Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.82 - Birth Through Kindergarten 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 work with and teach
			 children from Birth through Kindergarten 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.
Educators seeking to add the Birth Through
			 Kindergarten Endorsement must be certified in Elementary Education (P-5).
			 Therefore, completers of the Birth Through Kindergarten Endorsement are
			 qualified to teach children from birth through age five.
(3)
Requirements.
(a) A GaPSC approved educator preparation
			 provider may seek state approval to offer this field as either a stand-alone
			 endorsement program for candidates holding Elementary Education certification
			 or as an endorsement program embedded in a GaPSC-approved initial preparation
			 Elementary Education program or in 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) 4. (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 an educator
			 preparation program described in program planning forms, catalogs, and syllabi
			 addressing the following standards and requirements delineated below for
			 initial early childhood professional preparation programs. The standards are
			 adapted from standards published in 2019 by the National Association for the
			 Education of Young Children (NAEYC) and the standards published in 2017 by the
			 Council for Exceptional Children-Initial Specialty Set in Early Childhood, and
			 cross-walked with the Early Intervention/Early Childhood Special Educator
			 national standards developed by the Council for Exceptional Children (2020).
1.
Child Development and Learning
			 in Context and Individual Learning Differences
. Birth Through
			 Kindergarten candidates are grounded in an understanding of the developmental
			 period of early childhood from birth through kindergarten across developmental
			 domains. They understand each child as an individual with unique developmental
			 variations. They understand that all children develop within relationships;
			 that learning is constructed by adults and children together; and that learning
			 occurs within the context of families, languages, communities, and society.
			 Candidates use this multidimensional knowledge to make evidence-based decisions
			 to carry out their responsibilities. They understand how exceptionalities may
			 interact with development and learning, and use this knowledge to provide
			 meaningful and challenging learning experiences for children with unique
			 learning needs. Indicators are as follows:
(i)
			 Candidates know and understand early childhood development based on:
(I) Knowledge of developmental theories,
			 coursework, and observation across domains and areas such as physical,
			 cognitive, social-emotional, and linguistic; and
(II) Understanding variability in early
			 development of young children with unique learning needs, such as children with
			 disabilities or children who are bilingual, and the impacts of variability on
			 development and learning.
(ii) Candidates know and understand the
			 biological and environmental factors, both social and physical, that affect
			 pre-, peri-, and postnatal development and learning;
(iii) Candidates know, understand, and value
			 each child as an individual with unique developmental variations, agencies,
			 strengths, interests, challenges, approaches to learning, experiences and
			 abilities;
(iv) Candidates know and
			 understand the impact of medical conditions and related care on development and
			 learning, as well as on family concerns, resources, and priorities;
(v) Candidates know and understand the ways
			 that development and the learning process for children with unique learning
			 needs occur within multiple contexts, including family, language, and community
			 as well as within a larger societal context of structural inequities;
			 and
(vi) Candidates use
			 multidimensional knowledge of early development (including developmental period
			 of early childhood; etiology, characteristics, and classification of common
			 disabilities in infants and young children; and individual child, development
			 and learning in cultural context) to make evidence-based decisions that support
			 each child.
2.
Family and Community Partnerships
. Birth Through
			 Kindergarten candidates understand that successful early childhood education
			 depends upon partnerships with young children's families. They know about,
			 understand, and value the importance of family and community characteristics.
			 They use this understanding to create respectful and linguistically responsive,
			 reciprocal relationships and to engage as partners with families in young
			 children's development and learning. They use community resources to support
			 young children's learning and development and to support families as they also
			 support partnerships with early learning settings, schools and community
			 organizations, and agencies. Indicators are as follows:
(i) Candidates know about, understand, and
			 value the differences among families and communities;
(ii) Candidates engage as partners with
			 families in young children's development, and learn through respectful and
			 reciprocal relationships;
(iii)
			 Candidates use community resources to support families and young children, as
			 well as work to support the community; and
(iv) Candidates partner with families and
			 other professionals to develop individualized plans and support the various
			 transitions that occur for the young child and their family throughout the
			 birth through kindergarten.
3.
Child Observation,
			 Documentation, and Assessment
. Birth Through Kindergarten
			 candidates understand that the primary purpose of assessment (formal and
			 informal, formative and summative) is to inform instruction and planning for
			 children with varied learning needs in early learning settings. They understand
			 that child observation, documentation, and other forms of assessment are
			 central to the practice of all early childhood professionals. They know how to
			 use observation, documentation, and other appropriate assessment approaches and
			 technically sound tools that minimize discrepancies, and use knowledge of
			 measurement principles and practices to interpret assessment results and guide
			 educational decisions for individuals with unique learning needs. They are
			 responsible and ethical in their use of assessment and assessment results. In
			 partnership with families and professional colleagues, they document individual
			 children's progress, and plan learning experiences that promote positive
			 outcomes for each child. Indicators are as follows:
(i) Candidates understand that assessment
			 (formal and informal, formative and summative) is conducted to make informed
			 choices and for planning in early learning settings;
(ii) Candidates know a wide range of types of
			 assessments, their purposes, and their associated methods and tools;
(iii) Candidates align assessment with
			 curriculum; content standards; and local, state, and federal
			 regulations;
(iv) Candidates
			 practice assessment that is ethically and legally grounded and developmentally
			 and linguistically appropriate to document developmental progress and promote
			 positive outcomes for each child;
(v) Candidates build assessment partnerships
			 with families and professional colleagues, including, assisting families in
			 identifying their concerns, resources, and priorities, and integrating family
			 priorities and concerns in the assessment process;
(vi) Candidates assess progress in the five
			 developmental domains, play, and temperament using a variety of materials and
			 contexts to maintain the interests of young children and the assessment
			 process; and
(vii) Candidates
			 emphasize the child's strengths and needs in assessment reports that focus on
			 functional concerns, and participate as a team member to integrate assessment
			 results in the development and implementation of individualized
			 plans.
