[30 Pa.B. 5141]
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CATEGORY II--APPLICANTS AND CANDIDATES § 354.31. Admission.
The preparing institution shall recruit and admit applicants who demonstrate potential for professional success in public schools. The evidence that this standard is met includes:
(1) A comprehensive system to assess the qualifications of applicants seeking admission.
(2) An applicant who intends to enter a preparation program that culminates in a bachelor's degree may not be formally admitted to an initial professional educator preparation program before completion of 48 semester credit hours or the full-time equivalent of college level study.
(3) The applicant criteria for admission to a teacher preparation program are based on multiple sources of data, which include:
(i) An assessment of academic preparation under § 354.23 (relating to academic preparation).
(ii) An assessment of academic performance under paragraph (4).
(iii) Faculty recommendations.
(4) The preparing institution shall ensure that applicants admitted to an initial preparation program culminating in a bachelor's degree or higher shall complete prior college or university coursework, with a minimum grade point average (GPA) as follows:
(i) Academic Year: 2001-2002--2.6 GPA
(ii) Academic Year: 2002-2003--2.8 GPA
(iii) Academic Year: 2003-2004--3.0 GPA
(5) As an alternative to the 3.0 GPA admissions standard under paragraph (4), a preparing institution may admit applicants if they have achieved a 2.8 GPA and qualifying scores on the Praxis I, preprofessional skills tests as determined by the Secretary and approved by the Board, or either of the following:
(i) A 2.8 GPA and a combined score of 1050 on the Scholastic Aptitude Test (SAT), with no score lower than 500 on either the verbal or mathematics subtests.
(ii) A 2.8 GPA and a score of no less than 23 on the English subtest and 20 on the Mathematics subtest of the American College Testing Program Assessment (ACT).
(6) The criteria for admission to advanced preparation programs shall include at least the following:
(i) An assessment of academic performance--including the Miller Analogy Test (MAT) or the Graduate Record Exam (GRE).
(ii) An overall minimum GPA of 3.0.
(iii) Faculty and professional recommendations.
(iv) Record of competence and effectiveness in professional work.
(v) Graduation from a regionally accredited college or university.
(7) The preparing institution may accept up to 10% of the applicants for admission to the professional educator program who do not meet overall minimum GPA requirements in paragraph (4) or alternative admission criteria under paragraph (5). The criteria for admission of applicants specified in this paragraph shall be developed and documented by the preparing institution and must include the requirements in § 49.12 (relating to eligibility).
(8) When the institutional pass rate on the professional knowledge and content assessments, as defined in § 49.18 (relating to assessment) is 90% or higher for a given testing year, the requirements of paragraph (4) shall be reduced to a GPA entry requirement determined by the preparing institution and approved by the Department for the subsequent academic year.
(9) The preparing institution shall develop admission procedures for postbaccalaureate initial and advanced professional educator preparation programs to document the following:
(i) Applicants have attained depth and breadth in both general and academic studies under §§ 354.23--354.25 (relating to academic preparation; academic performance; and preparation program curriculum).
(ii) Incentives and affirmative procedures attract applicants with high academic and other qualifications.
(iii) Admission decisions are monitored by the preparing institution to ensure that the admissions criteria are applied.
(iv) The preparing institution seeks to recruit, admit and retain a diverse student body.
§ 354.32. Monitoring and assessment.
(a) The preparing institution shall have a program that systematically monitors and assesses the progress of candidates and confirms that they receive academic and professional counseling and advice from the time of admission through completion of their professional education program. The evidence that this standard is met includes the following:
(1) The progress of candidates at different stages of the program shall be monitored through performance-based assessments, which shall stipulate the level of competence required to ensure success in the following skill dimensions:
(i) Content mastery.
(ii) Planning.
(iii) Classroom management.
(iv) Organization.
(v) Monitoring student progress.
(vi) Leadership.
(vii) Sensitivity to students' needs.
(viii) Problem analysis.
(ix) Strategic and tactical decision making.
(x) Oral and written communication and presentation.
(xi) Professional standards and practice.
(xii) Mastery of instructional technology.
(2) Assessment of candidates' progress shall be based on multiple data sources that include the following:
(i) Grade point average.
