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Principles for the Preparation of Educators for the Schools

Introduction

In 1998, the Board of Regents approved a set of ten Principles and Actions for the Preparation of Educators for the Schools. The Principles emphasized the knowledge, skills, performance targets, and levels of accomplishment expected of University System graduates who become certified to work in Georgia's public schools. The Principles were grouped into three categories: Quality Assurance, Collaboration, and Responsiveness.

Implementation of the 1998 Principles began at the campus level with the junior class and with graduate students in the fall of 2000. The Principles take effect with the graduating class in 2002. Several lessons have been learned.

During the summer and fall of 2000, Governor Barnes' Education Reform Study Commission focused extensively on education personnel for the public schools. While the members of the Governor's Commission spoke with high praise about the Regents' efforts to strengthen teacher preparation, it offered several recommendations for further consideration by the Board of Regents, especially for the preparation of educational leaders.

In January of 2001 two advisory committees of University System faculty and deans and school administrators were appointed 1) to consider the lessons learned from initial implementation of the Principles, plus the recommendations of the Governor's Commission, and 2) to advise the System Office of Academics and Fiscal Affairs on refinements to the Regents' Principles for both the preparation of teachers and leaders (school principals, superintendents, and system support personnel). A future set of refinements will focus on the preparation of school counselors.

The Chancellor decided that Board action was required on only four of the refinements (approved in April 2001) and asked that the remainder be handled administratively. The Educator Preparation Academic Advisory Committee (EPAAC) recommended additional changes to the Regents' 1998 Principles on May 14, 2001. The recommendations submitted by EPAAC were approved by the University System Administrative Committee on Academic Affairs on June 5, 2001.

This document includes the 1998 Principles and Actions (re-numbered), the refinements approved by the Board of Regents in April 2001, and the changes recommended by EPAAC and approved by the Administrative Committee on Academic Affairs and by the Senior Vice Chancellor for Academic Affairs (summer 2001). This document replaces the Regents' Principles and Actions for the Preparation of Educators for the Schools, as approved in 1998. All changes to the Principles that were approved in 2001 take effect with students entering educator preparation programs in fall 2002. There is no change in the timeline for implementation of those Principles and Actions approved in 1998.

QUALITY ASSURANCE

  1. The University System will ensure the success of teacher and leader candidates on certification examinations for all demographic groups.

    Since 1997, the Professional Standards Commission (PSC) has required that all teacher and educational leader candidates pass PRAXIS examinations in order to become certified in Georgia:
     
    • PRAXIS I measures basic skills in reading, mathematics, and writing. All University System institutions now require a passing score on PRAXIS I as a condition of admission into teacher preparation.
       
    • PRAXIS II measures content knowledge in the teaching field or in the field of school administration. One or more tests are required for each certification field. Passing rates are set for each test. The PSC is phasing in higher pass rates on PRAXIS II, consistent with national patterns.
       
    Data reported by the PSC reveals a wide variation in pass rates on PRAXIS II among System institutions. There is also a wide gap, on the average, in passing scores on PRAXIS II among students from majority and minority groups. Every System institution has a higher pass rate for Caucasian students than for any other ethnic group. However, for each ethnic group there is a wide range in pass rates among institutions. There are also a number of unresolved issues in University System institutions regarding the validity and accuracy of some of the data.

    Actions

    • A sub-committee of the University System Educator Preparation Academic Advisory Committee will meet with representatives of PSC to seek mutually acceptable resolution of issues related to PRAXIS (certification) examinations. The issues include:
       
      1. Development of a system of accurate reporting of institutional pass-rates.
      2. Resolution of issues about the validity of some of the tests.
      3. Institutional access to data from the Education Testing Service for use in program improvement.

    • Using fall 2001 as its baseline, institutions will submit to the System Office of Academics and Fiscal Affairs annual targets and reports of progress toward closing the gap in pass rates on PRAXIS II between teacher and educational leader candidates from majority and minority groups, while maintaining or increasing the overall number of minority educators prepared.
       
    • To support work toward closing the gap in pass rates on certification examinations, System institutions so requesting will receive assistance from an external group (cooperatively appointed by the institution, the System Office of Academics and Fiscal Affairs, and the PSC). The System Office of Academics and Fiscal Affairs will also provide assistance/direction, as needed, to help each institution meet its annual targets and will report annual progress to the Board. Successful models from within and outside of Georgia will be shared statewide.
       
