Compilation of Rules and Regulations of the State of Georgia
Department 505 - PROFESSIONAL STANDARDS COMMISSION
Chapter 505-3 - EDUCATOR PREPARATION RULES
Rule 505-3-.47 - English to Speakers of Other Languages (ESOL) Education Program
Universal Citation: GA Rules and Regs r 505-3-.47
Current through Rules and Regulations filed through March 20, 2024
(1) Purpose. This rule states field-specific content standards for approving programs that prepare individuals to teach English to Speakers of Other Languages (ESOL) in grades P-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) To receive
approval for an initial certification program in ESOL, 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 standards published in 2018 by the specialized
professional association, Teachers of English to Speakers of Other Languages,
Inc.
1.
Knowledge about
Language. Candidates demonstrate knowledge of English language
structures, English language use, and second language acquisition and
development processes to help English Learners (ELs) acquire academic language
and literacies specific to various content areas as indicated by the following:
(i) Candidates demonstrate knowledge of
English language structures (i.e., phonetics, phonology, morphology, syntax,
semantics, and pragmatics) in different discourse contexts to promote the
development of reading, writing, speaking, and listening skills across content
areas. Candidates serve as language models for ELs;
(ii) Candidates demonstrate knowledge of
second language acquisition theory and research pertaining to pedagogy and
developmental processes of language acquisition to set achievable expectations
for, facilitate, and monitor ELs' language learning; and
(iii) Candidates demonstrate knowledge of
English academic language functions (e.g., compare, describe, explain),
content-specific language and discourse structures, and vocabulary to promote
ELs' academic achievement across content areas.
2.
Language and
Culture. Candidates demonstrate and apply knowledge of the impact
of dynamic academic, personal, familial, cultural, social, and sociopolitical
contexts on the education and language acquisition of ELs as supported by
research and theories. Candidates investigate the academic, cultural and
personal characteristics of each EL, as well as family circumstances and
literacy practices, to develop individualized, effective instructional and
assessment practices for their ELs. Candidates recognize how educator identity,
role, culture, race, gender, class and preconceptions impact the interpretation
of ELs' strengths and needs as indicated by:
(i) Candidates demonstrate pedagogical
language knowledge and critical language awareness that can help understand and
challenge the normative discourses and the ways in which dynamic academic,
personal, familial, cultural, and social contexts, including sociopolitical
factors, impact the education of ELs;
(ii) Candidates demonstrate knowledge of
research and theories of cultural and linguistic differences and fairness that
promote critical literacy and critical pedagogies, to support academic
achievement and English language acquisition;
(iii) Candidates devise and implement methods
and strategies to understand each ELs' academic characteristics, including
background knowledge, educational history, English Language Proficiency (ELP)
and current performance data, to develop effective, individualized
instructional and assessment practices;
(iv) Candidates devise and implement methods
to learn about personal characteristics of the individual ELs (e.g., interests,
motivations, strengths, needs) and their family (e.g., language use, literacy
practices, circumstances) to develop effective instructional practices;
and
(v) Candidates use their own
and ELs' multiple identities (e.g., professional, cultural, linguistic,
multilingual, transnational etc.) as pedagogical resources to empower ELs, by
describing their own preconceptions, critical consciousness, and conscious
knowledge of U.S. culture on their interpretation of the educational strengths
and needs of ELs.
3.
Planning and Implementing Instruction. Candidates plan
supportive environments for ELs, design and implement standards-based
instruction using evidence-based, EL-centered, interactive approaches.
Candidates make instructional decisions by reflecting on individual EL outcomes
and adjusting instruction. Candidates demonstrate understanding of the role of
collaboration with colleagues and communication with families to support their
ELs' acquisition of English language and literacies in the content areas.
Candidates use and adapt relevant resources, including appropriate technology,
to effectively plan, develop, implement, and communicate about instruction for
ELs as indicated by the following:
(i)
Candidates plan for culturally and linguistically relevant, supportive
environments that promote ELs' learning. Candidates design scaffolded
instruction of language and literacies to support standards and curricular
objectives for ELs' in the content areas;
(ii) Candidates instruct ELs using
evidence-based, student-centered, developmentally appropriate interactive
approaches;
(iii) Candidates adjust
instructional decisions after critical reflection on individual ELs' learning
outcomes in both language and content;
(iv) Candidates plan strategies to
collaborate with other educators, school personnel, and families in order to
support their ELs' learning of language and literacies in the content
areas;
(v) Candidates use and adapt
relevant materials and resources, including digital resources, to plan lessons
for ELs, support communication with other educators, school personnel, and ELs
and to foster student learning of language and literacies in the content areas;
and
(vi) Candidates utilize WIDA
Consortium English Language Development (ELD) standards and ELD assessment
results aligned with the state-adopted content standards to effectively plan,
develop, implement and communicate data-driven instruction for ELs.
4.
Assessment and
Evaluation. Candidates apply assessment principles to analyze and
interpret multiple and varied assessments for ELs, including classroom-based,
standardized, and language proficiency assessments. Candidates understand how
to analyze and interpret data to make informed decisions that promote English
language and content learning. Candidates understand the importance of
communicating results to other educators, ELs, and ELs' families as indicated
by the following:
(i) Candidates apply
knowledge of validity, reliability, and assessment purposes to analyze and
interpret student data from multiple sources, including norm-referenced,
criterion-referenced, and authentic ongoing assessments. Candidates recognize
preconceptions in language testing and make informed instructional decisions
that support language learning and assessment;
(ii) Candidates demonstrate understanding of
classroom-based formative, summative, and diagnostic assessments scaffolded for
both English language and content assessment.
(iii) Candidates continuously determine
language and content learning goals based on assessment data;
(iv) Candidates demonstrate knowledge of
state-approved administrative considerations, accessibility features, and
accommodations appropriate to ELs for standardized and other assessments;
and
(v) Candidates demonstrate
understanding of how English language proficiency assessment results are used
for identification, placement, and reclassification and communicate these
results to other educators, EL's families, and other stakeholders.
5.
Professionalism and
Leadership. Candidates demonstrate professionalism and leadership
by collaborating with other educators, knowing policies and legislation and the
rights of ELs, advocating for ELs and their families, engaging in
self-assessment and reflection, pursuing continuous professional development,
and honing their teaching practice through supervised teaching as indicated by
the following:
(i) Candidates demonstrate
knowledge of effective collaboration strategies in order to plan ways to serve
as a resource for EL instruction, support educators and school staff, and
advocate for ELs;
(ii) Candidates
apply knowledge of school, district, and state policies as well as state and
federal legislation that impact ELs educational rights in order to advocate for
ELs;
(iii) Candidates practice
self-assessment and reflection, make adjustments for self-improvement, and plan
for continuous professional development in the field of English language
learning and teaching; and
(iv)
Candidates engage in supervised teaching of ELs to apply and develop their
professional practice using self-reflection and feedback from their cooperating
teacher(s) and supervising faculty.
(b) The program shall prepare candidates who
meet the P-12 standards for the teaching of reading as specified in GaPSC Rule
505-3-.03 FOUNDATIONS OF READING,
LITERACY, AND LANGUAGE (paragraph (3) (g)).
O.C.G.A. § 20-2-200.
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