(ii) Observations of field experience, student teaching, internship and clinical experience performance.
(iii) Candidates' use of various instructional strategies and technologies.
(iv) Faculty recommendations.
(v) Demonstrated competence in academic and professional educator coursework--for example, portfolios, performance assessments, research and concept papers.
(vi) Recommendations from cooperating professional educators involved in student teaching, internships and clinical experiences.
(b) Assessment data, as defined in subsection (a)(2), shall be used to advise candidates in future career planning.
(c) Criteria consistent with the purpose and mission of the professional educator program shall be used to determine eligibility for student teaching, internships and clinical experiences.
(d) The preparing institution shall, through publications and faculty advisement, provide candidates with clear information about institutional policies and requirements for:
(1) Completing their professional education programs.
(2) Satisfying certification requirements under Chapter 49 (relating to certification of professional personnel).
(3) Exploring job opportunities.
§ 354.33. Professional competency.
The preparing institution shall have a procedure to confirm that a candidate's competency to begin the candidate's professional role in schools is assessed prior to completion of the program and recommendation for professional educator certification. The evidence that this standard is met includes:
(1) The preparing institution shall have a published set of criteria and competencies for exit from each professional education program, which are based on Chapter 4 (relating to academic standards and assessment) and professional educator program specific guidelines, and the following learning principles for each certificate category:
(i) Instructional.
(A) The teacher understands the central concepts, tools of inquiry, and structures of the discipline the teacher teaches and can create learning experiences that make these aspects of subject matter meaningful for all students.
(B) The teacher understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social, career and personal development.
(C) The teacher understands how students differ in their ability and approaches to learning and creates opportunities that foster achievement of diverse learners in the inclusive classroom.
(D) The teacher understands and uses a variety of instructional strategies, including interdisciplinary learning experiences, to encourage students' development of critical thinking, problem solving and performance skills.
(E) The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
(F) The teacher uses knowledge of effective verbal, nonverbal and media communication techniques supported by appropriate technology to foster active inquiry, collaboration and supportive interaction in the classroom.
(G) The teacher plans instruction based upon know- ledge of subject matter, students, the community and curriculum goals.
(H) The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
(I) The teacher thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship and actively seeks out opportunities to grow professionally.
(J) The teacher contributes to school effectiveness by collaborating with other professionals and parents, by using community resources, and by working as an advocate to improve opportunities for student learning.
(ii) Educational specialist.
(A) The educational specialist understands the central concepts, structures and delivery styles of the professional area in which the educational specialist practices and can foster learning experiences for all students.
(B) The educational specialist understands how all children learn and develop, and can contribute to the provision of learning opportunities that support their intellectual, social, career and personal development.
(C) The educational specialist understands how students differ in their ability and approaches to learning and creates opportunities that are adapted to diverse learners.
(D) The educational specialist understands and uses a variety of professional strategies to encourage students' development of critical thinking, problem solving and performance skills.
(E) The educational specialist uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
(F) The educational specialist uses knowledge of effective verbal, nonverbal, and media communication techniques supported by appropriate technology to foster active inquiry, collaboration, and supportive interaction in and out of the classroom.
(G) The educational specialist plans professional services based upon knowledge of professional field, students, the community and curriculum goals.
(H) The educational specialist understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
(I) The educational specialist thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship and actively seeks out opportunities to grow professionally.
(J) The educational specialist contributes to school effectiveness by collaborating with other educators and parents, by using community resources, and by working as an advocate for change to improve opportunities for student learning.
(iii) Supervisory.
(A) The supervisor understands the central concepts of organizational leadership, tools of research and inquiry, and principles of teaching and learning that make supervision effective and efficient.
(B) The supervisor understands how all children learn and develop and configures resources to support the intellectual, social and personal growth of students.
(C) The supervisor knows and understands effective instructional strategies and encourages and facilitates employment of them by teachers.
(D) The supervisor uses an understanding of individual and group motivation to create a professional development environment that engages teachers to develop and apply effective instructional techniques for all students.
(E) The supervisor is an effective communicator with various school communities.
(F) The supervisor organizes resources and manages programs effectively.
(G) The supervisor understands and uses formative and summative assessment strategies to gauge effectiveness of people and programs on student learning.