    • It is the goal that, by 2006, all System institutions will have at least an 80% pass rate on PRAXIS II for teacher and for educational leader candidates from each reportable demographic group.

  2. The University System will guarantee the quality of any teacher it prepares.

    The university that awarded the degree and/or submitted the recommendation for teacher certification will stand by the quality of its graduates and maintain its obligation to nurture the continuing development of teachers. The University System will "take back" any teacher within the first two years after graduation from a System institution when the teacher is teaching in-field and a school district in Georgia determines the teacher's performance is less than effective in helping students make satisfactory progress. If taken back, a teacher will receive additional preparation at no cost to the teacher or to the school district.

    The university that awarded the degree and/or submitted the recommendation for teacher certification will assure that its candidates:

    • Have sufficient subject matter knowledge in all areas included on their teaching certificates.

      The content standards to which new teachers are held must be aligned with the learning standards for P-12 students. New teachers must have sufficient knowledge in their subject areas to help all students meet high standards. Sufficient knowledge means knowing the facts, organizing concepts of a subject area, and possessing the ability to apply the facts and concepts. In order to help students understand concepts, teachers must have strong subject matter competence. The level of subject matter competence affects how teachers construct lessons, select materials, structure their courses, and learn new information in their field.
       
    • Can demonstrate success in bringing students from diverse cultural, ethnic, international, and socio-economic groups to high levels of learning.

      Teacher candidates must learn to analyze the relationship between classroom activities and the learning those activities encourage. All teacher candidates must show that they understand this relationship. In order to be recommended for certification, teacher candidates must demonstrate what they know and are able to do, show effectiveness with children from different cultural and economic groups, and give evidence of accomplishment in bringing students from diverse groups to high learning standards. By the completion of two-years of teaching, graduates must show more advanced levels of accomplishment in bringing students from diverse groups to high learning standards.
       
    • Are able to use telecommunication and information technologies as tools for learning and to meet Georgia Technology Standards for Educators as required by the Professional Standards Commission.

      Telecommunication and information technologies will be integrated throughout teacher preparation programs, and all teacher candidates must be able to use these technologies to improve student learning.
       
    • Are able to set high learning standards for all students and then organize curriculum, instruction, and assessment around them.

      Teachers must be able to function well in an environment that requires them to help all students reach high learning standards, based on performance-assessments, and to prepare all students to succeed on high-stakes tests. Teachers must be able to use the standards as the organizing element for curriculum, instruction, and assessment.
       
    • Are able to customize instruction for individual students or groups of students that reflect students' own experiences, learning styles, interests, cultures, and special needs.

      Teachers must be able to adapt and customize instructional plans to individual students or groups of students, as appropriate.
       
    • Are able to use data on student learning and achievement to set benchmarks and to monitor student progress toward continuous improvement.

      Teacher candidates must be able to use student achievement data diagnostically to plan next steps toward helping each student reach high learning standards. They must also know how to monitor individual student progress toward reaching the standards.
       
    • Are able to meet the pre-professional components of national board certification.

      The positive impact on student learning of teachers who are nationally board certified is well documented. Teacher candidates should understand the pre-professional components of national board certification during their initial preparation program.
       
    Actions

    The Guarantee
    • Any teacher recommended for certification will meet the employing school's expectations in all areas listed in the principle, plus classroom management.
       
    • Any teacher not meeting those expectations within the first two years (and who has been teaching in-field, at a grade level included on the certificate, and in Georgia's schools) will receive additional training at no expense to the student or the school.
       
    • That additional training will consist of an individualized plan agreed upon between the school district and the university. This plan will include learning outcomes desired.
       
    • The university that recommended the teacher for certification will provide the additional training. In cases of geographic inconvenience, training may be provided through distance technology or through arrangements mutually agreed to by a local institution.
       
    What the University Assures: Any candidate recommended for certification will:

    • Know all subjects included on the teaching certificate sufficiently to help students learn content standards required in schools. Minimum requirements will be:
       
      1. Early Childhood Education (grades Pre-K-5): At least 12 semester hours in reading and 12 semester hours in mathematics required, in addition to being capable of teaching all elements of the elementary school curriculum. All 12 semester hours in each field must be in the academic content field and outside of areas A-E of the core curriculum (mathematics), and nine of the 12 semester hours in each field must be junior or senior level courses.
         
