Standard 7: Requirements and Standards Specified in Rule 505-3-.01
The professional education unit ensures that all preparation programs meet all applicable requirements of Rule 505-3-.01, REQUIREMENTS AND STANDARDS FOR APPROVING PROFESSIONAL EDUCATION UNTS AND EDUCATOR PREPARATION PROGRAMS, Education personnel Preparation Rules and Procedures.
Elements of Standard 7
7a. ADMISSIONS REQUIREMENTS
Candidates admitted to initial preparation programs at the baccalaureate level (early childhood and secondary) have a minimum grade point average of 2.5 on a 4.0 scale. Candidates admitted into initial preparation programs at the post baccalaureate level have attained appropriate dept and breadth in both general and content studies, with a minimum of a bachelor’s degree from a PSC-accepted accredited institution.
Prior to admittance to the professional program, baccalaureate candidates must meet the core curriculum requirements (Areas A-F) and testing requirements (if applicable). Candidates must have earned a minimum GPA of 2.7 in the general education curriculum and a grade of C or higher in Areas A and F of the general curriculum. The School of Education website contains the application packet which clearly states the requirements.
The mean GPA for candidates not provisionally admitted to the professional program was 3.13 in fall 2007, 3.18 in fall 2008, and 3.19 in fall 2010. In fall 2009, seven candidates who did not meet the 2.7 GPA were provisionally admitted. The mean GPA for provisionally admitted candidates in fall 2009 was 2.59.
Post-baccalaureate candidates seeking initial certification must have an earned GPA of 2.7 for the last sixty hours of coursework. There were no post-baccalaureate candidates entering the professional program in fall 2009.
Both baccalaureate and post-baccalaureate candidates must successfully complete the GACE Basic Skills Test or provide evidence of exemption (SAT = 1000 or ACT =43).
Candidates who do not meet the GACE requirements or provide evidence of exemption are denied admission to the program.
If a candidate does not meet the 2.7 GPA as required by the education unit for admittance to the professional program, the candidate may file an appeal. The appeal is submitted to the Dean of the School of Education and is presented to the Appeals Committee. The Appeals Committee consists of the administrative assistant for the School of Education, two full-time faculty from the Early Childhood Program, and two full-time faculty members from the Humanities and Math / Natural Sciences. The Committee meets to review the submitted documents and to render a decision. The Committee notifies the teacher candidate of the Committee’s decision.If the teacher candidate is granted provisional admittance, the candidate is required to sign a Provisional Admittance Student Agreement which states the requirements for retention in the professional program.
7b. READING METHODS
Candidates in programs in Early Childhood, Middle Grade, and the special education fields of General Curriculum, Adapted Curriculum General Curriculum/Early Childhood Education.
Teacher candidates enrolled in the early childhood education professional program and the early childhood with ESOL endorsement program are required to demonstrate competencies in the application of methods to teach reading to P5 students. The professional program curriculum contains four courses in which candidates acquire knowledge and skills to teach reading. Candidates are required to meet the course requirements in the four reading courses listed below:
READ 3251 – Children’s Literature – 3 credit hours
READ 3262 – Teaching Content & Process: Reading – 3 credit hours
READ 4251 – Assessment & Correction: Reading – 3 credit hours
EDUC 3263 – Teaching Content & Process: Language Arts – 3 credit hours
In READ 3251, candidates develop an awareness of literature, including knowledge of various authors/artists; genres of children’s books; techniques and strategies for designing literature-based units; motivational strategies to stimulate interest in reading, and techniques for exposing children to authentic literature representing various cultures.
In READ 3262, candidates are prepared to address the cultural, psychological, and linguistic factors affecting literacy development. Candidates learn about background factors that contribute to children’s reading problems. Candidates learn various methods and strategies that promote the development of literacy in elementary and middle grades. Candidates are prepared t use a variety of assessment methods to determine appropriate reading instruction to support students’ reading achievement.
In READ 4251, candidates learn to administer and analyze results of informal reading assessments in order to be able to develop instruction that meets the needs of students reading at diverse levels. Candidates are prepared to recognize the multiple variables that impede individual children’s ability to read successfully and to use assessment information in the preparation of appropriate lessons to improve children’s reading skills.
In EDUC 3263, candidates learn about literacy development and the sequence of language acquisition, as well as the importance of students developing listening, speaking, writing, reading, viewing, and visually representing skills. Candidates learn how language and cultural diversity impact languages acquisition.
Candidates must meet course requirements in their reading courses as assessed by their course instructors. Candidates demonstrate reading knowledge and the ability to model appropriate reading methods and techniques in all four blocks
7c. IDENTIFICATION AND EDUCATION OF CHILDREN WITH
SPECIAL NEEDS
Candidates in all teaching fields, the leadership field of Administration and Supervision, and/or the service field of Media Specialist and school Counseling have completed five or more quarter hours or three or more semester hours, or the equivalent, in the identification and education of children who have special needs.
