Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.96 - Reading 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 with enhanced knowledge
			 and skills to teach reading to students 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.
			 This endorsement is intended to build upon the knowledge and skills described
			 in GaPSC Rule
			 505-3-.03 FOUNDATIONS OF READING,
			 LITERACY, AND LANGUAGE.
(2)
In-Field Statement.
Completers of the Reading Endorsement program
			 have strengthened and enhanced competency levels in the teaching of reading and
			 are qualified to teach reading to students in grades P-12.
(3)
Requirements.
(a) A GaPSC-approved 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 an advanced
			 (degree-only) preparation program to candidates who hold a valid level 4 or
			 higher Induction, Professional, Advanced Professional, or Lead Professional
			 teacher certificate, leadership certificate, Life certificate, or service
			 certificate. Educators with leadership, Life, or service certificates must have
			 held a Professional teaching certificate.
(b) To receive approval, a GaPSC-approved
			 educator preparation provider shall offer a preparation program described in
			 program planning forms, catalogs, and syllabi based on the science of reading
			 and addressing the following standards for classroom teachers of reading
			 adapted from standards published by the International Literacy Association
			 (2017).
1.
Standard Foundational
			 Knowledge
. Candidates demonstrate knowledge of the major
			 theoretical, conceptual, and evidence-based foundations of literacy and
			 language development and the ways in which they interrelate as indicated by the
			 following:
(i) Candidates demonstrate
			 knowledge of major theoretical, conceptual, and evidence-based components of
			 reading development (i.e., concepts of print, phonological awareness, phonics,
			 word recognition, fluency, vocabulary, comprehension) and evidence-based
			 instructional approaches that support that development;
(ii) Candidates demonstrate knowledge of
			 major theoretical, conceptual, and evidence-based foundations of writing
			 development and the writing process, and evidence-based instructional
			 approaches that support writing of specific types of text and producing writing
			 appropriate to task;
(iii)
			 Candidates demonstrate knowledge of major theoretical, conceptual, and
			 evidence-based frameworks that describe the centrality of language to literacy
			 learning and evidence-based instructional approaches that support the
			 development of listening, speaking, viewing, and visually representing;
			 and
(iv) Candidates demonstrate
			 knowledge of major theoretical, conceptual, and evidence-based frameworks that
			 describe the interrelated components of literacy and interdisciplinary
			 learning.
2.
Curriculum and Instruction
. Candidates apply
			 foundational knowledge to critically examine, select, and evaluate curriculum
			 and design; implement, adapt, and evaluate instruction to provide a coherent
			 and motivating literacy program that addresses both general and discipline
			 specific literacy processes as indicated by the following:
(i) Candidates demonstrate the ability to
			 critically examine literacy curricula and select high-quality literary,
			 multimedia, and informational texts to provide a coherent, integrated, and
			 motivating literacy program;
(ii)
			 Candidates plan, modify, and implement evidence-based, developmentally
			 appropriate, and integrated instructional approaches that develop reading
			 processes as related to foundational skills (i.e., concepts of print,
			 phonological awareness, phonics, word recognition, fluency), vocabulary, and
			 comprehension for all learners;
(iii) Candidates design, adapt, implement,
			 and evaluate evidence-based and developmentally appropriate instruction and
			 materials to develop writing processes and orthographic knowledge of all
			 learners; and
(iv) Candidates plan,
			 modify, implement, and evaluate evidence-based and integrated instructional
			 approaches and materials that provide developmentally appropriate instruction
			 and materials to develop the language, speaking, listening, viewing, and visual
			 representation skills and processes of all learners.
3.
Assessment and
			 Evaluation
. Candidates understand, select, and use appropriate
			 assessments to gather evidence for all students' content knowledge and literacy
			 processes within a discipline for instructional and accountability purposes as
			 indicated by:
(i) Candidates understand the
			 purposes, strengths and limitations, reliability/validity, formats, and
			 appropriateness of various types of informal and formal assessments;
(ii) Candidates use observational skills and
			 results of student work to determine students' literacy and language strengths
			 and needs;
(iii) Candidates select
			 and administer other formal and informal assessments appropriate for assessing
			 students' language and literacy development;
(iv) Candidates use results of various
			 assessment measures to inform and/or modify instruction: and
(v) Candidates use data in an ethical manner,
			 interpret data to explain student progress, and inform families and colleagues
			 about the function/ purpose of assessments.
4.
Learners and The Literacy
			 Environment
. Candidates apply knowledge of learner development and
			 learning differences to create a learning environment anchored in digital and
			 print literacies as indicated by the following:
(i) Candidates apply knowledge of learner
			 development and learning differences to plan literacy learning experiences that
			 develop motivated and engaged literacy learners;
(ii) Candidates incorporate digital and print
			 texts and experiences designed to differentiate and enhance students' language,
			 literacy, and the learning environment;
(iii) Candidates incorporate safe,
			 appropriate, and effective ways to use digital technologies in literacy and
			 language learning experiences; and
(iv) Candidates create physical and social
			 literacy-rich environments that use routines and a variety of grouping
			 configurations for independent and collaborative learning.
5.
Professional Learning and
			 Leadership
. Candidates are lifelong learners who reflect upon
			 practice, use ongoing inquiry to improve their professional practice and
			 enhance students' literacy learning, and advocate for students and their
			 families to enhance students' literacy learning as indicated by the following:
(i) Candidates are readers, writers, and
			 lifelong learners who continually seek and engage with professional resources
			 and hold membership in professional organizations;
(ii) Candidates reflect as a means of
			 improving professional teaching practices and understand the value of
			 reflection in fostering individual and school change;
(iii) Candidates collaboratively participate
			 in ongoing inquiry with colleagues and mentor teachers and participate in
			 professional learning communities; and
(iv) Candidates advocate for the teaching
			 profession and their students, schools, and communities.