      2. Middle School: At least 12 semester hours in each of two of the following areas: reading/language arts, mathematics, science, and social studies, in addition to being capable of teaching reading. All 12 semester hours in each field must be in the academic content field and outside of areas A-E of the core curriculum, and at least six of the 12 semester hours in each field must be junior or senior level courses.
         
      3. High School: A Bachelor of Arts or a Bachelor of Science degree with a major in an academic (content) discipline for each subject to be taught, or at least a minor in each subject included under broad-field certification, e.g., science or social studies. By completing the requirements for a Bachelor of Arts or Bachelor of Science Degree, teacher candidates will have academic discipline knowledge comparable to students who major in the same field and who do not seek teacher certification. Teacher candidates will also complete all of the courses in the study of teaching and learning and the field experiences required for certification. Students will graduate with the BS or BA degree in the field indicated plus teacher certification.

    • Complete the equivalent of a full academic year in a combination of field experiences and internships in the schools.
       
    • Meet the pre-professional components of national board certification.
       
    • Are able to set high learning standards for all students and then organize curriculum, instruction, and assessment around them.
       
    • Are able to customize instruction for individual students or groups of students that reflect students' own experiences, learning styles, interests, cultures, and special needs.
       
    • Meet the Georgia Technology Standards for Educators.
       
    • Are able to use data on student learning and achievement to set benchmarks and to monitor student progress toward continuous improvement.
       
    • Demonstrate success in bringing P-12 students to high levels of learning and achievement at the point of initial recommendation for certification, and show more advanced levels of accomplishment after completion of two-years of teaching.
       
    • Receive support, assistance, and professional development from the University faculty in collaboration with the schools (limited to 1st- and 2nd-year newly certified teachers in Georgia).
       
    • Receive the Guarantee.

  3. The University System will guarantee that all teachers prepared in early childhood education can demonstrate accomplishment in teaching children to read and to do mathematics.

    Reading and mathematics are fundamental to all other fields of knowledge. While other subjects may also be emphasized in early childhood programs, for teachers of grades pre-school - grade three, reading and mathematics will constitute the primary emphases. A strong emphasis on these two subjects in the early years will help students to develop the foundation necessary for successful progression throughout high school and into college.

    Actions

    • Teacher candidates in early childhood education will complete at least the equivalent of academic minors in reading and mathematics.
       
    • Teacher candidates will demonstrate success in diagnosing difficulties in reading and mathematics and to apply corrective action.
       
    • Any candidate recommended for certification will:
       
      1. Receive support, assistance, and professional development from the University faculty in collaboration with the schools (only 1st- and 2nd-year newly certified teachers in Georgia).
      2. Receive the Guarantee.

    • The University System Office of Academics and Fiscal Affairs will coordinate a System-wide reading endorsement to be offered via distance learning and through an institute to current classroom teachers in all subject areas and grade levels.

  4. Graduate programs for teachers who are already certified will focus on both strengthening their content knowledge and on deepening their understanding of teaching and learning. These programs will also adhere to the general principles of the National Board for Professional Teaching Standards.

    At the undergraduate level, the Board requires collaborative programs for prospective teachers between the arts and sciences and education to ensure that teacher candidates are prepared in both their content field and in the study of teaching and learning. Teachers who seek graduate degrees now choose between a degree in an academic discipline or in education. Experienced teachers need advanced knowledge in their content field and they also need to deepen their understanding of teaching and learning so as to be prepared to seek National Board Certification, should they choose to do so.

    Actions

    • The System Office of Academics and Fiscal Affairs will only approve master's degree programs for certified teachers at the early childhood, middle grades, and high school levels that are collaborative programs developed jointly by the arts and sciences and education faculty.
       
    • Arts and science and education faculty will seek an equitable distribution of courses in these programs between the content field(s) and the advanced study of teaching and learning. Graduates will have a deep understanding of the subjects they teach and how to advance student learning in those subjects.
       
    • Beginning in 2002, all master's degree programs for teachers will be consistent with the five core propositions of accomplished teaching set by the National Board for Professional Teaching Standards. These core propositions emphasize:
       
      1. Teachers able to bring about learning in their students.
      2. Teachers who know the subjects they teach and how to teach those subjects to students.
      3. Teachers able to assess the progress of individual students as well as that of the whole class.
      4. Teachers who reflect on their practice and learn from it.
      5. Teachers who work together for the betterment of the student and the school.

