Rule 505-3-.26 - History Education Program(1)Purpose. This rule states field-specific content standards for approving programs that prepare individuals to teach History in grades 6-12, and supplements requirements in GaPSC Rule 505-3-.01 REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS and in GaPSC Rule 505-3-.03 FOUNDATIONS OF READING, LITERACY, AND LANGUAGE.(2)Requirements. (a) A GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards adapted from the National Council for the Social Studies (2018): 1.Content Knowledge. Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation.2.Application of Content Through Planning. Candidates plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners as indicated by the following: (i) Candidates plan learning sequences that demonstrate social studies knowledge aligned with the College, Career and Civic Life (C3) Framework, state-required content standards, and theory and research.(ii) Candidates plan learning sequences that engage learners with disciplinary concepts, facts, and tools from the social studies disciplines to facilitate social studies literacies for civic life.(iii) Candidates plan learning sequences that engage learners in disciplinary inquiry to develop social studies literacies for civic life.(iv) Candidates plan learning sequences where learners create disciplinary forms of representation that convey social studies knowledge and civic competence.(v) Candidates plan learning sequences that use technology to foster civic competence.3.Design and Implementation of Instruction and Assessment. Candidates design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promote civic competence.(i) Candidates design and implement a range of authentic assessments that measure learners' mastery of disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state-required content standards.(ii) Candidates design and implement learning experiences that engage learners in disciplinary knowledge, inquiry, and forms of representation for civic competence and demonstrate alignment with state-required content standards.(iii) Candidates use theory and research to implement a variety of instructional practices and authentic assessments featuring disciplinary knowledge, inquiry, and forms of representation for civic competence.(iv) Candidates exhibit data literacy by using assessment data to guide instructional decision-making and reflect on student learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.(v) Candidates engage learners in self-assessment practices that support individualized learning outcomes related to disciplinary knowledge, inquiry, and forms of representation for civic competence.4.Social Studies Learners and Learning. Candidates use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for a society that promotes the well-being of all. (i) Candidates use knowledge of learners' socio-cultural assets, learning demands, and individual identities to plan and implement relevant and responsive pedagogy that ensures learning opportunities for all students in social studies.(ii) Candidates facilitate collaborative, interdisciplinary learning environments in which learners use disciplinary facts, concepts, and tools, engage in disciplinary inquiry, and create disciplinary forms of representation.(iii) Candidates engage learners in ethical reasoning to deliberate social, political, and economic issues, communicate conclusions, and take informed action toward achieving a society that promotes the well-being of all.5.Professional Responsibility and Informed Action. Candidates reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities.(i) Candidates use theory and research to continually improve their social studies knowledge, inquiry skills, and civic dispositions, and adapt practice to meet the needs of each learner.(ii) Candidates explore, interrogate, and reflect upon their own cultural frames to attend to issues of fairness, acceptance, access, power, human rights, and social justice within their schools and/or communities.(iii) Candidates take informed action in schools and/or communities and serve as advocates for learners, the teaching profession, and/or social studies.(b) The program shall prepare candidates who meet the Secondary (6-12) standards for the teaching of reading as specified in GaPSC Rule 505-3-.03 FOUNDATIONS OF READING, LITERACY, AND LANGUAGE (paragraph (3) (e)).(3)Specialty Field. The program shall require a major or equivalent in history that meets the specialty area standard listed below: (a) History. Candidates seeking certification in the field of history are expected to possess the knowledge, skills, and dispositions necessary to organize and provide instruction at the appropriate school level for the study of history, and should hold a major or an equivalent in the field. The equivalent of a major is defined for secondary (6-12) fields as a minimum of twenty-one (21) semester hours of content coursework that addresses the program content standards for the field.Ga. Comp. R. & Regs. R. 505-3-.26
O.C.G.A. § 20-2-200.
Original Rule entitled "Drama Education Program" adopted. F. Dec. 18, 1991; eff. Jan. 7, 1992.Repealed: New Rule entitled "Home Economics Education Program" adopted. F. Dec. 16, 1992; eff. July 1, 1993, as specified by the Agency.Amended: Rule retitled "Family and Consumer Science Education Program." F. Aug. 13, 1997; eff. Sept. 2, 1997.Repealed: New Rule, same title adopted. F. Nov. 9, 2001; eff. Dec. 1, 2001, as specified by the Agency.Amended: F. Aug. 20, 2004; eff. Sept. 15, 2004, as specified by the Agency.Repealed: New Rule entitled "Middle Grades Education Program" adopted. F. Oct. 24, 2005; eff. Nov. 15, 2005, as specified by the Agency.Repealed: New Rule of same title adopted. F. May 24, 2013; eff. June 15, 2013, as specified by the Agency.Repealed: New Rule entitled "Education Program" adopted. F. Apr. 24, 2014; eff. May 15, 2014, as specified by the Agency.Note: Correction of non-substantive typographical errors in History on SOS Rules and Regulations website. "Repealed: New Rule entitled "Education Program" adopted. F. Apr. 24, 2014; eff. May 15, 2014, as specified by the Agency." corrected to "Repealed: New Rule entitled "History Education Program" adopted. F. Apr. 24, 2014; eff. May 15, 2014, as specified by the Agency." Effective Oct. 11, 2018.Repealed: New Rule of same title adopted. F. Oct. 11, 2018; eff. Oct. 15, 2018, as specified by the Agency.Amended: F. Aug. 10, 2023; eff. Aug. 15, 2023, as specified by the Agency.