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1998 Policy for the Preparation of Educators for the Schools

Approved November 1998

The Board of Regents approved Principles (April 1998) and Actions (July 1998) for the Preparation of Educators for the Schools. The key elements of what the Board approved are stated in summary form on the right side in the chart that begins on the next page. Guidelines for implementation follow the listing of the Key Elements of Principles and Actions. Implementation of reviewed programs and practices to meet the full intent of these Principles and Actions will be phased-in, beginning in Fall 1998. Revised programs (undergraduate and graduate) must be in place for students admitted to the program beginning in the Fall of 2000.

The over-all direction of this policy is to shift from a primary focus on "inputs" (courses, credit hours, number of clock hours of internships in schools) to "results" (teacher, counselor, and administrator candidates able to show accomplishment in bringing about increased learning of children in the schools). On the continuum below, the desired direction is stated on the right. It is recognized that inputs (on the left) and teacher or administrator performance (in the middle) remain important enablers of effectiveness. Thus, parts of this policy emphasize courses and credit hours required (inputs); other parts emphasize what a teacher, counselor, or administrator candidate must know and be able to do (performance). The primary emphasis is: all those recommended for teacher certification must be able to demonstrate success in bringing students from diverse groups to high levels of learning.

CONTINUUM

Inputs  =>  Candidate Performance  =>  Results of Candidate Performance on Children's Learning

KEY ELEMENTS OF REGENTS' 1998 PRINCIPLES AND ACTIONS
FOR THE PREPARATION OF EDUCATORS FOR THE SCHOOLS
(Summarized in Right-Hand Column)


WHERE WE ARE TO MEET FULL INTENT OF PRINCIPLES
Teacher Preparation Teacher Preparation
Focus is on inputs Focus is on inputs (e.g., majors and minors), teacher performance, & results: all teacher candidates must demonstrate success in bringing P-12 students from diverse groups to high levels of achievement
Teacher candidates are not always prepared sufficiently to teach what is required in schools Content standards for new teachers must be aligned with content standards for P-12 students; content knowledge of teachers must be of sufficient depth to enable them to help students from diverse groups meet high standards and learn for understanding
Early Childhood: Little in-depth knowledge of subjects to be taught Early Childhood: All candidates must show succes in teaching children to read and to do mathematics; at least two 12-15 semester hour concentrations (defined below)* one in reading and one in mathematics required; prepared to teach all subjects in the elementary school curriculum and to pass PRAXIS examinations
Middle Grades: Concentrations in two subjects Middle Grades: At least a 12-15 semester hour concentration (defined below)* in each of the following: reading/English, mathematics, science, and social studies and prepared to pass PRAXIS examinations for broad-field middle grade certification
Secondary: Major in some fields; in broad-fields (e.g., science & social studies) content preparation is inconsistent among subjects Secondary: Meet requirements for major in arts & sciences for each subject to be taught; or for broad-field science or social studies, meet requirements for major in arts & sciences in one field and at least a 12-15 semester hour concentration (defined below)* in each of 3 other fields included under broad-field; be prepared to pass PRAXIS examinations
Preparation in technology insufficient in some programs All teacher candidates must be able to use technology effectively to advance student learning
Many teachers insufficiently prepared to help students to read Endorsement in reading offered to teachers in all subjects & grade levels (with approval of Professional Standards Commission [PSC])
Amount of field experience varies All candidates must complete a full academic year in a combination of field experiences & internships in schools
Dispersion model most common form of placing teacher candidates in schools Partner school model encouraged; results will be monitored; based upon results, partner school concept may be required
Alternative programs available to those who hold bachelor's degree in any field; credit for prior experience given inconsistently across programs "Business to Teaching Program" to be established, as a collaborative among institutions; programs to be largely self-paced, with preference given to areas of teacher shortage; a major or equivalent required in subject(s) to be taught

*A concentration is defined as 12-15 semester hours that are not included in areas A-E of the core curriculum. At least 9 hours of the concentration must be at the junior and senior level and, with the one exception noted below, they must be taught by arts and sciences faculty. These 9 hours may not include content pedagogy courses. The concentration in reading in early childhood education may be taught by education or arts and sciences faculty. This early childhood reading concentration should include the following emphases: individual and group strategies in diagnosis of reading difficulties; assessment; and in teaching fluency and comprehension using both literary and expository sources.

