(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 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 educators:
1.
Context of Urban
Education. The program shall prepare candidates who are able to:
(i) Demonstrate an understanding of the
dynamic context of urban schools and classrooms (e.g., classroom management,
motivation, supportive and welcoming classrooms, and cultural relevance) as
different from other contexts, and apply that understanding in their
instructional practices;
(ii)
Situate urban schools in their broader historical, social, political and
economic contexts and demonstrate a deeper understanding of the ways in which
these factors shape communities and learning environments; and
(iii) Demonstrate an understanding of the
intersectionality of race, ethnicity, gender, class, language, ability, sexual
orientation, and culture and the potential impact of these characteristics on
students' educational experiences, and apply that understanding in their
instructional practices.
2.
Culturally Relevant Pedagogy,
Curriculum, and Leadership. The program shall prepare candidates
who are able to:
(i) Demonstrate an
understanding of the definition of culturally relevant pedagogy and
leadership;
(ii) Critically
evaluate, develop, and implement culturally relevant and linguistically
responsive curriculum;
(iii)
Demonstrate an understanding of evidenced-based models of culturally relevant
teaching, learning and assessment practices;
(iv) Demonstrate an understanding of the
impact of students' differing identities (race, ethnicity, gender, class,
language, ability, sexual orientation, and culture), cultural backgrounds and
experiences on teaching, learning, assessment practices, and academic success,
and use this understanding to inform, plan, and implement culturally relevant
teaching, learning, assessment, and classroom management practices;
and
(v) Research, evaluate and
apply leadership and advocacy strategies that support a culturally relevant
learning environment.
3.
Urban Learner and Learning in the 21st Century. The
program shall prepare candidates who:
(i)
Recognize the cultural capital of urban students and validate them as assets
(funds of knowledge) to inform instructional practices and
dispositions;
(ii) Explore and
experience the contexts in which students from urban communities live and form
identities; and
(iii) Investigate
cultural trends and advancements in technologies that impact the learning of
students from urban communities.
4.
Communication, Engagement, and
Partnerships with Families Schools and Communities. The program
shall prepare candidates who:
(i) Demonstrate
an understanding of the importance of school partnerships between families,
home and communities;
(ii)
Demonstrate the cultural competence to establish, elicit, and maintain clear
two-way communication between school, families, home and communities;
(iii) Become culturally self-aware by
increasing knowledge and understanding of their beliefs and values in order to
engage communities and support families; and
(iv) Demonstrate an understanding of how to
engage and establish authentic partnerships between families, schools, and
communities to support student learning and wellbeing.
5.
The Impact of Educator
Culture, Perspectives, and Preconceptions. The program shall
prepare candidates who:
(i) Demonstrate their
understandings of how cultural norms and preconceptions impact their
perspectives of urban education;
(ii) Demonstrate an understanding of how to
assess personal preconceptions; and
(iii) Reflect on how personal knowledge of
conscious and unconscious preconceptions can be used to create supportive,
welcoming, and responsive educational opportunities aimed at meeting the unique
learning needs of each student.
6.
The Impact of Systems,
Structures and Policies on Urban Education. The program shall
prepare candidates who:
(i) Demonstrate an
understanding of how issues of race, gender, class, identity, privilege, and
power impact students living in urban communities, and apply that understanding
in their instructional practices;
(ii) Demonstrate an understanding of the
evolution of law and policies and its impact on urban education with an
emphasis on institutional, structural, and environmental racism and classism,
and apply that understanding in their instructional practices;
(iii) Demonstrate an understanding of the
impact of racism and classism on the institutional, structural, and
environmental (e.g., facilities, housing, zoning, resources, technology, etc.)
inequalities in urban education, and apply that understanding in their
instructional practices;
(iv)
Demonstrate a deep understanding of the achievement and opportunity challenges
facing students, families, teachers, and leaders working and living in urban
communities, and apply that understanding in their instructional
practices;
(v) Demonstrate an
understanding of the implications of student discipline policies and practices
on student retention, dropout rates, and the school to prison pipeline;
and
(vi) Critically analyze the
implications of school, district and/or state policies and practices on the
overrepresentation of students in special education who differ culturally,
racially, and linguistically.