    • Classroom teachers who complete a graduate degree within the University System will:
       
      1. Receive support, assistance, and professional development from the University faculty in collaboration with the schools (limited to teachers in Georgia).
      2. Receive the Guarantee.

  5. The University System will guarantee the quality of any educational leader it prepares.

    Educational leaders are largely responsible for organizational structures and environments in schools and should create conditions that support student and teacher success. In recent years, the world of school administration has faced changes similar to those encountered by the business world: rapidly changing technology, a more diverse environment, increased demands by consumers for quality products, and the need to constantly retrain the workforce, to name a few.

    Recommendations from the Governor's Education Reform Study Commission and the Southern Regional Education Board call for new models for the preparation of educational leaders. Universities will stand by the quality of their graduates and continue to support educational leaders and school counselors in their continued professional development.

    Actions
    • The Board of Regents will expand access to Ed.D. Programs, first using approved and cooperative programs. It will also invite program proposals from existing approved or cooperative programs for an innovative Ed.D. Program that includes the use of distance education. It will submit a state-funding request for these programs.
       
    • The University System will collaborate with the Governor's Office, Georgia Partnership for Excellence in Education, Professional Standards Commission, Georgia Department of Education, regional educational service agencies, representatives from local schools, Southern Regional Education Board, and private partners in the development and implementation of Georgia's Leadership Institute for School Improvement.
       
    • The Institute will be affiliated with a university and it will offer the following programs:
       
      1. Academy for the Professional Development of Current Principals and Superintendents (degree credit optional), and professional development for principal-teacher school-based leadership teams.
      2. Degree and non-degree programs for aspiring principals and superintendents (as alternatives to traditional preparation programs) and for those seeking certification as "master principals" (when that certification becomes available).
      3. Mentoring programs (non-degree) for beginning principals and superintendents.

    • Traditional preparation programs for educational leaders will also remain important, and they, too, need to be positioned well to meet the new demands. The System Office of Academics and Fiscal Affairs will bring in an external team to review all current preparation programs in educational leadership and to make recommendations.
       
    • The University System Office will assist educational leadership faculty by providing opportunities for sharing among institutions and by featuring national and state models of best practice at annual meetings of the P-16 Network.
       
    The Guarantee

    • Any educational leader recommended for certification will meet the employing school's expectations in the items listed below for the Guarantee.
       
    • Any leader not meeting those expectations within the first two years of practice as an educational leader in Georgia schools (and who is within two-years of completing the preparation program) will receive additional training at no expense to the leader or the school.
       
    • That additional training will consist of an individualized plan agreed upon between the school district and the university. This plan will include learning outcomes desired.
       
    • The university that recommended the leader for certification will provide the additional training. In cases of geographic inconvenience, training may be provided through distance technology or through arrangements mutually agreed to by a local institution.
       
    What the University Assures: Any candidate recommended for certification as an educational leader will be able to:

    • Set high expectations for all students in the school or system and then organize curriculum, instruction, and assessment around them.
       
    • Use data on student learning and achievement to set benchmarks and to monitor progress toward continuous improvement.
       
    • Use technology to meet the individual learning needs of students, teachers, and administrators.
       
    • Lead schools using standards-based objectives, results-based performance management, and continuous improvement.
       
    • Raise perceptions of all parties that the school or system can do better.
       
    • Develop a school or system plan for improvement.
       
    • Help teachers customize instruction for individual students or groups of students that reflect students' own experiences, learning styles, interests, cultures and special needs.
       
    • Provide students with the resources they need to achieve high learning standards through a comprehensive program of student support services.
       
    • Increase student-learning time, as needed, using flexible schedules, structures, and technology.
       
    • Establish a safe and orderly environment that supports reaching the goals of the improvement plan.
       
    • Lead the school or system in accordance with school law and professional ethics.
       
    • Use state-of-the-art technology practices from business and industry to effectively and efficiently manage resources, planning, record keeping, and evaluation of schools or systems.
       
    • Demonstrate success in school improvement after two years of practice as an educational leader.
       
    • Complete at least 150 contact hours of field experiences that are integrated into the course sequence of the preparation program.
       
    • Receive support, assistance, and professional development from the University faculty in collaboration with the schools (limited to 1st and 2nd year newly certified leaders in Georgia).
       
    • Receive the Guarantee.