All early childhood education candidates and early childhood with ESOL Endorsement candidates are required to take the three semester hour course EDUC 3101, Teaching the Exceptional Child. This course is an introduction to the field of special education with an emphasis on historical, philosophical, and social foundations. Additional focus is on practices, advances, problems and challenges encountered in the education of exceptional children. Course work also includes issues relevant to special education
Secondary education candidates will be required to take the three semester hour course EDUC 3120, Teaching Exceptional, Diverse, or At-Risk Students. The content of EDUC 3120 meets the PSC Standard 7 requirement. The candidate must pass this course with a letter grade of C or higher. The professional education program's curriculum is tailored to demonstrate to the candidate the methods, techniques and strategies necessary to meet the diverse needs of children. The Dalton State Lesson Plan format includes an "accommodation" section which requires the candidate to develop differentiated instruction for children who have been described in the Class Description as having special needs. Course work also includes issues relevant to special education.
The School of Education maintains an electronic database to verify that secondary education candidates participate in early field experiences in pre-professional courses as well as field experiences in PES I, II, III, and IV, in classrooms with diverse student populations; when planning instruction, the candidate is required to provide for identified students' needs. Both instructional plans and assessment rubrics indicate accommodations. The candidate's performance in meeting the needs of identified special needs learners in school settings is assessed on the Teacher Candidate Observation Instrument (TCOI): IB, IIC, IIIC, IVC, VC, VD, and VF.
7d. USE, APPLICATION, AND INTEGRATION OF
INSTRUCTIONAL TECHNOLOGY
Candidates have demonstrated proficiency in the use, application, and integration of instructional technology, either by attaining an acceptable score on a PSC-approved test of computer skill competency or by completing a PSC-approved training course or equivalent.
Candidates have demonstrated proficiency in the use, application, and integration of instructional technology, either by attaining an acceptable score on a PSC-approved test of computer skill competency or by completing a PSC-approved training course or equivalent.
Candidates enrolled in the professional programs at Dalton State College are required to demonstrate appropriate use, application and integration of instructional technology by completing the PSC-approved course In-Tech. In-Tech is aligned with the National Education Technology Standards (NETS)and is taught by Educational Technology Center (ETC) staff housed on Dalton State College campus.
Throughout the professional programs, candidates attend InTech classes to receive technology instruction. InTech provides candidates with the knowledge to identify appropriate instructional technology for inclusion in lesson plans. Successful completion of the 50 hours of training includes an e-technology folder that provides evidence the candidates can demonstrate integration of instructional technology.
Upon completion of the InTech training, candidates receive a Professional Learning Course Transcript indicating satisfactory completion of the training. The transcripts are filed with candidates’ applications for licensure. Candidates’ successful completion of InTech training provides evidence that candidates are able to effectively incorporate technology into instructional planning, teaching, and assessment.
In coursework, field experiences, and clinical practice candidates are required to exhibit technological proficiency. Lesson plans prepared and taught in field placements include an evaluation component for the integration of technology. Lesson plans also contain a technology element that candidates are expected to meet.
Secondary education candidates receive INTECH training while enrolled in the professional education courses. The 50-hour training requirement meets the PSC standard for Technology. The candidate must complete the training prior to program completion and subsequent recommendation for licensure. The candidate is required to demonstrate technology proficiencies when developing and delivering daily lesson plans. The Dalton State lesson plan contains references to technology use and the candidate is assessed on the integration of technology into the instructional arena. Demonstration of technology proficiencies is required of the candidate and assessment of the candidate's use of technology is accomplished using the Teacher Candidate Observation Instrument (TCOI) during field experiences in PES II, III, and clinical practice IV. The candidate is also required to integrate and use technology in the Teaching Unit (PES IV). Assessment of the Teaching Unit is accomplished by using the Teaching Unit Rubric.
7e. GEORGIA P-12 CURRICULUM
Candidates are prepared to implement the appropriate sections of any Georgia mandated curriculum (e.g. Georgia Performance Standards, GPS, Quality Core Curriculum, QCC) in each relevant content area.
In EDUC 3287,
Curriculum and Assessment, early childhood candidates are taught to develop lesson plans that include an alignment of the following: Georgia Performance Standard for the lesson, the element of the standard, the objective for the lesson, the instructional task, and the assessment of student learning. This process is further developed as candidates continue to receive instruction on Georgia Performance Standards in all of their professional courses (Blocks I – IV). Candidates are assessed in field experiences on their knowledge of and ability to implement the Georgia Performance Standards or Quality Core Curriculum. Candidates demonstrate implementation of the GPS / QCC in field experiences in Blocks II, Summer, III, and IV (Clinical Practice) and are evaluated on their ability to effectively implement and teach the Georgia Performance Standards.
