(a) A valid, level 4 or higher Professional,
Advanced Professional, or Lead Professional teaching certificate, leadership
certificate, Life certificate, or service certificate with a recommendation to
serve as a TSC from a local unit of administration or school administrator is
required for program admission. Educators admitted to the program holding
leadership, Life, or service certificates must have held a Professional
teaching certificate.
(b) To
receive approval, a GaPSC-approved EPP shall offer a preparation program
described in program planning forms, catalogs, websites, or syllabi addressing
the following standards:
1. The program shall
prepare the TSC coach to have the knowledge, skills, and dispositions to
identify performance criteria as follows:
(i)
The program shall prepare the TSC to analyze the context of the protégé's
teaching assignment in order to identify and connect organizational criteria
with the protégé's performance. The TSC will know and be able to:
(I) Identify the organization's mission,
vision, beliefs and goals;
(II)
Analyze the alignment of the mission, vision, beliefs and goals to the roles,
responsibilities and performances required for the protégé's teaching
assignment; and
(III) Communicate
this alignment.
(ii) The
program shall prepare the TSC to analyze the strengths and opportunities for
growth of the protégé to meet the organization's performance criteria. The TSC
will know and be able to:
(I) Communicate the
expected performance criteria;
(II)
Assess the protégé's understanding of the performance criteria;
(III) Analyze the strengths of the protégé
against performance criteria;
(IV)
Assist the protégé in self-assessment and reflection against performance
criteria;
(V) Determine the
protégé's "opportunities for growth" against the performance
criteria;
(VI) Assist the protégé's
self-assessment to determine his/her "opportunities for growth" against the
performance criteria; and
(VII)
Support protégés in the development of confidence in the ability to achieve the
performance criteria.
2. The program shall prepare the TSC to have
the knowledge, skills, and dispositions to demonstrate the knowledge and
understanding of performance assessments and analysis of results as follows:
(i) The program shall prepare the TSC to
identify and effectively implement appropriate assessments for the protégé
based on roles, responsibilities, positions and performance criteria. The TSC
will know and be able to:
(I) Identify and
use multiple assessments;
(II)
Identify and use appropriate assessments for role and context;
(III) Identify and use appropriate
questioning techniques for diagnostic and/or clarifying purposes;
(IV) Use active and empathetic listening
skills for diagnostic and/or clarifying purposes; and
(V) Demonstrate the effective use of coaching
processes.
(ii) The
program shall prepare the TSC to have the knowledge, skills, and dispositions
to analyze results from assessments. The TSC will know and be able to:
(I) Demonstrate effective analysis skills for
performance assessments for protégé's strengths and areas of growth;
(II) Analyze and identify barriers to
performance;
(III) Compare
opportunities for growth identified by TSC, protégé and the local unit of
administration/school;
(IV)
Communicate effectively to the protégé the results of assessments;
and
(V) Demonstrate data
interpretation/analysis.
3. The program shall prepare the TSC to have
the knowledge, skills, and dispositions to develop, maintain, and implement an
effective coaching plan as follows:
(i) The
program shall prepare the TSC to plan effective coaching for and in
collaboration with the protégé. The TSC will know and be able to:
(I) Create collaboratively a growth plan for
the protégé to include regularly scheduled meetings and goals that are
specific, measurable, attainable, and realistic and have target dates (SMART
goals);
(II) Encourage the protégé
to take on new and challenging tasks; and
(III) Define actions that will enable the
protégé to meet their SMART goals.
(ii) The program shall prepare the TSC to
demonstrate ability to manage the coaching progress and accountability. The TSC
will know and be able to:
(I) Meet with the
protégé to adjust plan as warranted based on evidence;
(II) Progress Monitor the coaching plan to
keep coaching on track; and
(III)
Develop a system to help the protégé self-monitor.
(iii) The program shall prepare the TSC to
have the knowledge, skills, and dispositions to implement the knowledge and
skills of effective coaching. The TSC will know and be able to:
(I) Work with local unit of
administration/school to identify a protégé during Clinical Practice;
(II) Identify resources used to inform
Clinical Practice; and
(III)
Schedule agreed upon time with protégé to implement effective coaching
skills.
4. The
program shall prepare TSCs who demonstrate knowledge, skills, and dispositions
to create a supportive and reflective environment while establishing a
relationship of trust with all stakeholders in the coaching process as follows:
(i) The program shall prepare the TSC to
establish and maintain a highly confidential relationship with the protégé. The
TSC will know and be able to:
(I) Understand
the importance of confidentiality and trust;
(II) Protect and maintain confidentiality and
trust; and
(III) Communicate to
others the importance of confidentiality in the TSC/protégé
relationship.
(ii) The
program shall prepare the TSC to recognize and address the significance of
relationship building skills. The TSC will know and be able to:
(I) Foster a positive relationship for high
performance;
(II) Demonstrate
respect for protégé's perception, learning style, and individuality;
(III) Recognize and address
cross-generational/cultural/other differences; and
(IV) Demonstrate effective listening and
reflection.
(iii) The
program shall prepare the TSC to maintain a professional ethical environment.