COLLABORATION

  1. Teacher preparation programs will be the shared responsibility of education faculty, arts and sciences faculty, and classroom teachers in the schools.

    Working together the three groups must: 1) define and ensure the subject matter competence of all teacher candidates; 2) ensure that all teacher candidates can make the connections between subject matter knowledge and the learning needs of children; and 3) ensure that all teacher candidates can promote student learning within the realities of the classroom. In early childhood education programs, the three groups must ensure that all teacher candidates can demonstrate accomplishment in teaching children to read and to do mathematics. Effective teacher preparation requires significant contributions from all three groups.

    Actions
    • Each teacher preparation program will be integrated among the arts and sciences, education, and field and internship experiences in P-12 schools.
       
    • Each institution will establish a functional unit with comparable representation from education, arts and sciences, and P-12 schools. The Board of Regents will be open to any proposals for new collaborative structures. The faculty in the functional unit will be responsible for successful implementation of the Board's Principles for the Preparation of Teachers for the Schools.
       
    • The Board of Regents will consider any proposal for a "Charter" teacher preparation program. Such a program will, in return for achieving specified and higher goals, receive release from many System requirements. The System will also seek to have it released from other agency requirements. It will also receive extra funding for reaching agreed-upon goals.
       
  2. University System institutions that prepare teachers will collaborate with schools to work on five goals:
     
    • To increase P-12 student achievement and high levels of learning.
    • To mentor beginning teachers.
    • To provide field placements for teacher candidates to demonstrate the outcomes of the guarantee.
    • To collaborate in the preparation and development of teachers.
    • To increase the amount of school-based research on improvement of schools and on teacher preparation and development programs.
       
    The quality of teacher preparation and teacher development programs is enhanced through school-university collaboration. If universities want schools to help with the preparation of teachers, they must first support teachers' efforts to increase the levels of pupil learning and achievement in the school. Universities must also share responsibility for mentoring beginning teachers. Currently 35% of teachers in Georgia leave teaching within their first five years. According to research, teachers are less likely to leave teaching when they experience effective mentoring and induction programs, and when they are allowed to influence curricular decisions, classroom practices, and to play a more active role in designing their own professional development plans. The structure of the school day must provide teachers sufficient time for instruction of students and for professional development that focuses on improving student learning.

    Actions
    • Each institution will utilize the partner school model (or approved alternative) to work with area school systems on the goals included in principle # 7. The partner school model includes the assumption that all field-placements for teacher candidates will be in partner schools.
       
    • Each institution will invite area school systems to enter into negotiated agreements to work on the five goals.
       
    • Negotiated agreements for partner schools (or other approved alternative) will include:
       
      1. The university and school systems will commit to collaborate toward achieving the five goals, with the first goal receiving the highest priority.
      2. The university will commit to increase significantly the amount of time and energy teacher preparation faculty spend in partner schools working on these goals.
      3. The school systems will commit to have or to create environments conducive to the preparation future teachers, namely, schools in which:
         
        • School personnel continue to learn through professional development.
        • Teachers participate in shaping school policies and procedures.
        • Conditions are in place that support teacher success in bringing students from diverse groups to high learning standards.
        • School personnel work closely with parents.
        • Students are well disciplined and safe.
      4. Master teachers from the partner schools may teach in university preparation programs.
      5. The university and school practitioners will share responsibility for mentoring beginning teachers.
      6. Assessment plans will be included as to the impact of partner schools toward achieving the five goals and as to the use of the data for program improvement.

    • The Board of Regents will provide financial incentives to selected institutions for development of effective models for mentoring beginning teachers and provide forums for sharing these models statewide.
       
    • The Board will continue to monitor the results of partner schools and, based upon these results, will consider adopting the concept system-wide.

  3. Educational leadership programs will be the shared responsibility of colleges of education, arts and sciences, business, other academic units (as appropriate), and school partners.

    Educational leaders need to be able to use continuous quality improvement techniques; to use data on student learning and achievement to set benchmarks and to monitor progress; to use technology to meet individual learning needs of students, teachers, and administrators; and to build effective teams that focus all parties on the core mission of schooling. Faculty with expertise in these areas may be in colleges of education, business, arts and sciences, or other units. Educational leaders also need "hands-on" experiences in schools and business settings. The faculty who prepare educational leaders must be drawn from among all needed university and school partners to ensure that leader candidates can meet the outcomes listed in the guarantee.

