1. COLLEGE CERT OFFICIALS OVERVIEW OF PROPOSED NEW CERTIFICATION RULES FOR 2009 December 1, 2008
The GAPSC is the state entity responsible for teacher quality and is the agency in charge of establishing and enforcing professional teaching standards and the certification and licensing of teachers.
I am here today to discuss and introduce two projects we have developed to assist schools in achieving equitable education opportunities for all of Georgia’s students. 1

2. Enhanced Certificate Design Structure
PROPOSED CHANGES IN 2009
Enhanced Certificate Design Structure
The GAPSC, in collaboration with DOE, is responsible for the implementation of NCLB particularly the “Highly Qualified” teacher program
We utilize data from many sources, our Certification records, the tri-annual CPI reports and the Student Records
Assist schools in ensuring that all students, including the poor and minority students have access and equitable opportunities to highly qualified instruction.
These measures include teachers’ instructional experience, ability to meet the diverse learning needs, and classroom size 2

3. CURRENT CERTIFICATE DESIGN
The GAPSC, in collaboration with DOE, is responsible for the implementation of NCLB particularly the “Highly Qualified” teacher program
We utilize data from many sources, our Certification records, the tri-annual CPI reports and the Student Records
Assist schools in ensuring that all students, including the poor and minority students have access and equitable opportunities to highly qualified instruction.
These measures include teachers’ instructional experience, ability to meet the diverse learning needs, and classroom size 3

4. ENHANCED CERTIFICATE DESIGN
Types (9)
Teaching (T)
Service (S)
Leadership (L)
Parapro (PARA)
Non-instructional Aide (Aide)
Technical Specialist (TS)
Permit (P)
Support Personnel (SP)
Adjunct (J)
Renewable Titles (3)
Clear Renewable
Performance-Based (PB)
** Performance-Based (P)
** Modifies Leadership Type ONLY
The GAPSC, in collaboration with DOE, is responsible for the implementation of NCLB particularly the “Highly Qualified” teacher program
We utilize data from many sources, our Certification records, the tri-annual CPI reports and the Student Records
Assist schools in ensuring that all students, including the poor and minority students have access and equitable opportunities to highly qualified instruction.
These measures include teachers’ instructional experience, ability to meet the diverse learning needs, and classroom size 4

5. ENHANCED CERTIFICATE DESIGN
Types (9)
Teaching (T)
Service (S)
Leadership (L)
Parapro (PARA)
Non-instructional Aide (Aide)
Technical Specialist (TS)
Permit (P)
Support Personnel (SP)
Adjunct (J)
Non-Renewable Titles (11)
Non-Renewable Prof (N)
Intern (I)
International Exchange (X)
Life (D)
Waiver (W)
Advanced Degree Alternative Certificate / ADAC (A)
Core Academic (CA)
Clinical Practice (CP)
One Year Supervised Practicum (O)
Non-Renewable Non-Prof (NN)
** Non-Renewable Perf-Based (NP)
** Modifies Leadership Type ONLY
The GAPSC, in collaboration with DOE, is responsible for the implementation of NCLB particularly the “Highly Qualified” teacher program
We utilize data from many sources, our Certification records, the tri-annual CPI reports and the Student Records
Assist schools in ensuring that all students, including the poor and minority students have access and equitable opportunities to highly qualified instruction.
These measures include teachers’ instructional experience, ability to meet the diverse learning needs, and classroom size 5

6. WHAT ARE YOUR QUESTIONS ?
The GAPSC, in collaboration with DOE, is responsible for the implementation of NCLB particularly the “Highly Qualified” teacher program
We utilize data from many sources, our Certification records, the tri-annual CPI reports and the Student Records
Assist schools in ensuring that all students, including the poor and minority students have access and equitable opportunities to highly qualified instruction.
These measures include teachers’ instructional experience, ability to meet the diverse learning needs, and classroom size 6