(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 a GaPSC-approved
initial preparation program in Elementary Education (P-5) or any Special
Education field, 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) 4. (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 adapted from the Early Interventionist/Early Childhood
Special Educator (EI/ECSE) Standards published by the Council for Exceptional
Children (2020):
1.
Child
Development and Early Learning. Candidates understand the impact
of different theories and philosophies of early learning and development on
assessment, curriculum, instruction, and intervention decisions. Candidates
apply knowledge of normative developmental sequences and variations, individual
differences within and across the range of abilities, including developmental
delays and disabilities, and other direct and indirect contextual features that
support or constrain children's development and learning. Multiple factors are
considered when facilitating meaningful learning experiences and
individualizing intervention and instruction across contexts.
(i) Candidates demonstrate an understanding
of the impact that different theories and philosophies of early learning and
development have on assessment, curriculum, intervention, and instruction
decisions;
(ii) Candidates apply
knowledge of normative sequences of early development, individual differences,
and families' social, cultural, and linguistic differences to support each
child's development and learning across contexts;
(iii) Candidates apply knowledge of
biological and environmental factors that may support or constrain children's
early development and learning as they plan and implement early intervention
and instruction; and
(iv)
Candidates demonstrate an understanding of characteristics, etiologies, and
individual differences within and across the range of abilities, including
developmental delays and disabilities, their potential impact on children's
early development and learning, and implications for assessment, curriculum,
instruction, and intervention.
2.
Partnering with
Families. Candidates use their knowledge of family-centered
practices and family systems theory to develop and maintain reciprocal
partnerships with families. They apply family capacity-building practices as
they support families to make informed decisions and advocate for their young
children. They engage families in opportunities that build on their existing
strengths, reflect current goals, and foster family competence and confidence
to support their children's development and learning.
(i) Candidates apply their knowledge of
family-centered practices, family systems theory, and the changing needs and
priorities in families' lives to develop trusting, respectful, affirming, and
culturally responsive partnerships with all families that allow for the mutual
exchange of knowledge and information;
(ii) Candidates communicate clear,
comprehensive, and objective information about resources and supports that help
families to make informed decisions and advocate for access, participation, and
fairness in the school environment; and
(iii) Candidates engage families in
identifying their strengths, priorities, and concerns; support families to
achieve the goals they have for their family and their young child's
development and learning; and promote families' competence and confidence
during assessment, individualized planning, intervention, instruction, and
transition processes.
3.
Collaboration and Teaming. Candidates apply models,
skills, and processes of teaming when collaborating and communicating with
families and professionals, using developmentally and linguistically responsive
and affirming practices. In partnership with families and other professionals,
candidates develop and implement individualized plans and successful
transitions that occur across the age span. Candidates use a variety of
collaborative strategies while working with and supporting other adults.
(i) Candidates apply teaming models, skills,
and processes, including appropriate uses of technology, when collaborating and
communicating with families; professionals representing multiple disciplines,
skills, expertise, and roles; and community partners and agencies;
(ii) Candidates use a variety of
collaborative strategies when working with other adults that are
evidence-based, appropriate to the task, culturally and linguistically
responsive, and take into consideration the environment and service delivery
approach; and
(iii) 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 age span.
4.
Assessment
Processes. Candidates know and understand the purposes of
assessment in relation to ethical and legal considerations. Candidates choose
developmentally, linguistically responsive appropriate tools and methods that
are appropriate responsive to the characteristics of the young child, family,
and program. Using evidence-based and evidence-informed practices, candidates
develop or select as well as administer informal measures, and select and
administer formal measures in partnership with families and other
professionals. They analyze, interpret, document, and share assessment
information using a strengths-based approach with families and other
professionals for eligibility determination, outcome/goal development, planning
instruction and intervention, monitoring progress, and reporting.