4.
Learning Environments
. Birth Through Kindergarten
			 candidates create safe, developmentally responsive learning environments, so
			 that children with unique learning needs become active and effective learners
			 and develop emotional well-being, positive social interactions, and
			 self-determination. They collaborate with other colleagues to create safe,
			 developmentally responsive learning environments to engage all children in
			 meaningful learning activities and social interactions. Birth Through
			 Kindergarten candidates use motivational and instructional interventions to
			 teach children with unique learning needs how to adapt to different
			 environments. They know how to intervene safely and appropriately with all
			 children. Indicators are as follows:
(i)
			 Candidates select, develop, and evaluate developmentally responsive and
			 functionally appropriate materials, equipment, and environments;
(ii) Candidates organize space, time,
			 materials, peers, and adults to maximize progress in natural and structured
			 environments;
(iii) Candidates
			 embed learning opportunities in everyday routines, relationships, activities,
			 and places;
(iv) Candidates
			 structure social environments, using peer models and proximity, and responsive
			 adults, to promote interactions among peers, parents, and caregivers;
(v) Candidates provide a stimulus-rich indoor
			 and outdoor environment that employs materials, media, and adaptive and
			 assistive technology responsive to individual differences;
(vi) Candidates implement basic health,
			 nutrition, and safety management procedures for infants and young children;
			 and
(vii) Candidates use evaluation
			 procedures and recommend referral with ongoing follow- up to community health
			 and social services.
5.
Developmentally and Linguistically Responsive Teaching
			 Strategies
. Birth Through Kindergarten candidates understand that
			 teaching and learning with young children is a complex enterprise, and its
			 details vary depending on children's ages, characteristics, and the settings
			 within which teaching and learning occur. They understand and use positive,
			 caring, supportive relationships and interactions as the foundation for their
			 work with young children. They are able to differentiate instruction for
			 individual children and for groups. They use a broad repertoire of
			 developmentally responsive and linguistically relevant, and evidence-based
			 teaching approaches that reflect universal design for learning principles. They
			 understand the importance of play and inquiry in young children's learning and
			 development, and how to support play in early education. They develop and
			 sustain reflective, responsive, and intentional practice. They use technologies
			 to support instructional assessment, planning, and delivery for children with
			 unique learning needs, and are familiar with augmentative and alternative
			 communication systems and a variety of assistive technologies to support the
			 communication and learning of children with disabilities. Birth Through
			 Kindergarten candidates use strategies to enhance language development and
			 communication skills of children with unique learning needs. They develop and
			 implement a variety of education and transition plans across a wide range of
			 settings and different learning experiences in collaboration with individuals,
			 families and teams, and teach to mastery and promote generalization of
			 learning. Indicators are as follows:
(i)
			 Candidates understand positive, caring, supportive relationships and
			 interactions as the foundation of early childhood educators' work with young
			 children, and understand how to support child-initiated development and
			 learning in classroom and home settings;
(ii) Candidates understand that the science
			 of learning and child development indicates the need for distinct teaching
			 skills and strategies appropriate to early childhood (such as
			 teacher-scaffolded and -initiated instruction to complement child-initiated
			 learning), along with differentiated instruction to support children's
			 individual needs, including those of bilingual children and children with
			 developmental delays or disabilities;
(iii) Candidates use a broad repertoire of
			 developmentally responsive and linguistically relevant, and evidence-based
			 teaching skills and strategies that reflect universal design for learning
			 principles;
(iv) Candidates develop
			 and sustain reflective, responsive, and intentional practice;
(v) Candidates link development, learning
			 experiences, and instruction to promote educational transitions, implementing
			 processes and strategies that support transitions, and assisting the family in
			 planning for transition; and
(vi)
			 Candidates design intervention strategies incorporating information from
			 multiple sources and supportive of children's independent functioning in
			 natural environments.
6.
