Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.25 - Geography 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 Geography 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):
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 more inclusive and
			 equitable 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.