(i) Candidates understand the purposes of
formal and informal assessment, including ethical and legal considerations, and
use this information to choose developmentally, and linguistically responsive
appropriate, valid, reliable tools and methods that are appropriate responsive
to the characteristics of the young child, family, and program;
(ii) Candidates develop and administer
informal assessments and/or select and use valid, reliable formal assessments
using evidence-based and evidence-informed practices, including technology, in
partnership with families and other professionals;
(iii) Candidates analyze, interpret,
document, and share assessment information using a strengths-based approach
with families and other professionals; and
(iv) Candidates, in collaboration with
families and other team members, use assessment data to determine eligibility,
develop child and family-based outcomes/goals, plan for interventions and
instruction, and monitor progress to determine efficacy of
programming.
5.
Application of Curriculum Frameworks in the Planning of Meaningful
Learning Experiences. Candidates collaborate with families and
professionals to use an evidence-based, developmentally appropriate, and
responsive early childhood curriculum addressing developmental and content
domains. Candidates use curriculum frameworks to create and support universally
designed, high quality learning experiences that provide each child and family
with access and opportunities for learning and growth.
(i) Candidates collaborate with families and
other professionals in identifying an evidence based curriculum addressing
developmental and content domains to design and facilitate meaningful,
developmentally responsive learning experiences that support the unique
abilities and needs of all children and families; and
(ii) Candidates use their knowledge of early
childhood curriculum frameworks, developmental and academic content knowledge,
and related pedagogy to plan and ensure access to universally designed,
developmentally responsive appropriate, and challenging learning
experiences.
6.
Using Responsive and Reciprocal Interactions, Interventions, and
Instruction. Candidates plan and implement intentional,
systematic, evidence-based, responsive interactions, interventions, and
instruction to support all children's learning and development across all
developmental and content domains in partnership with families and other
professionals. Candidates facilitate access and participation for all children
and families through culturally responsive and affirming practices and
relationships. Candidates use data-based decision-making to plan for, adapt,
and improve interactions, interventions, and instruction to ensure fidelity of
implementation.
(i) Candidates, in partnership
with families, identify systematic, responsive, and intentional evidence-based
practices and use such practices with fidelity to support young children's
learning and development across all developmental and academic content
domains;
(ii) Candidates engage in
reciprocal partnerships with families and other professionals to facilitate
responsive adult-child interactions, interventions, and instruction in support
of child learning and development;
(iii) Candidates engage in ongoing planning
and use flexible and embedded instructional and environmental arrangements and
appropriate materials to support the use of interactions, interventions, and
instruction addressing developmental and academic content domains, which are
adapted to meet the needs of each and every child and their family;
(iv) Candidates promote young children's
social and emotional competence and communication, and proactively plan and
implement function-based interventions to prevent and address challenging
behaviors;
(v) Candidates identify
and create multiple opportunities for young children to develop and learn play
skills and engage in meaningful play experiences independently and with others
across contexts;
(vi) Candidates
use responsive interactions, interventions, and instruction with sufficient
intensity and types of support across activities, routines, and environments to
promote child learning and development and facilitate access, participation,
and engagement; and
(vii)
Candidates plan for, adapt, and improve approaches to interactions,
interventions, and instruction based on multiple sources of data across a range
of settings.
7.
Professionalism and Ethical Practice. Candidates
identify and engage with the profession of early intervention and early
childhood special education (EI/ECSE) by exhibiting skills in reflective
practice, advocacy, and leadership while adhering to ethical and legal
guidelines. Evidence-based and recommended practices are promoted and used by
candidates.
(i) Candidates engage with the
profession of EI/ECSE by participating in local, regional, national, and/or
international activities and professional organizations;
(ii) Candidates engage in ongoing reflective
practice and access evidence-based information to improve their own
practices;
(iii) Candidates exhibit
leadership skills in advocating for improved outcomes for young children,
families, and the profession, including the promotion of and use of
evidence-based practices and decision-making; and
(iv) Candidates practice within ethical and
legal policies and procedures.