;
(ii) Candidates demonstrate knowledge of
			 research and theories of cultural and linguistic differences and fairness that
			 promote critical literacy and critical pedagogies, to support academic
			 achievement and English language acquisition;
(iii) Candidates devise and implement methods
			 and strategies to understand each ELs' academic characteristics, including
			 background knowledge, educational history, English Language Proficiency (ELP)
			 and current performance data, to develop effective, individualized
			 instructional and assessment practices;
(iv) Candidates devise and implement methods
			 to learn about personal characteristics of the individual ELs (e.g., interests,
			 motivations, strengths, needs) and their family (e.g., language use, literacy
			 practices, circumstances) to develop effective instructional practices;
			 and
(v) Candidates use their own
			 and ELs' multiple identities (e.g., professional, cultural, linguistic,
			 multilingual, transnational etc.) as pedagogical resources to empower ELs, by
			 describing their own preconceptions, critical consciousness, and conscious
			 knowledge of U.S. culture on their interpretation of the educational strengths
			 and needs of ELs.
3.
Planning and Implementing Instruction
.
Candidates plan supportive environments for ELs, design and implement
			 standards-based instruction using evidence-based, EL-centered, interactive
			 approaches. Candidates make instructional decisions by reflecting on individual
			 EL outcomes and adjusting instruction as indicated by:
(i) Candidates plan for culturally and
			 linguistically relevant, supportive environments that promote ELs' learning.
			 Candidates design scaffolded instruction of language and literacies to support
			 standards and curricular objectives for ELs' in the content areas;
(ii) Candidates instruct ELs using
			 evidence-based, student-centered, developmentally appropriate interactive
			 approaches;
(iii) Candidates adjust
			 instructional decisions after critical reflection on individual ELs' learning
			 outcomes in both language and content;
(iv) Candidates plan strategies to
			 collaborate with other educators, school personnel, and families in order to
			 support their ELs' learning of language and literacies in the content
			 areas;
(v) Candidates use and adapt
			 relevant materials and resources, including digital resources, to plan lessons
			 for ELs, support communication with other educators, school personnel, and ELs
			 and to foster student learning of language and literacies in the content areas;
			 and
(vi) Candidates utilize WIDA
			 Consortium English Language Development (ELD) standards and ELD assessment
			 results aligned with the state-adopted content standards to effectively plan,
			 develop, implement and communicate data-driven instruction for ELs.
4.
Assessment and
			 Evaluation.
Candidates apply assessment principles to analyze and
			 interpret multiple and varied assessments for ELs, including classroom-based,
			 standardized, and language proficiency assessments. Candidates understand how
			 to analyze and interpret data to make informed decisions that promote English
			 language and content learning. Candidates understand the importance of
			 communicating results to other educators, ELs, and ELs' families as indicated
			 by the following:
(i) Candidates apply
			 knowledge of validity, reliability, and assessment purposes to analyze and
			 interpret student data from multiple sources, including norm-referenced,
			 criterion-referenced, and authentic ongoing assessments. Candidates recognize
			 preconceptions in language testing and make informed instructional decisions
			 that support language learning and assessment;
(ii) Candidates demonstrate understanding of
			 classroom-based formative, summative, and diagnostic assessments scaffolded for
			 both English language and content assessment.
(iii) Candidates continuously determine
			 language and content learning goals based on assessment data;
(iv) Candidates demonstrate knowledge of
			 state-approved administrative considerations, accessibility features, and
			 accommodations appropriate to ELs for standardized and other assessments;
			 and
(v) Candidates demonstrate
			 understanding of how English language proficiency assessment results are used
			 for identification, placement, and reclassification and communicate these
			 results to other educators, EL's families, and other stakeholders.
5.
Professionalism and
			 Leadership
.
(i) Candidates
			 demonstrate knowledge of effective collaboration strategies in order to plan
			 ways to serve as a resource for EL instruction, support educators and school
			 staff, and advocate for ELs;
(ii)
			 Candidates apply knowledge of school, district, and state policies as well as
			 state and federal legislation that impact ELs educational rights in order to
			 advocate for ELs;
(iii) Candidates
			 practice self-assessment and reflection, make adjustments for self-improvement,
			 and plan for continuous professional development in the field of English
			 language learning and teaching; and
(iv) Candidates engage in field experiences
			 to apply their knowledge and further develop their understanding of language,
			 sociocultural context, planning and implementing instruction for ELs, and
			 assessment and evaluation of ELs to improve their professional
			 practice.