Responsibility for Preparing Teachers Responsibility for Preparing Teachers
Teacher preparation often the responsibility of college of education, with the arts & sciences only delivering courses; not integrated programs Teacher preparation to be the responsibility of arts & sciences, education, and master teachers, with programs integrated among three components
  A functional unit (to include faculty from arts & sciences, education, and schools) to be established with responsibility for successful implementation of Board's Principles and Actions
  Proposals for "Charter Preparation Programs" will be received; must meet higher goals than specified in Principles and Actions
Graduate Programs: Teachers Graduate Programs in Teaching: Experienced Teachers
Not all consistent with core propositions of National Board Standards Must assure that graduates are able to meet the five core propositions of accomplished teaching set by the National Board
Preparation Programs: Counselors, School Leaders Preparation Programs: Counselors, School Leaders
Focus on inputs Focus is on inputs & on results -- candidates must be able to put conditions in place that support student and teacher success
Access to advanced graduate programs limited in some regions of the state Academies established for initial preparation of principals and superintendents; access to Ed.D. programs expanded
Applicant Pool; Supply & Demand Applicant Pool; Supply & Demand
Applicant pool or educator preparation programs is of variable quality By 2001 those admitted to educator programs to have qualifications at lest equal to those for institution as a whole
Teacher shortages in some fields; oversupply in others Early identification programs expanded (under-represented groups emphasized); number receiving HOPE Promise increased; marketing program to talented 10th graders introduced; geographic location recommended for inclusion in "critical field" for HOPE Teacher Scholarships; supply and demand data shared between University System and PSC; Georgia Teaching Froce Center (clearinghouse) created by PSC in collaboration with USG; programs expanded in areas of low supply and resources redirected away from areas of oversupply
Out-of-Field Teaching Out-of-Field Teaching
Defined in multiple ways Defninition recommended: Out-of-field teaching occurs when a teacher is teaching any subject with less than an academic concentration of 12-15 semester hours in that field (concentation defined on p.2)
  Chancellor to ask Department of Education to require school districts to list for the public the academic majors, minors, and academic concentrations of all teachers
University Policies University Policies
Variation among campuses as to support & recognition teacher preparation faculty for work in schools University presidents to certify to Chancellor that policies recognize faculty work in schools, where appropriate; increased funding sought to increase faculty involvement in schools
The Guarantee -- All Candidates Recommended for Certification Who Are Assigned to Teach or Work In-Field and At Grade Level (on Certificate) in Georgia's Schools
Teacher candidates guaranteed to have sufficient subject matter (middle grade teachers guaranteed only in two areas of concentration); to demonstrate success in bringing students from diverse groups to high levels of learning; to use technology as tools for learning; and to manage classrooms effectively; early childhood teachers also guaranteed to demonstrate success in diagnosing difficulties and in helping students to improve in reading and mathematics
Teachers who complete graduate degrees in teacher education guaranteed to bring about student learning; to know their subjects and how to teach them; to assess the progress of individual students plus the whole class; to reflect on their practice and learn from it; and to work together for the betterment of the student and school
School leaders guaranteed to be able to create environments in which teachers: continue to learn; participate in shaping school policies and goals; become more effective in bringing students from diverse groups to high academic standards; work closely with parents; provide environments for students that are well disciplined and safe
All graduates receive support, assistance, and professional development from the university in collaboration with schools (limited to newly certified or graduates in first or second year of practice following graduation)
Any graduate not meeting employer's expectations during first two years after graduation will receive additional training (individualized plan) at no cost to student or to the school (training provided by preparing institution or through arrangements mutually agreed to by local institution)

GUIDELINES FOR IMPLEMENTATION

INSTITUTIONAL RESPONSIBILITIES

The 15 University System institutions that prepare teachers are responsible for meeting the full intent of the 1998 Board of Regents' Principles and Actions for the Preparation of Educators for the Schools, in accordance with the guidelines below. For the purpose of making annual progress reports to the Board, the vice president for academic affairs is asked to submit an annual report of progress toward implementation beginning in May 1999 and continuing each year thereafter until implementation is completed. Annual reports should be submitted to the System Office of Academic Affairs by May 30.

