Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.110 - Urban Education 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 in an urban
			 setting in the field and at the grade level of their base certification 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 Urban Education Endorsement have
			 strengthened and enhanced competency to teach in an urban setting in the
			 field(s) and at the grade level(s) of their base certification.
(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 for the preparation of educators:
1.
Context of Urban
			 Education
. The program shall prepare candidates who are able to:
(i) Demonstrate an understanding of the
			 dynamic context of urban schools and classrooms (e.g., classroom management,
			 motivation, supportive and welcoming classrooms, and cultural relevance) as
			 different from other contexts, and apply that understanding in their
			 instructional practices;
(ii)
			 Situate urban schools in their broader historical, social, political and
			 economic contexts and demonstrate a deeper understanding of the ways in which
			 these factors shape communities and learning environments; and
(iii) Demonstrate an understanding of the
			 intersectionality of race, ethnicity, gender, class, language, ability, sexual
			 orientation, and culture and the potential impact of these characteristics on
			 students' educational experiences, and apply that understanding in their
			 instructional practices.
2.
Culturally Relevant Pedagogy,
			 Curriculum, and Leadership
. The program shall prepare candidates
			 who are able to:
(i) Demonstrate an
			 understanding of the definition of culturally relevant pedagogy and
			 leadership;
(ii) Critically
			 evaluate, develop, and implement culturally relevant and linguistically
			 responsive curriculum;
(iii)
			 Demonstrate an understanding of evidenced-based models of culturally relevant
			 teaching, learning and assessment practices;
(iv) Demonstrate an understanding of the
			 impact of students' differing identities (race, ethnicity, gender, class,
			 language, ability, sexual orientation, and culture), cultural backgrounds and
			 experiences on teaching, learning, assessment practices, and academic success,
			 and use this understanding to inform, plan, and implement culturally relevant
			 teaching, learning, assessment, and classroom management practices;
			 and
(v) Research, evaluate and
			 apply leadership and advocacy strategies that support a culturally relevant
			 learning environment.
3.
Urban Learner and Learning in the 21st Century
. The
			 program shall prepare candidates who:
(i)
			 Recognize the cultural capital of urban students and validate them as assets
			 (funds of knowledge) to inform instructional practices and
			 dispositions;
(ii) Explore and
			 experience the contexts in which students from urban communities live and form
			 identities; and
(iii) Investigate
			 cultural trends and advancements in technologies that impact the learning of
			 students from urban communities.
4.
Communication, Engagement, and
			 Partnerships with Families Schools and Communities
. The program
			 shall prepare candidates who:
(i) Demonstrate
			 an understanding of the importance of school partnerships between families,
			 home and communities;
(ii)
			 Demonstrate the cultural competence to establish, elicit, and maintain clear
			 two-way communication between school, families, home and communities;
(iii) Become culturally self-aware by
			 increasing knowledge and understanding of their beliefs and values in order to
			 engage communities and support families; and
(iv) Demonstrate an understanding of how to
			 engage and establish authentic partnerships between families, schools, and
			 communities to support student learning and wellbeing.
5.
The Impact of Educator
			 Culture, Perspectives, and Preconceptions
. The program shall
			 prepare candidates who:
(i) Demonstrate their
			 understandings of how cultural norms and preconceptions impact their
			 perspectives of urban education;
(ii) Demonstrate an understanding of how to
			 assess personal preconceptions; and
(iii) Reflect on how personal knowledge of
			 conscious and unconscious preconceptions can be used to create supportive,
			 welcoming, and responsive educational opportunities aimed at meeting the unique
			 learning needs of each student.
6.
The Impact of Systems,
			 Structures and Policies on Urban Education
. The program shall
			 prepare candidates who:
(i) Demonstrate an
			 understanding of how issues of race, gender, class, identity, privilege, and
			 power impact students living in urban communities, and apply that understanding
			 in their instructional practices;
(ii) Demonstrate an understanding of the
			 evolution of law and policies and its impact on urban education with an
			 emphasis on institutional, structural, and environmental racism and classism,
			 and apply that understanding in their instructional practices;
(iii) Demonstrate an understanding of the
			 impact of racism and classism on the institutional, structural, and
			 environmental (e.g., facilities, housing, zoning, resources, technology, etc.)
			 inequalities in urban education, and apply that understanding in their
			 instructional practices;
(iv)
			 Demonstrate a deep understanding of the achievement and opportunity challenges
			 facing students, families, teachers, and leaders working and living in urban
			 communities, and apply that understanding in their instructional
			 practices;
(v) Demonstrate an
			 understanding of the implications of student discipline policies and practices
			 on student retention, dropout rates, and the school to prison pipeline;
			 and
(vi) Critically analyze the
			 implications of school, district and/or state policies and practices on the
			 overrepresentation of students in special education who differ culturally,
			 racially, and linguistically.