    Actions

    • Each institution will establish a collaborative structure with equitable representation, responsibility, and authority for the preparation of educational leaders among education, arts and sciences, business, other academic units (as appropriate), and school partners. This "unit" may or may not be the same collaborative structure that is in place for the preparation of teachers.
       
    • The faculty in this collaborative structure will be responsible for successful implementation of the Board's Principles and Actions for the Preparation of Educational Leaders.
       
    • Each institution will establish partnerships with school systems and area businesses to provide field experiences for educational leader candidates.
       
    • Each institution will maintain an active practitioner-based advisory committee to provide ongoing feedback as to the success of graduates in meeting the outcomes of the guarantee and to suggest strategies for continuous improvement.

  4. University System institutions that prepare educational leaders will collaborate with area school systems to work on seven goals:
     
    1. To increase P-12 student achievement and high levels of learning in partner schools.
    2. To mentor beginning educational leaders.
    3. To nominate potential educational leaders for admission into preparation programs.
    4. To provide field placements for aspiring educational leaders to demonstrate the outcomes of the guarantee.
    5. To collaborate in the preparation and development of educational leaders.
    6. To encourage practitioner research by providing appropriate training in research on school improvement.
    7. To increase the amount of school-based research on improvement of schools and on leader preparation and development programs.
       
    Actions

    • Each institution will utilize the partner school model (or approved alternative) to work with area school systems on the preceding seven goals.
       
    • Each institution will invite area school systems to enter into negotiated agreements to work on the seven goals.
       
    • Negotiated agreements for partner schools (or other approved alternative) will include:
       
      1. The university and school systems will commit to collaborate toward achieving the seven goals, with the first goal receiving the highest priority.
      2. The university will commit to increase significantly the amount of time and energy educational leadership faculty spend in partner schools working on these goals.
      3. The school systems will commit to have or to create environments conducive to the preparation of aspiring educational leaders, namely:
         
        • School personnel continue to learn through professional development.
        • Teachers participate in shaping school policies and procedures.
        • Conditions are in place that support teacher success in bringing students from diverse groups to high learning standards.
        • School personnel work closely with parents.
        • Students are well disciplined and safe.

      4. Practitioners from the partner schools may teach in university preparation programs.
      5. The university and school practitioners will share responsibility for mentoring beginning leaders.
      6. Assessment plans will be included as to the impact of partner schools toward achieving the seven goals and as to the use of the data for program improvement.

RESPONSIVENESS

  1. All universities that prepare teachers and educational leaders will implement aggressive recruitment policies to increase the numbers, to raise the caliber, to expand the diversity of candidates, and to balance supply and demand.

    Within each university that prepares teachers and educational leaders, recruitment policies must set the academic qualifications of students going into educator preparation programs to be at least comparable to student qualifications for the institution as a whole. Recruitment policies must also seek candidates who are representative of diverse cultural groups in order for children to experience effective role models from more than one group.

    Special recruitment efforts should be initiated in fields that have shortages, and the University System must work with all partners to balance supply and demand. The distribution of programs must also be balanced with geographic needs. The University System Office will collaborate with the Professional Standards Commission to create a clearinghouse to school districts for all qualified applicants seeking teaching and leadership positions and for "back-up" personnel in emergency situations when certified educators cannot be found.

    Actions

    • By 2001, all institutions must have admission standards in place for teacher preparation that results in students in those majors having academic achievement at or above the institutional average.
       
    • By 2002, all institutions (including two-year colleges) must have in place strong programs of academic support and advisement (including readiness for PRAXIS I) for pre-education majors to ensure an applicant pool for teacher preparation programs of sufficient quality and size to meet demand.
       
    • All institutions will create early identification programs for potential teachers and leaders and will establish scholarship programs for majors; there will be special emphasis in these programs on groups that have traditionally been underrepresented.
       
    • All institutions will increase by 10% the number of teacher candidates currently receiving HOPE Promise (Students entering teacher preparation programs with GPA's of 3.0 or above).
       
    • The University System will initiate a marketing program with high school sophomores who score well on the PSAT or those who have high grade point averages to encourage greater interest in teacher preparation.
       
    • The University System will recommend to the Georgia Student Finance Commission that certain geographic regions of the state be included as "critical shortage" areas under the HOPE Teacher Scholarship Program (a program funded by the Georgia Lottery that provides forgivable loans to teachers and individuals who are seeking advanced degrees in critical shortage fields of study leading to teacher certification).
       
