Conversion Program Curriculum & Instruction Certification

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1 Conversion Program Curriculum & Instruction Certification Individuals wishing to acquire certification in Curriculum and Instruction based upon previously completed Curriculum and Instruction (or equivalent) degree programs must meet the following criteria: Eligibility: Earn an advanced Curriculum & Instruction or equivalent degree (within the last five years), Submit a passing score on the Georgia state-approved content assessment in the area of Curriculum & Instruction, and Provide evidence of meeting GaPSC Curriculum & Instruction standards through a mechanism decided upon by the approved program provider (portfolio). Portfolio: Educators wishing to provide evidence of meeting GaPSC Curriculum & Instruction standards must register for EDCI 7590: Curriculum & Instruction Capstone and develop an electronic portfolio. A portfolio is an organized, goal driven documentation of your professional growth and achievement experience. Although it is a collection of documents, a portfolio is tangible evidence of a wide range of knowledge, dispositions, and skills that you possess as a growing professional (Campbell, Cignetti, Melenyzer, Nettles, & Wyman, 2001, p. 3). The portfolio is a collection of thoughtfully selected exhibits or artifacts and reflections of an individual s experiences and ability to lead and of the individual s progress toward and/or the attainment of established goals or criteria (Brown & Irby, 1997, p. 2). The portfolio must contain your current resume. The resume should include your educational background, work experience, experience in curriculum and instruction, honors and awards, professional memberships, professional presentations and publications. The next section of the portfolio must include the C&I standards/elements. The C&I standards/elements are the major substance of the portfolio. This section demonstrates your knowledge, skills, and dispositions related to the PSC s Curriculum & Instruction standards. There are 7 standards and 22 elements. Candidates must provide an artifact and reflection for all 22 elements. It is the responsibility of each candidate to collect artifacts for inclusion in the portfolio, determine the placement of selected items into the portfolio, and write reflective narratives describing how the artifacts demonstrate mastery of each specific standard/element. For each element, candidates must provide at least one artifact representing a tangible product. One artifact may be used to demonstrate only 2 elements. You must have at least 15 different artifacts in your portfolio.

2 Each element should have a page in the portfolio containing the information below. The narrative for each element should include at least one paragraph (5-6 sentences minimum) per reflection question listed below (4 paragraphs total). Sample Portfolio Page: Standard & Element Artifact Name & Link Reflection Questions: 1. Briefly describe the artifact and the context in which it was created. 2. Explain how this artifact demonstrates mastery of the standard/element under which it is placed. 3. What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact? (Not changing anything is not an acceptable response.) 4. How did the work that went into creating the artifact impact school improvement, faculty development or student learning? How can the impact be assessed? The portfolio must be submitted on a CD-ROM for archive purposes. (I would prefer that candidates be able to create web-based portfolios, but how do we archive? Let s brainstorm this.) The portfolio instructor of EDCI 7590: Curriculum & Instruction Capstone will serve as the primary reader of the portfolio. The instructor will provide final evaluation of all portfolio contents. Should another reader be needed, a second faculty member will be asked to serve as a second reader. Educators who meet all standards/elements may be recommended for certification by KSU to the Georgia Professional Standards Commission (GaPSC). In the event that the educator does not meet all standards/elements, the institution may require additional coursework, experiences, and/or resubmission of the electronic portfolio.

3 Curriculum & Instruction Certification Conversion Rubric Standard 1: Knowledge of Curriculum: Completers will demonstrate advanced ability to design, implement, and evaluate curriculum that promotes student learning. Met Not Met 1.1 Completers give evidence of planning that recognizes the needs of students, the contexts which must be considered when planning curriculum, and the philosophical frameworks that undergird curriculum design. (Required for any element Not Met) 1.2 Completers provide evidence of the ability to align curriculum across local, state and national standards within and across subject areas. 1.3 Completers provide evidence of knowledge of resources, including technology, to support best teaching practices. 1.4 Completers exhibit the ability to evaluate curriculum by using performance data and student work to determine student understanding and to refine curriculum. Standard 2: Knowledge of Instruction Completers will demonstrate advanced ability to plan, implement, and evaluate instruction to facilitate student learning. Met Not Met 2.1 Completers demonstrate ability to design and modify environments that promote learning and are based on best practices and student performance data. 2.2 Completers exhibit ability to differentiate instruction through use of best practices, student performance data, appropriate resources and culturally responsive pedagogy. 2.3 Completers give evidence of ability to evaluate and modify instruction based on a variety of data, educational research, and continuous selfassessment. Standard 3: Knowledge of Content Completers will demonstrate advanced depth and breadth of knowledge and skills in the academic discipline and pedagogy. Met Not Met 3.1 Completers exhibit the ability to apply current research and data to demonstrate content knowledge and appropriate resources to promote student success. 3.2 Completers exhibit sufficient pedagogical content knowledge to plan, implement and assess the important ideas and organizational structure of the domains represented in the content body of knowledge to benefit each student.

4 Standard 4: Knowledge of Students Completers will demonstrate advanced knowledge of the student as influenced by cognitive, physical, emotional, social, cultural, environmental, and economic factors. Met Not Met 4.1 Completers demonstrate knowledge of major learning and developmental theories and how they explain student learning. 4.2 Completers exhibit ability to meet the diverse needs of students. 4.3 Completers provide evidence of an understanding of the cultural and linguistic contexts of learning. Standard 5: Knowledge of Research Completers will demonstrate ability to use research to promote student learning and to contribute to the teaching profession. Met Not Met 5.1 Completers give evidence of the ability to apply theoretical insights and research findings to curriculum, instruction and assessment in P-20 systems to improve student learning, classroom processes, and /or institutional practices. 5.2 Completers demonstrate ability to use quantitative, qualitative and/or mixed research methods to investigate education problems and are able to articulate the findings in a variety of forums. Standard 6: Knowledge of Assessment Completers will demonstrate advanced knowledge of assessment and the ability to use multiple sources of assessment for maximizing student learning. Met Not Met 6.1 Completers exhibit knowledge of assessment that enables appropriate analysis and evaluation for facilitating student learning and effective instruction. 6.2 Completers demonstrate understanding of principles of assessment design. 6.3 Completers demonstrate the ability to use diagnostic, formative, and summative assessments to differentiate instruction, and to provide timely and effective feedback to improve student learning. 6.4 Completers demonstrate the ability to conduct program evaluations to determine the effectiveness of curriculum and instructional practice. 6.5 Completers demonstrate the ability to use assessment data to identify longitudinal trends, achievement gaps, and establish goals for improvement and are able to articulate pertinent information to a variety of audiences.

5 Standard 7: Professional Practices Completers will demonstrate advanced knowledge of assessment and the ability to use multiple sources of assessment for maximizing student learning. Met Not Met 7.1 Completers establish high standards for academic rigor, intellectual inquiry and professional integrity. 7.2 Completers participate in and/or lead professional learning experiences to promote effective practices. 7.3 Completers advocate for the profession by modeling collaboration, leadership and professionalism.

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