Secondary education candidates will be required to take EDUC 3902, Curriculum and Assessment, where they will be taught to follow the same lesson plan process and will be required to include the appropriate content specific GPS or QCC in their methods courses as they learn to develop and deliver lesson for the public school classroom. Secondary candidates seeking certification in the areas of biology, chemistry, English, history, and mathematicswill receive instruction on specific content related Georgia Performance Standards in their content courses.
7f. PROFESSIONAL ETHICAL STANDARDS AND REQUIREMENTS FOR CERTIFICATION AND EMPLOYMENT
Candidates are provided with information about professional ethical standards, criminal background check, and clearance for certification and employment.
Professional Code of Ethics
Pre-professional candidates enrolled in EDUC 2110,
Contemporary and Critical Issues, are provided with information about ethical standards and legal issues involving professional ethics.
When candidates in the early childhood education program begin their professional program, they again receive information about the Georgia Code of Ethics in Professional Seminar I and EDUC 3271, Classroom Management. Secondary education candidates will be instructed on Georgia Code of Ethics in EDUC 3272, Classroom Management, Seminar, and Field Experience I. All candidates in all programs continue to receive additional information regarding Georgia Code of Ethics throughout their courses and field experiences.
Early childhood candidates enrolled in EDUC 4289, Professional Seminar IV, are again presented with the Georgia Code of Ethics. Secondary education candidates in all programs will receive additional specific instruction in Georgia Code of Ethics while enrolled in EDUC 4953, Internship Seminar.
Secondary candidates are provided with knowledge of the rules and regulations for holding a Georgia Educator Certificate as well as the ethical standards and regulatory requirements for certification and employment, including criminal background check, and clearance for certification and employment in the following courses:
EDUC 3272 - Classroom Management Seminar and Field Experience I (PES I)
EDUC 3273 - Classroom Management Seminar and Field Experience II (PESII)
EDUC 3274- Classroom Management Seminar and Field Experience III (PESIII)
EDUC 4953 Internship Seminar – Clinical Practice (PES IV)
Certification
When candidates enroll in EDUC 4289, Professional Seminar IV, for early childhood and in EDUC 3953, Internship Seminar, for secondary candidates, they are provided with information about the certification process and employment opportunities.
Prior to program completion, candidates in all programs complete all certification papers with guidance from the certification officer and the unit’s administrative assistant. The School of Education hosts an annual Job Fair for candidates to learn about individual school system’s employment requirements and opportunities.In EDUC 3272, secondary education candidates receive orientation to the program and the requirements to successfully complete the secondary teaching certification program. The agenda of the orientation meeting includes topics covering teaching certificate acquisition, Georgia Code of Ethics, and requirements for employment. Candidates are required to present a criminal background check to the unit upon entry into the program and prior to clinical practice.
Background Check
Candidates are provided information regarding criminal background checks from the first pre-professional course they take (EDUC 2110 or EDUC 2130) and continue to receive information on background checks throughout their professional program. All candidates in all teacher preparation programs at Dalton State College are required to get a criminal background check annually. Candidates must have a current background check prior to beginning any field placement or clinical practice
7g. FIELD EXPERIENCES APPROPRIATE TO THE GRADE LEVEL AND FIELD OF CERTIFICATION SOUGHT
Candidates for Early Childhood certification complete field experiences in grade PK-K, 1-3, and 4-5. Candidates for Middle Grades certification shall complete field experiences in grade 4-5 and 6-8. Candidates for P-12 certification shall complete field experiences in grades PK-K, 1-3, 4-5, 6-8, and 9-12. Candidates for certification in secondary fields complete field experiences in their fields of certification in grade 6-8 and 9-12.
Candidates in the early childhood education program at Dalton State College complete field placements in each of the three following areas: PK-K, 1-3 and 4-5. Early childhood candidates seeking the ESOL Endorsement are required to complete the following field placements: PK-2, 3-5, 6-8, and 9-12 in an ESOL setting. Secondary candidates desiring an ESOL Endorsement will be required to complete field placements in PK-2, 3-5, 6-8, and 9-12 in an ESOL setting in addition to the required middle (4-8) and high school(9-12) content placements.
The unit maintains a database that tracks candidates’ placement. The database provides information regarding grade placements of candidates and school demographics.
Candidates are required to maintain a daily log of dates and times in/out of classrooms. Candidates’ logs also identify the school, grade level(s), and site supervising teacher(s). The site supervising teacher initials the log. At the end of placement, the log is signed by the building administrator. The daily log is submitted to the School of Education office at the end of each semester.