Standard 3 Candidate Quality, Recruitment, and Selectivity 1

Standard Three: Candidate Quality, Recruitment, and Selectivity The Provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographc origin.

Standard 3: Candidate Quality, Recruitment, and Selectivity Provider Quality Assurance and Continuous Improvement Admission for academic ability and achievement Recruitment for academic ability and diversity Factors beyond academic ability Monitoring the progression of candidates Assuring content knowledge and effective impact on P-12 learning Developing understanding of professional/ethical aspects of teaching

Standard 3: Candidate Quality, Recruitment, and Selectivity Presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission. Provider addresses community, state, regional, or local needs in addition to. Ensuring the admitted pool of candidates reflect the diversity of America's P-12 students.

Standard 3: Essential Questions Candidate Quality, Recruitment, and Selectivity How does the provider gather data to monitor applicants and the selected pool of candidates? How does the provider establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program? How does the provider select criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-academic factors predict candidate performance in the program and effective teaching?

Standard 3:Essential Questions Candidate Quality, Recruitment, and Selectivity What are the criteria for program progression and how does the provider monitor candidates' advancement from admissions through completion? How does the provider document that the candidate has reached a high standard for content knowledge in the fields where certification is sought and can teach effectively with positive impacts on P-12 student learning and development? How does the provider document that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies, before recommending for licensure?

Standard Three: Candidate Quality, Recruitment, and Selectivity 3.1 Plan for Recruitment of Diverse Candidates Who Meet Employment Needs Provider presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish its mission. Is there a recruitment plan specific to employment trends, diversity, high need content areas, school contexts (hard to staff, rural, ELL) Does the recruitment plan move beyond institutionally-based recruitment actions to a more deliberate and focused outreach strategy Is there input and guidance from, and collaboration with P-12 partners Many dictionaries define the word mutual to mean “held in common.” There is an element of reciprocity embedded in the term mutual and it is that value exchange that benefits partnering organizations. In other words, both partners must profit from the collaboration ( In the context of mutuality, successful partnerships MUST: Convince partners that they are better at delivering the service they are commissioned to deliver because of the partnership Draw from one another’s strength and cannot be grounded in a desire to “fix” the other’s perceived shortcomings. Have an honest respect for what the other partner brings to the table with a mutual desire to benefit from each other’s assets. Successful Partnerships WILL NOT: Require so much energy that the end result does not feel worth it (Not always equal, but equally valued). Jeopardize or diminish the impact of any other successful program or individual Mutually Beneficial from EPPs and Providers: Partners have a voice in determining criteria for entry, field placement, exit, and evaluation of program and candidates. Mentor teachers have been trained with faculty members to understand student expectations Both the P-12 and EPP (faculty and candidates) benefit from the partnership Impacts candidate learning and student learning positively Win-Win…all members of the partnership get what they need from the relationship/arrangement.

Standard Three: Candidate Quality, Recruitment, and Selectivity 3 Standard Three: Candidate Quality, Recruitment, and Selectivity 3.2 Admission Standards Indicate Candidates Have High Academic Achievement and Ability CAEP GaPSC Provider sets admission requirements, including CAEP minimum criteria or the state’s minimum criteria, whichever are higher, and gathers data to monitor applicants and the selected pool of candidates. The provider ensures the average grade point average of its accepted cohort of candidates meets or exceeds the CAEP minimum of 3.0, and the group average performance on nationally normed ability/achievement assessments such as ACT, SAT, or GRE is the top 50 percent. Provider sets admission requirements, including all criteria from GaPSC Educator Preparation Rule 505-3-.01, and gathers data to monitor applicants and the selected pool of candidates. The Provider ensures the average grade point average of its accepted cohort of candidates in a reporting year is a minimum of 3.0. While CAEP requires a group average performance on nationally normed ability/achievement assessments such as ACT, SAT, or GRE, Georgia Providers will require the GACE Program Admission Assessment (PAA) results in lieu of nationally normed ability/achievement results. Candidates may exempt the assessment with appropriate SAT, ACT, or GRE scores. Clinical Educators: All EPP and P-12 school-based individuals, including classroom teachers, who assess, support, and develop a candidate’s knowledge, skills, or professional dispositions at some stage in the clinical experiences..

Standard Three: Candidate Quality, Recruitment, and Selectivity 3.3 Additional Selectivity Factors Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-academic factors predict candidate performance in the program and effective teaching. Clinical Educators: All EPP and P-12 school-based individuals, including classroom teachers, who assess, support, and develop a candidate’s knowledge, skills, or professional dispositions at some stage in the clinical experiences..

Standard Three: Candidate Quality, Recruitment, and Selectivity 3.4 Selectivity During Preparation The provider creates criteria for program progression and monitors candidates’ advancement from admissions through completion. All candidates demonstrate the ability to teach to college- and career ready standards. Providers present multiple forms of evidence to indicate candidates’ developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains. Clinical Educators: All EPP and P-12 school-based individuals, including classroom teachers, who assess, support, and develop a candidate’s knowledge, skills, or professional dispositions at some stage in the clinical experiences..

Standard Three: Candidate Quality, Recruitment, and Selectivity 3.5 Selection at Completion Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate has reached a high standard for content knowledge in the fields where certification is sought and can teach effectively with positive impacts on P-12 student learning and development. Clinical Educators: All EPP and P-12 school-based individuals, including classroom teachers, who assess, support, and develop a candidate’s knowledge, skills, or professional dispositions at some stage in the clinical experiences..

Standard Three: Candidate Quality, Recruitment, and Selectivity 3.6 Selection at Completion Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies. Clinical Educators: All EPP and P-12 school-based individuals, including classroom teachers, who assess, support, and develop a candidate’s knowledge, skills, or professional dispositions at some stage in the clinical experiences..

Standard Three: Supporting Evidence A Recruitment Plan Data on admitted candidates and enrolled candidates are disaggregated by race/ethnicity and sex Documentation of changes in curriculum/clinical practice, changes to admissions criteria, providing mentoring, counseling out Documentation of candidates’ knowledge of code of ethics, professional standards MOU - Evidence documents that a collaborative process is in place A shared responsibility model that includes such things as co-construction of instruments and evaluations, curriculum revisions, and key assignments A system is in place to ensure P-12 educators are involved in on-going decision-making (e.g., exit and entry requirements, etc. Evidence documents that clinical experiences are sequential, progressive, and linked to coursework Evidence documents that educators and/or administrators co-construct criteria for selection of clinical educators Are involved in the selection and evaluation of clinical educators Candidates and clinical educators evaluate each other Results of evaluations are shared with clinical educators

Standard 3: Pondering the Essential Questions What is your thinking?

Standard 4 Program Impact 15

Component 4.1: Impact on P-12 Student Learning and Development The provider documents, using multiple measures, that program completers contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to Educator Preparation Providers, other state-supported P-12 impact measures, and any other measures employed by the provider.

Component 4.2: Indicators of Teaching Effectiveness The provider demonstrates, through structured and validated observation instruments and/or student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.

Component 4.3: Satisfaction of Employers The provider demonstrates, using measures that result in valid and reliable data and including employment milestones such as promotion and retention, that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with P-12 students.

Component 4.4: Satisfaction of Completers The provider demonstrates, using measures that result in valid and reliable data, that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.