§ 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 knowledge 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.
(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.
Cross References This section cited in 22 Pa. Code § 354.2 (relating to purpose); 22 Pa. Code § 354.21 (relating to mission); 22 Pa. Code § 354.25 (relating to preparation program curriculum); and 22 Pa. Code § 354.26 (relating to collaborative programs).
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