Responsible Group of Faculty

Timeline Actions
1998 - 99 The group of faculty from education, arts and sciences, and the schools that is to be responsible for the preparation of teachers and for the successful implementation of the Board's Principles and Actions should be identified or confirmed. This group should represent a "functional unit" with clear responsibility for teacher preparation or the institution may propose an alternative structure.

Alternatively, an institution may submit a proposal for creation of a "Charter Teacher Preparation Program". Proposals for charter programs must include goals, plans for implementation and assessment, identification of the faculty, and requests for waivers of specified policies. Proposals may be limited to a single program, a few programs, or all approved programs. Approval of the deans of education, arts and sciences, and the vice president for academic affairs is required. Approved charter programs will receive extra funding when agreed-upon goals are reached.
1998 - 01 The partner school concept is encouraged with all interns (in teacher preparation, school counseling, educational leadership, etc.) placed in partner schools. A partner school is a regular P-12 school, with no change in mission and governance, that chooses to enter into partnership with a university to work on at least four goals:
  1. Preparation of new educators (teachers, counselors, administrators, etc.) for the schools.
  2. Professional development for school and university personnel.
  3. Full support for increased student learning.
  4. Research on best practices that improve both schools and educator preparation.
It is recommended that selected school faculty from partner schools serve as members of the functional unit responsible for teacher preparation.

Institutions that do not use the partner school concept are asked to provide the System Office of Academic Affairs with a plan for meeting this requirement.

The Guarantee

Timeline Actions
1998 - 99 Institutional plans for implementation of the Guarantee should include provisions for how the institution will meet the following specifications of the Principles and Actions approved by the Board:
June 2002 Assure that all teacher candidates recommended for certification (including those in the "Business to Teaching" and other alternative programs):
  1. Have subject matter knowledge, aligned with content standards for P-12 students, of sufficient depth to enable teachers to help P-12 students from diverse groups to reach high academic standards and to learn for understanding. For middle grades certification, institutions will "Guarantee" teachers only in two areas of concentrations.
  2. Can demonstrate success (during the internship) in bringing students from diverse cultural, ethnic, international, and socio-economic groups to high levels of learning.
  3. Are able to use telecommunication and information technologies as tools for learning (during the internship).
  4. Can manage a classroom effectively (during the internship).
  5. Can demonstrate success (during the internship in early childhood programs) in diagnosing difficulties in reading and mathematics and helping students show improvement.
Assure that all teachers who complete graduate programs in teacher education:
  1. Are able to bring about learning in their students.
  2. Know the subjects they teach and how to teach those subjects to students.
  3. Are able to assess the progress of individual students as well as that of the whole class.
  4. Reflect on their practice and learn from it.
  5. Are able to work together for the betterment of the student and the school.
Assure that all graduates of programs in school counseling and school leadership are able to create environments in schools in which:
  1. Teachers and other educational personnel continue to learn (including use of technology).
  2. Teachers participate in shaping school policies and goals.
  3. Teachers succeed in bringing students from diverse groups to high academic standards.
  4. School personnel work closely with parents.
  5. Students are well disciplined and safe.
How the institution will provide support, assistance, and professional development (in collaboration with the schools) to graduates in their first and second year of practice immediately following graduation or receipt of the institution's recommendation for certification (limited to those working in Georgia's schools).

Procedures an employing school district should follow when seeking additional training for a graduate who is not meeting the school's expectations; and provisions (through distance technology or through arrangements mutually agreed to by a local institution) for providing the additional training in ways that are geographically convenient to the graduate. In addition:
  1. The training must consist of an individualized plan, agreed upon between the school district and the university. The plan should include learning outcomes desired.
  2. The training must be provided at no cost to the graduate or to the school.
  3. The University is obligated to provide the additional training only during the first two years of practice following graduation or submission of a recommendation for certification: when a graduate is assigned to work in-field, and at the grade level included on certificate; and when the individual is employed in Georgia's schools.
Institutions are encouraged to share with one another and with the System Office of Academic Affairs their plan for implementing the Guarantee.