(H) The supervisor understands the process of curriculum development, implementation and evaluation and uses this understanding to develop high quality curricula for student learning in collaboration with teachers, administrators, parents and community members.
(I) The supervisor possesses knowledge and skills in observation of instruction and conducting conferences with professional staff which are intended to improve their performance and enhance the quality of learning experiences for students.
(J) The supervisor thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship and actively seeks out opportunities to grow professionally.
(K) The supervisor contributes to school effectiveness by collaborating with other professionals and parents, by using community resources, and by working as an advocate to improve opportunities for student learning.
(iv) Administrative.
(A) The administrator demonstrates instructional leadership which provides purpose and direction for the achievement of all students.
(B) The administrator demonstrates the organizational skills to implement plans of action efficiently and effectively for student achievement.
(C) The administrator, in collaboration with students, faculty, staff and parents, creates a school climate that fosters student achievement.
(D) The administrator gathers information from and communicates effectively to students, faculty, parents, staff and the community to facilitate student achievement.
(E) The administrator understands the importance of a clear, detailed vision and an explicitly stated philosophy in shaping a coherent curriculum and in fostering an effective school.
(F) The administrator makes systematic use of data to assess the needs and accomplishments of students, faculty and staff.
(G) The administrator thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship, and actively seeks out opportunities to grow professionally.
(2) The preparing institution shall have a procedure to confirm that a candidates' mastery of a program's stated exit criteria and competencies is assessed through the use of multiple sources of data including: a culminating experience, portfolios, interviews and observed performances in public schools, standardized tests and course grades.
(3) Candidate assessment shall include input from prekindergarten through grade 12 professional educators engaged in collaborative efforts with the preparing institution in student teaching experiences, internship experiences, field experiences and clinical experiences.
(4) Candidates shall have demonstrated a mastery of integrating technology into the curriculum as established by the preparing institution, in addition to specific technology standards that are included in the program specific guidelines developed by the Department.
(5) The preparing institution shall ensure that candidates in initial programs culminating in a bachelor's degree or higher complete the program with an overall minimum GPA of 3.0.
(6) As an alternative to the overall minimum GPA of 3.0, the preparing institution may recommend candidates for certification if they have achieved one of the following:
(i) An overall minimum GPA of 2.8 and have earned a score on the appropriate subject area assessment required under § 49.18 (relating to assessment) that is at least one standard error of measure above the established qualifying score for that assessment.
(ii) An overall minimum GPA of 2.8 and have an earned score on the appropriate professional knowledge assessment required under § 49.18 (relating to assessment) of at least one standard error of measure above the established qualifying score for that assessment.
(7) A percentage of candidates, as determined by the Secretary and the Board, shall obtain a satisfactory achievement level on Pennsylvania assessments required for certification under § 49.18 (relating to assessment).
(8) The Secretary will annually report to the Board the status of the supply and demand for professional educators for specific instructional or educational specialists areas for purposes of modifying GPA exit requirements defined in paragraph (5). The Secretary, with Board approval, will waive the GPA exit requirements when it can be demonstrated by the Department that applying these requirements will result in an insufficient supply of the number of certified professional educators to meet the demand for certified professional educators in a specific instructional or educational specialist area.
CATEGORY III--FACULTY § 354.41. Faculty quality.
(a) The preparing institution shall establish a procedure to confirm that the professional education faculty are education scholars who are qualified for their assignments and actively engaged in the professional education community.
(b) The preparing institution shall provide documentation to confirm efforts to recruit, hire and retain a diverse faculty.
(c) The preparing institution shall have a plan to confirm that there are systematic and comprehensive activities to enhance and assess the competence and intellectual vitality of the faculty.
(d) The preparing institution shall provide evidence that the faculty are knowledgeable, are practicing, and have training in and access to current practices related to the use of computers and technology, including education related electronic information, the Internet, video resources, computer hardware, software, distance learning technologies and related educational technologies and resources, and are able to integrate these practices into their teaching and scholarship.
(e) The preparing institution shall provide evidence that faculty who teach general and academic studies regularly collaborate in program planning and all facets of the professional educator curriculum.
[Pa.B. Doc. No. 00-1719. Filed for public inspection October 6, 2000, 9:00 a.m.]
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