The TSC will know and be able to:
(I)
Demonstrate professional conduct at all times;
(II) Recognize and address personal issues
that may impair, conflict, or interfere with coaching performance or
professional relationships; and
(III) Show genuine concern for the protégé's
welfare and future.
(iv)
The program shall prepare the TSC to demonstrate collaboration skills. The TSC
will know and be able to:
(I) Participate
effectively in partnerships and networks of support to include all
stakeholders;
(II) Serve as a
member of protégé's professional team; and
(III) Provide on-going support and
advocacy.
5.
The program shall prepare the TSC to have the knowledge, skills, and
dispositions to communicate effectively with the protégé as follows:
(i) The program shall prepare the TSC to
utilize effective verbal skills. The TSC will know and be able to:
(I) Identify and use appropriate questioning
techniques for diagnostic purposes;
(II) Identify and use appropriate questioning
techniques for clarifying; and
(III) Use active and empathetic listening
skills for diagnostic and/or clarifying purposes;
(ii) The program shall prepare the TSC to use
effective written skills. The TSC will know and be able to:
(I) Write for varied audiences and
situations;
(II) Write clear
statements for improved performance;
(III) Understand the legal implications of
the written word including use of all electronic communications; and
(IV) Demonstrate proper grammar, usage, and
mechanics including all electronic communications.
(iii) The program shall prepare the TSC to
use effective non-verbal skills to communicate independently of spoken or
written words. The TSC will know and be able to:
(I) Use active listening skills;
(II) Recognize and analyze body language;
and
(III) Recognize the non-verbal
implications of the coaching environment.
6. The program shall prepare candidates who
demonstrate knowledge, skills, and dispositions of effective instructional
coaching to assist protégés in planning, implementing, and assessing classroom
instruction engaging all students in active learning as follows:
(i) The program shall prepare the TSC to
guide protégés in the in-depth understanding of lesson planning and delivery of
content in differentiated, clear, and meaningful ways. The TSC will know and be
able to:
(I) Guide and assist protégés in
designing and planning quality and meaningful student work and learning
experiences;
(II) Assist protégés
in developing higher order questions that promote thoughtful discourse and
critical thinking in the classroom; and
(III) Assist the protégé in the use of
knowledge of student learning styles and interest to choose appropriate
strategies to engage students in learning.
(ii) The program shall prepare the TSC to
lead the protégé in the implementation of the plan for student learning and
growth. The TSC will know and be able to:
(I)
Lead the protégé to consistently integrate technology to support classroom
instruction and student learning;
(II) Model effective classroom management
strategies;
(III) Model and
articulate exemplary instructional practices and strategies based on current
research; and
(IV) Model the
effective application of curriculum standards, instructional choices, and
student learning monitoring.
(iii) The program shall prepare the TSC who
demonstrates knowledge, skills, and dispositions to use student work to
evaluate and inform practice. The TSC will know and be able to:
(I) Guide the protégé to utilize student work
to evaluate practice;
(II) Guide
the protégé to recognize patterns in student work quality;
(III) Guide the protégé to use student work
to identify mastery of concepts;
(IV) Guide the protégé to use student work to
identify gaps in concept understanding and mastery; and
(V) Guide the protégé to use the analysis of
student work data to adjust instruction to better meet student learning
needs.
7. The
program shall prepare the TSC to demonstrate knowledge, skills, and
dispositions to plan and implement collaboratively a three-year induction plan
for protégés. The TSC will know and be able to:
(i) Identify roles and responsibilities of
TSCs;
(ii) Identify the knowledge,
skills, and dispositions of the protégé to be able to differentiate coaching
methods;
(iii) Utilize multiple
methods of mentoring and coaching as needed by the protégé; and
(iv) Incorporate the knowledge, skills, and
dispositions articulated in the standards of this rule into the three-year
induction plan to ensure the protégé's opportunity for positively impacting
student learning and growth.
8. Current TSS Endorsed teachers who wish to
convert to the TSC Endorsement must affiliate with a GaPSC-approved Educator
Preparation Provider (EPP) to complete one of the following options for
conversion to the TSC Endorsement as determined by the EPP:
(i) Option 1: A GaPSC-approved provider of
the TSC Endorsement will use the TSS Conversion Rubric to assess portfolios
completed by holders of the TSS Endorsement. Results of the portfolio
assessment will identify:
(I) To what extent
TSS Endorsement holders have remained current in knowledge, skills, and
dispositions; and
(II) Any gaps in
candidates' knowledge, skills, and/or dispositions. Coursework or assignments
will be designed to meet the specific needs of each candidate to ensure all TSC
Endorsement standards are met.
(ii) Option 2: A GaPSC-approved provider of
the TSC Endorsement will offer a performance-based bridge course designed to
provide conversion candidates with knowledge and skills not addressed in the
TSS Endorsement program. This instruction could be a segment of the
GaPSC-approved TSC Endorsement program.
(iii) Option 3: TSS Endorsement holders may
convert to the TSC Endorsement by passing the state-approved Teacher Leader
Assessment.