Program Requirements

Timeline Actions
2000 - 01 Students admitted to the program (in teacher preparation this is usually in the middle of the sophomore or beginning of the junior year) must meet all requirements contained herein.

In teacher preparation there will be the following minimum requirements:
  1. Early Childhood (grades Pre-K-5): All candidates must demonstrate success in teaching children to read and to do mathematics; all candidates must complete at least two 12-15 semester hour concentrations (defined below), one in reading and one in mathematics, and be prepared in all subjects in the elementary school curriculum and to pass PRAXIS examinations.
  2. Middle Grades (grades 4-8): All candidates must complete at least a 12-15 semester hour concentration (defined below) in each of two of the following; reading/language arts, mathematics, science, and social studies; and be prepared to pass PRAXIS examinations for broad-field middle grades certification. Graduates will be "Guaranteed" only in two fields.
  3. Secondary (grades 7-12): All candidates must either meet requirements for a major in the arts and sciences for each subject to be taught or, for broad-field certification in science and social studies, meet requirements for a major in the arts and sciences in one field and at least a 12-15 semester hour concentration (defined below) in each of three other fields included under broad-field; and be prepared to pass the PRAXIS examinations. A concentration is defined as 12-15 semester hours not included in areas A-E of the core curriculum; at least nine of the hours must be at the junior and senior level; and with the exception of the concentration in reading required for early childhood majors, at least nine of the hours must be taught by arts and sciences faculty excluding content pedagogy courses. Concentrations in reading for early childhood majors should focus on individual and group strategies in diagnosis of reading difficulties; assessment; and in teaching fluency and comprehension using both literary and expository sources. The responsibility for designing the curriculum and for defining the responsibilities of the faculty must be collaboratively determined by the functional unit at each institution. This functional unit must also set learning outcomes for the concentrations such that students demonstrate mastery sufficient to bring school students to national grade level standards (with the standards implicit in the revised QCC as minimums).
  4. All teacher candidates recommended for certification must complete the equivalent of a full academic year in a combination of field-experiences and internships in the schools.
  5. Demonstrated program outcomes must include: All teacher candidates successful in bringing students from diverse groups to high levels of achievement; and in early childhood programs: diagnosing difficulties and helping students show improvement in reading and mathematics.
The education, arts and science, and school faculty identified by the institution as the group responsible for teacher preparation are asked to re-examine all components of the institution's teacher preparation programs and (to the extent possible) include these new requirements within 120 semester hours. Institutions must submit the curriculum for review by the System Office of Academic Affairs and request a waiver for any program that will exceed currently approved credit hour limits.

Recommendations of candidates for graduation and certification in all programs should be based on student mastery/demonstration of specified program outcomes consistent with the provisions of the guarantee for teacher preparation, graduate programs for teachers, and graduate programs for school counselors, school leaders, and others prepared for work in the schools.

Admission Requirements into Educator Preparation Programs

Timeline Actions
2001 Each institution is asked to set the academic qualifications of incoming students to be at least comparable to student qualifications for the institution or for the System, as follows:
  1. Freshmen admitted who preference teacher preparation as a major must meet or exceed the institution's or System's average freshmen index.
  2. Transfer students who preference teacher preparation must meet or exceed the institution's or System's average qualification of all incoming transfer students.
  3. Graduate students must meet or exceed the institution's or System average qualifications of all incoming graduate students.
Students admitted to the teacher preparation program (typically in the middle of the sophomore or the beginning of the junior year) must have at least a 2.5 cumulative GPA in all college courses attempted.

In all institutions students in teacher preparation programs must earn a minimum 2.5 cumulative GPA in the System core curriculum or the first two years of the general education curriculum.

Balancing Supply and Demand

Timeline Actions
1998 - 99 Each institution is asked to expand its participation in early identification programs for potential teacher candidates, particularly in areas of teacher shortages.
  1. Special emphasis should be given to attract students from under-represented groups.
  2. Scholarship programs in areas of teacher shortages should be institutional priorities.
2001 Each institution will increase by 10% the number of students receiving HOPE Promise Scholarships.