    • University System institutions that prepare educational leaders will use both a nomination mechanism as well as maintain a self-selection route to program admission so as to identify and admit to preparation programs increased numbers of aspiring educational leaders. (Under nomination, school districts will be asked to "tap" promising candidates for educational leadership positions and to recommend them to universities for program admission.)
       
    • The University System will recommend to the Georgia Student Finance Commission that it seek a legislative change to the HOPE Teacher Scholarship Program, now designated for shortage fields. The change would rename the program to HOPE Educator Scholarship Program and it would include the positions of principal and superintendent as shortage fields. The HOPE Teacher Scholarship and PROMISE Teacher Scholarship would be combined into this single program.
       
      1. This program would continue to assist teachers and other individuals who are seeking advanced degrees in shortage fields, including educational leadership.
      2. It would assist undergraduate junior and senior students who enroll in teacher preparation programs and who have at least a 3.0 grade point average.
      3. It would support individuals who already have baccalaureate degrees, without certification, to return to college to complete coursework needed for teacher certification. (PROMISE and HOPE Teacher Scholarship programs now require students to be seeking a degree in Education.)
      4. It would assist outstanding high school seniors who agree to complete a teacher preparation program that leads to a college degree and to teach in Georgia for five years following college graduation. (There are currently no special incentive programs for high school students interested in obtaining teaching degrees.)

    • The University System Office of Academics and Fiscal Affairs will collaborate with:
       
      1. The Professional Standards Commission (PSC)-in sharing data on the number of educators prepared and number needed for each subject, grade level, and leadership position.
      2. The PSC and Georgia Department of Education-in monitoring educator supply and demand in Georgia's schools. The University System Office of Academics and Fiscal Affairs will assist institutions in expanding programs of low supply and will redirect funding away from programs that produce an excessive number of graduates in areas of oversupply.
      3. The PSC-in developing a "Georgia Teaching Force Center" to serve as a clearinghouse to school districts for all qualified applicants seeking teaching and leadership positions and for "back-up" personnel in emergency situations when certified personnel cannot be found.

  2. The University System will encourage the institutions to develop new and innovative teacher preparation programs to respond to state need and to contribute to increased student learning and achievement in Georgia's public schools.

    The University System and other agencies will offer innovative teacher preparation programs and alternative teacher certification programs, with a priority on areas of teacher shortages. Special attention will be given to program options for individuals seeking second careers as teachers and to the preparation of teachers for children with special needs.

    With increased frequency, young children with special needs (individuals with intellectual disabilities, behavior disorders, and learning disabilities) are assigned to general education classrooms for major portions of the school day. These children are assigned to special education resource rooms when their needs cannot be met in the general education classroom. Teachers prepared to teach in general education classrooms are not prepared sufficiently to teach children with special needs, and there is a tremendous teacher shortage of teachers prepared to teach in special education resource rooms.

    Teachers certified in both early childhood education and in special education would be qualified to teach in special education resource rooms. They would also be better prepared to teach special populations within general education classrooms. If teachers were certified in both early childhood and in special education, they would be able to move back and forth between the general and special education classroom.

    Actions

    • The Board of Regents will seek funding to develop and pilot a "college" for individuals who seek second careers as teachers. This "college" will be collaborative, drawing on the strengths of several institutions, will maximize flexibility and use of technology, and will include rapid response to both assessing student needs and to designing largely self-paced, often individualized programs. Through partnerships with business, industry, and/or government, utilizing Georgia's Intellectual Capital Partnership Program (ICAPP), this "college" will identify potential talent or opportunities for this "Business to Teaching Program". The Board of Regents, on securing funding for the pilot, will issue an RFP to institutions wishing to establish this "college", with preference given to areas of teacher shortage. The "college" will be designed for individuals that hold a bachelor's degree (or equivalent) in a subject they intend to teach in schools.
       
    • The University System will expand the number of programs that lead to dual certification in early childhood education and in special education:
       
      1. These programs will remain optional for institutions.
      2. The Board will continue to monitor the results of these programs, and based upon the results, will consider adopting the model system-wide.