Content Knowledge in Early Childhood Curriculum
. Birth
			 Through Kindergarten candidates have and apply a solid understanding of the
			 content of the academic disciplines. They understand content knowledge about
			 the central concepts, methods, inquiry and application tools, and structures in
			 each academic discipline. They understand pedagogical content knowledge about
			 how young children learn and process information in each discipline including
			 the learning trajectories for each discipline. They apply this knowledge in
			 using early learning standards and other resources to make decisions about
			 spontaneous and planned teaching practices, and about curriculum development,
			 implementation, and evaluation that will be stimulating, challenging, and
			 meaningful to each child. Birth Through Kindergarten candidates understand the
			 central concepts, structures of the discipline, and tools of inquiry of the
			 content areas they teach and can organize this knowledge, integrate
			 cross-disciplinary skills, and develop meaningful learning progressions for
			 children with unique learning needs. They understand and use general and
			 specialized content knowledge for teaching across curricular content areas to
			 individualize learning for children with unique learning needs and can modify
			 general and specialized curricula to make them accessible to all children.
			 Indicators are as follows:
(i) Candidates
			 understand content knowledge and resources, including the central concepts,
			 methods, inquiry and application tools, and structures of the academic
			 disciplines in an early education curriculum;
(ii) Candidates understand pedagogical
			 content knowledge regarding how young children with unique learning needs learn
			 in each discipline, and how to use the teacher knowledge and practices
			 described in Standards 1 through 4 (e.g., universal design for learning,
			 embedded and differentiated instruction) to support young children's learning
			 in each content area;
(iii)
			 Candidates apply, expand, integrate, and update their content knowledge in the
			 disciplines, knowledge of curriculum content resources and pedagogical content
			 knowledge to their teaching practice;
(iv) Candidates apply current research to the
			 five developmental domains, play, temperament, and address challenging behavior
			 in learning situations; and
(v)
			 Candidates plan, implement, and evaluate developmentally responsive curricula,
			 instruction, and adaptations based on knowledge of individual children, the
			 family, and the community.
7.
Professionalism as an Early
			 Childhood Educator
. Birth Through Kindergarten candidates identify
			 and conduct themselves as members of the early childhood profession and serve
			 as informed advocates for young children, families, and the early childhood
			 profession. They know and use ethical guidelines and other early childhood
			 professional guidelines. They are continuous, collaborative learners who
			 demonstrate knowledgeable, reflective, and critical perspectives on early
			 childhood education to inform their practice. They have strong communication
			 skills that effectively support their relationships and work with young
			 children, families and colleagues. They understand that differences are a part
			 of families and schools, and that complex human issues can interact with the
			 delivery of special education services. Indicators are as follows:
(i) Candidates identify and involve
			 themselves with the early childhood field and serve as informed advocates on
			 behalf of infants and young children and their families, including awareness of
			 trends and issues (legal, ethical, policy) in early childhood education, early
			 childhood special education, and early intervention. This includes
			 participation in activities of professional organizations relevant to early
			 childhood education, early childhood special education, and early
			 intervention;
(ii) Candidates know
			 about the historical, philosophical foundations and legal basis of services for
			 infants and young children with and without disabilities, and know about and
			 uphold ethical standards and other early childhood professional guidelines
			 (e.g., recognizing signs of emotional distress, neglect, and abuse; following
			 reporting procedures; and implementing family services consistent with due
			 process safeguards);
(iii)
			 Candidates engage in continuous, collaborative learning to inform
			 practice;
(iv) Candidates integrate
			 knowledgeable and critical perspectives on early childhood education and
			 develop the habit of intentional, reflective practice, including, applying
			 evidence-based and Council for Exceptional Children Division for Early
			 Childhood recommended practices for infants and young children including those
			 from different backgrounds;
(v)
			 Candidates use strong communication skills to effectively support young
			 children's learning and development and work with families and colleagues,
			 including integrating family systems theories into practice; and respecting
			 families' choices and goals; and
(vi) Candidates advocate for professional
			 status and working conditions for those who serve infants and young children,
			 and their families.
8.
Collaboration
. Birth Through Kindergarten candidates
			 collaborate with families, other educators, related service providers,
			 individuals with exceptionalities, and personnel from community agencies in
			 responsive ways to address the needs of all children across a range of learning
			 experiences. They use the theory and elements of effective collaboration, serve
			 as a collaborative resource to colleagues, and use collaboration to promote the
			 well-being of all children across a wide range of settings and collaborators.
			 Indicators are as follows:
(i) Candidates know
			 and apply models and strategies of consultation and collaboration, and the
			 roles of families, school and community personnel in planning individualized
			 programs;
(ii) Candidates
			 understand the concerns of families of children with disabilities and
			 strategies to help address these concerns;
(iii) Candidates know responsive factors that
			 promote effective communication and collaboration among families, school
			 personnel, and community members;
(iv) Candidates understand the structures
			 supporting inter-agency collaboration, including interagency agreements,
			 referral, and consultation;
(v)
			 Candidates collaborate with caregivers, professionals, and agencies to support
			 children's development and learning, including involving families in evaluation
			 of services;
(vi) Candidates
			 implement family-oriented services based on the family's identified resources,
			 priorities, and concerns; and
(vii)
			 Candidates provide consultation and coaching in settings serving infants and
			 young children, including use of adult learning principles when consulting with
			 and coaching family members and service providers.