University Policies

Timeline Actions
1998 - 99 Each university president is asked to certify to the Chancellor that where appropriate, based on faculty workload assignment, the institution's merit salary increases, promotion and tenure and post-tenure reviews of teacher preparation faculty reflect the faculty member's:
  1. Own teaching effectiveness;
  2. Applied research on ways to improve teaching and student learning in schools;
  3. Other forms of research and scholarship;
  4. Service to the P-12 schools.
In all cases teacher preparation faculty include those from education and the arts and sciences who are included in the group that is responsible for the preparation of teachers and for the successful implementation of the Board's Principles and Actions.

SYSTEM OFFICE RESPONSIBILITIES

The University System Office is responsible for the following:

Coordination of Networks for Sharing

Timeline Actions
1998 - 99 Through the P-16 Network institutions will be encouraged to share with one another progress toward implementation of the Board's Principles and Actions.


Institutions are encouraged to share model program designs through the Web.

If approved by the PSC, the Office of Academic Affairs will coordinate and provide funding (development phase) for a reading endorsement to be delivered statewide through a consortium of 11 institutions. Funding for implementation will also be sought.

Two Invitational Forums on the Preparation of School Leaders and Counselors are available for teams of faculty that are interested in studying model programs from within Georgia and other states, in working with consultants, and in engaging one another in the design or redesign of preparation programs. Funding is provided by the System Office.

Funding

Timeline Actions
1999 - 00 A funding request will be submitted to the legislature to support the implementation of the Board's Principles and Actions. This request will include:
  1. Strengthening teacher preparation in reading, mathematics, and other core areas (additional faculty positions; implementation of reading endorsement).
  2. Linking schools and colleges in teacher preparation (implementation of partner school concept and increased involvement of teacher preparation faculty in schools).
  3. Investing in the Preparation of School Leaders (funding for expanded access to Ed. D. programs; Academies for the Preparation of School Leaders).
  4. Bringing an end to out-of-field teaching (funding for the "Business-to-Teaching" Program; support for the Georgia Teaching Force Center; and "Early Identification" programs to attract potential students into teacher preparation).

The Chancellor will also seek private funding for:

  1. One or more Academies for the initial preparation of school leaders (principals and superintendents). Upon securing start-up funding an RFP will be distributed to institutions.
  2. Expansion of partner schools, including increased faculty involvement in the schools.
  3. "Business to Teaching Program" for individuals who seek second careers as teachers; preference given to areas of teacher shortage. This program is to draw on the strengths of several institutions, maximize flexibility and use of technology. An RFP will be issued.

Recommendations to Other Agencies

Timeline Actions
1998 - 99 A proposal will be submitted to NCATE and the PSC for University System institutions to pilot the five core propositions of accomplished teaching set by the National Board for Professional Teaching Standards in accreditation visits for graduate programs in teacher education.

A recommendation will be submitted to the Georgia Student Finance Commission to include some geographic regions as "critical shortage" areas in the HOPE Teacher Scholarship Program.

The Chancellor will recommend to all appropriate agencies and organizations adoption of the following definition of out-of-field teaching: Out-of-field teaching occurs when a teacher is teaching any subject with less than an academic minor or equivalent in that field.

The Chancellor will recommend to Superintendent Schrenko adoption of a "Truth in Advertising" principle that would require each school district to list for the public the academic majors and minors of all teachers.

The University System will continue to advocate to the PSC for the elimination of broad-field middle grades certification, which allows teachers to be assigned to teach English, mathematics, science, and social studies. Teacher candidates cannot be prepared in four subject fields with the depth they need in order to bring school students to high levels of achievement.

Institutional Support

Timeline Actions
1998 - On Results of partner schools will be monitored for three years and, based on these results, consideration will be given to requiring all institutions to use the partner school concept.

Data will be shared on the number of teachers prepared and the number needed for each subject and grade level (through bi-lateral agreement now in effect between the USG and PSC).

A marketing program will be initiatied with high school sophomores who score well on the PSAT to encourage interest in teacher preparation.

Assistance will be provided in expanding programs of low supply and redirecting away from programs that produce an excessive number of graduates in areas of oversupply.

Support will be given to PSC for creation of a "Georgia Teaching Force Center" to serve as a clearinghouse to school districts for all qualified applicants and for "back-up" personnel.

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