(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 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 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 standards published in 2019 by the Virtual
Learning Leadership Alliance (VLLA) and Quality Matters (QM). These standards
include portions of the National Standards for Quality Online Learning
initially developed by The International Association for K-12 Online Learning
(iNACOL).
1.
Digital
Proficiency. The online teacher supports learning and facilitates
engagement with digital pedagogy in online and blended learning environments.
The program shall prepare candidates who:
(i)
Select and utilize a range of digital pedagogical tools for communication,
productivity, collaboration, analysis, presentation, research, content
delivery, interaction and assessment;
(ii) Select and utilize a variety of
content-specific and developmentally appropriate digital learning tools and
resources to meet individualized learning needs;
(iii) Use a variety of communication
technologies (e.g., learning management systems [LMS], content management
systems [CMS], email, phone, video, audio, instant messaging, social media) in
a variety of contexts to enhance online learning; and
(iv) Apply troubleshooting skills to address
basic technical issues of online learners and access additional technical
support as needed.
2.
Instructional Design and Best Practices. The online
teacher incorporates instructional design principles and best practices when
designing and facilitating online and blended learning environments. The
program shall prepare candidates who:
(i)
Provide a syllabus with measurable objectives, grading criteria, expectations
for interactions for both teacher and learners, and appropriate behavior
criteria for learners;
(ii) Utilize
principles of universal design for learning (UDL) to design instruction and
present content in a variety of ways using a digital learning
platform;
(iii) Incorporate
sufficient support, directions, and guidelines to ensure navigation is logical,
consistent, and efficient for online learners;
(iv) Differentiate instruction so all
learners can be successful in online learning environments;
(v) Design or incorporate flexible, digital,
interactive and collaborative learning experiences that engage students in the
learning process and promote higher order thinking and creativity;
(vi) Employ learner-centered instructional
strategies incorporating authentic learning experiences;
(vii) Continually review and update all
content materials and resources for relevancy, appropriateness, functionality,
and alignment with course assignments, assessments, and standards-based
learning goals;
(viii) Create and
maintain a community of learners by communicating clear expectations for both
teacher and learners, creating a relationship of trust, and establishing
consistent and reliable classroom procedures;
(ix) Facilitate active learning among
learners by providing opportunities for regular and frequent teacher-learner
interaction, learner-learner interaction, learner-content interaction,
learner-interface interaction, teacher-parent interaction, and teacher-mentor
interaction;
(x) Lead synchronous
online instructional sessions using best practices that support the learning
goals and are meaningful, project-based, and inquiry-oriented; and
(xi) Model frequent, effective and timely
communications regarding learner progress with stakeholders through various
formats (e.g., emails, phone calls, video conferences, social media) and
maintain records of communications with students, parents, and other school
personnel.
3.
Assessment and Feedback. The online teacher designs
and implements a variety of assessments and provides high-quality feedback in
online learning and blended learning environments. The program shall prepare
candidates who:
(i) Assess student readiness
for content and method of delivery;
(ii) Continually measure learner proficiency
through a variety of valid and reliable formative and summative
assessments;
(iii) Design, select,
and implement assignments, projects, and assessments that align with learning
goals and promote research-based best practices (e.g., higher order thinking,
problem-solving, authentic assessment);
(iv) Provide a clear description of learning
goals, assessment expectations, and evaluation criteria for each assignment,
assessment, and project;
(v)
Provide timely, specific, constructive, and personalized feedback to learners
about assignments, projects, tests, and questions;
(vi) Provide a clear explanation of the
expectations of teacher response time and feedback to students;
(vii) Use student feedback data and
assessments to inform instruction; and
(viii) Create opportunities for peer review
and learner self-assessment.
4.
Data Analysis, Reflection, and
Professional Growth. The online teacher engages in data analysis
and reflection to increase student learning in online and blended learning
environments and enhance professional growth. The program shall prepare
candidates who:
(i) Use assessment data to
plan instruction, modify instructional methods and content, monitor learner
progress, and develop intervention and enrichment plans;
(ii) Use learner analytics or other
observational data (e.g., tracking data in electronic courses, Web logs, email,
student postings, discussions) to monitor learner progress, engagement, and
success;
(iii) Use assessment data
to personalize learning experiences and enable a learner customized pace and/or
path through instruction, aligned with learner goals, needs and
interests;
(iv) Empower learners to
establish learning goals, self-assess, and reflect on learning;
(v) Engage in regular self-reflection and
evaluation of teaching to improve and strengthen teaching effectiveness (e.g.,
LMS analytics, student surveys, teacher evaluations, teacher peer
reviews);
(vi) Demonstrate
continual growth in knowledge and skills of digital pedagogy and current and
emerging technologies, and apply them to improve productivity and professional
practice; and
(vii) Develop a
professional learning network and stay abreast of issues, trends, research, and
best practices on teaching and learning in online and blended learning
environments.
5.
Digital Citizenship. The online teacher models,
guides, and encourages legal, ethical, and safe behavior in online and blended
learning environments. The program shall prepare candidates who:
(i) Ensure academic integrity and the
security of learner assessment data;
(ii) Identify the risks of academic
dishonesty for learners and create assessment opportunities that limit this
risk;
(iii) Model and facilitate
the safe, legal, ethical, and credible uses of digital information and
technologies;
(iv) Create
expectations for appropriate use of the internet and interaction among
learners, including establishing netiquette requirements and enforcing the
Acceptable Use Policy (AUP) and other similar guidelines/requirements;
and
(v) Comply with the Family
Educational Rights and Privacy Act (FERPA) and communicate privacy guidelines
to protect student privacy and maintain confidentially of student information,
including in the use of technology tools.
6.
Differentiation and
Accessibility. The online teacher recognizes the variety of
student academic needs, ensures accessibility of online learning, and
incorporates appropriate accommodations in online and blended learning
environments. The program shall prepare candidates who:
(i) Address learner preference and abilities
by creating multiple paths to meet learning goals and standards;
(ii) Identify students who are struggling
with various learning obstacles and apply appropriate strategies to support
student learning;
(iii) Ensure
accessibility through compliance with legal mandates and other guidelines such
as providing alternative text for images, synchronizing captions or including
transcripts for video and audio files, formatting documents for screen readers,
and choosing accessible digital tools and resources;
(iv) Utilize culturally responsive pedagogy
demonstrating respect for and responsiveness to the cultural backgrounds and
differing perspectives learners bring to the online environment; and
(v) Collaborate with appropriate school staff
to make appropriate accommodations or modifications to meet the needs of all
learners, to include the use of assistive technologies when
appropriate.