    • Program graduates will:
       
      1. Be able to demonstrate success in bringing P-12 students to expected levels of achievement.
      2. Receive support, assistance, and professional development from the University faculty in collaboration with the schools (limited to first-and second-year newly certified teachers in Georgia).
      3. Receive the Guarantee.
         
  3. The University System will work with the Department of Education and the Professional Standards Commission to bring an end to out-of-field teaching in Georgia.

    In Georgia, 66% of physical science teachers, 49% of history teachers, and 23% of mathematics teachers do not have at least an academic minor (18 semester hours) in the subject (Schools and Staffing Survey). By accreditation guidelines, high school teachers are permitted to teach a minor portion of their day (2 of 5 courses) out-of-field, and middle school teachers may teach any subject regardless of subjects studied. Data support that higher student achievement occurs when taught by teachers who are well prepared in the subject.

    Actions

    • The Board of Regents 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 Board of Regents will recommend to the Georgia Department of Education 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.
       
    It does so with the full knowledge that these recommendations may create a hiring crisis and teacher shortages (as may increasing the standards for admission and new program requirements in teacher preparation). While efforts in principles ten and eleven are aimed at minimizing these problems, the Board is aware of the potential consequences but believes that the evidence presented suggests that such a crisis may be a necessary step in creating change.
     
  4. The University System will encourage institutions that prepare educators to give added emphasis to policies that:

    • Support the efforts of faculty to model effective teaching.

      Educators teach and lead as they are taught. Future teachers experience courses taught by faculty in the core curriculum and in the major; future teachers and educational leaders experience professional courses and internships in school classrooms. In all courses, especially those taken by prospective educators, faculty must take responsibility for teaching effectively and for producing student learning.
       
    • Support the efforts of faculty to focus their research on ways to improve classroom teaching, schools, and P-12 student learning.

      Some university faculty are focusing their research on topics that will further knowledge about what works or what improves teaching and student learning in P-12 schools. The University System will encourage expansion of these practices. Faculty are further encouraged to translate the findings from basic or applied research into recommendations for improved practice and to communicate research findings to the schools. P-12 teachers are encouraged to share their perspectives on improving teaching and learning with university faculty to stimulate research on real problems.
       
    • Support increased participation of educator preparation faculty in the public schools.

      Through partnerships with school systems and other intermediate units (including regional education service agencies), some faculty are teaching college courses on-site in schools, thus helping teacher and educational leader candidates more readily apply educational theory to school practice, and allowing university faculty to remain in close touch with the realities of schools. Teacher educators are more effectively involving master teachers in the preparation of new teachers, and more faculty are conducting research on school practices. These practices need to be extended to include more fully those faculty who prepare educational leaders. University faculty also need to help school practitioners to strengthen their own research on school improvement. Policies must include incentives to increase these practices, and to support university faculty participation with mentoring and induction programs for new teachers and educational leaders, and assistance with professional development plans of experienced educators.
       
    Actions

    • Each University President will certify to the Chancellor that the institution's merit salary increases for educator preparation faculty reflect that faculty member's:
       
      1. Own teaching effectiveness;
      2. Applied research on ways to improve teaching and student learning in schools, where appropriate;
      3. Other forms of research and scholarship, where appropriate; and
      4. Service to schools, where appropriate.

    • Each University President will likewise certify the same for educator preparation faculty recommended for promotion and/or tenure.
       
    • Each University President will likewise ensure that post-tenure reviews of educator preparation faculty shall include similar measures.
       
    • Funding will be sought to increase educator preparation faculty involvement in the schools, including exchange agreements.
       
    • In institutions that prepare educators for the schools, each University President, Vice President for Academics and Fiscal Affairs, dean and department chair (in education and in arts and sciences) will place faculty participation in educator preparation and in P-12 school improvement efforts high on the list of institutional priorities. They will also give visible support and recognition to this work, as demonstrated through decisions in areas such as promotion and tenure, salary increases, workload, and allocation of resources.
       
  5. The University System will continually assess the impact of the Principles and Actions for the Preparation of Educators for the Schools to determine whether successful implementation contributes significantly to desired changes in preparation programs, to school improvement, and to increased student learning and achievement in Georgia.

    Actions

    • The University System Office of Academic and Fiscal Affairs will continue to recommend refinements to the Regents' Principles and Actions for the Preparation of Educators for the Schools based upon analysis of progress toward successful implementation, and upon the level of system-wide impact of the Principles and Actions on increased student learning and achievement in Georgia's schools.

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