Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.90 - Gifted In-Field 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 gifted and talented students in the field(s) and
			 at the grade levels of their base teacher certification and supplements
			 requirements in Rule
			 505-3-.01 REQUIREMENTS AND STANDARDS
			 FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
			 PROGRAMS.
(2)
In-Field
			 Statement
. Completers of the Gifted In-Field Endorsement program are
			 qualified to provide direct instruction to gifted students in the grade levels
			 and/or field(s) of their base teaching certificate(s), or to serve as a
			 resource teacher for indirect gifted education services in any content area 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 Educator
			 Preparation 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 teachers of students with gifts and
			 talents adapted from the standards developed by the National Association for
			 Gifted Children and the Council for Exceptional Children:
1.
Learner Development and
			 Individual Learning Differences.
Beginning gifted education
			 professionals understand the variations in learning and development in
			 cognitive and affective areas between and among individuals with gifts and
			 talents and apply this understanding to provide meaningful and challenging
			 learning experiences for individuals with exceptionalities as evidenced by the
			 following:
(i) The program shall prepare
			 candidates who understand how language, culture, economic status, family
			 background, and/or area of disability can influence the learning of individuals
			 with gifts and talents; and
(ii)
			 The program shall prepare candidates who use their understanding of development
			 and individual differences to respond to the needs of individuals with gifts
			 and talents.
2.
Learning Environments.
Beginning gifted education
			 professionals create safe, supportive, welcoming, and culturally responsive
			 learning environments so that individuals with gifts and talents become
			 effective learners and develop social and emotional well-being as evidenced by
			 the following:
(i) The program shall prepare
			 candidates who create safe, supportive, welcoming, and culturally responsive
			 learning environments that engage individuals with gifts and talents in
			 meaningful and rigorous learning activities and social interactions;
(ii) The program shall prepare candidates who
			 use communication and motivational and instructional strategies to facilitate
			 understanding of subject matter and to teach individuals with gifts and talents
			 how to adapt to different environments and develop ethical leadership
			 skills;
(iii) The program shall
			 prepare candidates who adjust their communication to an individual's language
			 proficiency and cultural and linguistic differences; and
(iv) The program shall prepare candidates who
			 demonstrate understanding of the multiple environments that are part of a
			 continuum of services for individuals with gifts and talents, including the
			 advantages and disadvantages of various settings and teach students to adapt to
			 these environments.
3.
Curricular Content Knowledge.
Beginning gifted
			 education professionals use knowledge of general (core content) and specialized
			 (interventions that are designed to address the unique needs of individuals
			 with gifts and talents) to advance learning for individuals with gifts and
			 talents as evidenced by:
(i) The program shall
			 prepare candidates who understand the role of central concepts, structures of
			 the discipline, and tools of inquiry of the content areas they teach, and use
			 their understanding to organize knowledge, integrate cross-disciplinary skills,
			 and develop meaningful learning progressions within and across grade
			 levels;
(ii) The program shall
			 prepare candidates who design appropriate learning and performance
			 modifications for individuals with gifts and talents that enhance creativity,
			 acceleration, depth and complexity in academic subject matter and specialized
			 domains;
(iii) The program shall
			 prepare candidates who use assessments to select, adapt, and create materials
			 to differentiate instructional strategies and general and specialized curricula
			 to challenge individuals with gifts and talents; and
(iv) The program shall prepare candidates who
			 understand that individuals with gifts and talents demonstrate a wide range of
			 advanced knowledge and performance levels and modify the general or specialized
			 curriculum appropriately.
4.
Assessment.
Beginning gifted education professionals use multiple methods of assessment and
			 data sources in making educational decisions about identification of
			 individuals with gifts and talents and student learning as evidenced by the
			 following:
(i) The program shall prepare
			 candidates who understand that some groups of individuals with gifts and
			 talents have been underrepresented in gifted education programs and select and
			 use technically sound formal and informal assessments that minimize partiality
			 in identifying students for gifted education programs and services;
(ii) The program shall prepare candidates who
			 use knowledge of measurement principles and practices to differentiate
			 assessments and interpret results to guide educational decisions for
			 individuals with gifts and talents;
(iii) The program shall prepare candidates
			 who collaborate with colleagues and families in using multiple types of
			 assessment information to make identification and learning progress decisions
			 and to minimize partiality in assessment and decision-making;
(iv) The program shall prepare candidates who
			 use assessment results to develop long- and short-range goals and objectives
			 that take into consideration an individual's abilities and needs, the learning
			 environment, and other factors related to individual differences; and
(v) The program shall prepare candidates who
			 engage individuals with gifts and talents in assessing the quality of their own
			 learning and performance and in setting future goals and objectives.
5.
Instructional
			 Planning and Strategies.
Beginning gifted education professionals
			 select, adapt, and use a repertoire of evidence-based instructional strategies
			 to advance the learning of individuals with gifts and talents as evidenced by
			 the following:
(i) The program shall prepare
			 candidates who know principles of evidence-based, differentiated, and
			 accelerated practices and possess a repertoire of instructional strategies to
			 enhance the critical and creative thinking, problem-solving, and performance
			 skills of individuals with gifts and talents;
(ii) The program shall prepare candidates who
			 apply appropriate technologies to support instructional assessment, planning,
			 and delivery for individuals with gifts and talents;
(iii) The program shall prepare candidates
			 who collaborate with families, professional colleagues, and other educators to
			 select, adapt, and use evidence-based strategies that promote challenging
			 learning opportunities in general and specialized curricula;
(iv) The program shall prepare candidates who
			 emphasize the development, practice, and transfer of advanced knowledge and
			 skills across environments throughout the lifespan leading to creative,
			 productive careers in a multicultural society for individuals with gifts and
			 talents; and
(v) The program shall
			 prepare candidates who use instructional strategies that enhance the affective
			 development of individuals with gifts and talents.
6.
Professional Learning and
			 Ethical Practice.
Beginning gifted education professionals use
			 foundational knowledge of the field and professional ethical principles and
			 programming standards to inform gifted education practice, to engage in
			 lifelong learning, and to advance the profession as evidenced by the following:
(i) The program shall prepare candidates who
			 use professional ethical principles and specialized program standards to guide
			 their practice;
(ii) The program
			 shall prepare candidates who understand how foundational knowledge,
			 perspectives, and historical and current issues influence professional practice
			 and the education and treatment of individuals with gifts and talents both in
			 school and society;
(iii) The
			 program shall prepare candidates who model respect for individual differences,
			 understanding that it is an integral part of society's institutions and impacts
			 learning of individuals with gifts and talents in the delivery of gifted
			 education services;
(iv) The
			 program shall prepare candidates who are aware of their own professional
			 learning needs, understand the significance of lifelong learning, and
			 participate in professional activities and learning communities; and
(v) The program shall prepare candidates who
			 advance the profession by engaging in activities such as advocacy and
			 mentoring.
7.
Collaboration.
Beginning gifted education
			 professionals collaborate with families, other educators, related-service
			 providers, individuals with gifts and talents, and personnel from community
			 agencies in culturally responsive ways to address the needs of individuals with
			 gifts and talents across a range of learning experiences as evidenced by the
			 following:
(i) The program shall prepare
			 candidates who apply elements of effective collaboration;
(ii) The program shall prepare candidates who
			 serve as a collaborative resource to colleagues; and
(iii) The program shall prepare candidates
			 who use collaboration to promote the well-being of individuals with gifts and
			 talents across a wide range of settings, experiences, and
			 collaborators.