P12 Reading Endorsement HandbookNortheast Georgia RESA P12 Reading Endorsement Program Page 7 b. the...

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Northeast Georgia RESA 375 Winter Street

Winterville, GA 30683 706-742-8292

http://www.negaresa.org

Table of Contents P12 Reading Endorsement

Contents Page #

♦ Philosophy of the Teaching of Reading ......................................................................... 3

♦ Admission Criteria for Endorsement Candidate ............................................................. 3

♦ Beliefs, Commitments and Purposes of Reading Program......................................... 4-6

♦ Standards for Learning and Assessment .................................................................... 6-7

♦ Monitoring and Assessing Candidate Progress ..........................................................8-9

♦ Assessment Plan for Candidacy .............................................................................10-14

♦ Practicum ..................................................................................................................... 15

♦ Instructional Staff ......................................................................................................... 16

♦ Quality of Instruction .................................................................................................... 17

♦ Participants Application................................................................................................ 18

♦ Endorsement/Certification Programs ........................................................................... 19

Northeast Georgia Regional Educational Service Agency is committed to provide effective, cost-efficient services to member educational systems and their communities

for improving student progress and achievement. The agency will collaborate with clients to identify needs, contribute leadership and expertise in responding to needs, and

evaluate services as related to student learning.

Northeast Georgia RESA P12 Reading Endorsement Program

Northeast Georgia RESA’s Philosophy for THE TEACHING OF READING

The philosophy of Northeast Georgia RESA (RESA) school systems applied to the teaching of reading supports an instructional program that develops children to be proficient readers. Given an appropriate instructional program, the region’s students can and must learn to read and share in the reading-communication process. A careful and thoughtful blending of the requisite skills, appropriate experiences, and exposures to quality literature must provide a balance which will, in turn, produce readers who can appreciate and interpret correctly the printed word. This blend should encompass an array of literacy-rich environments with reading materials representative of various cultures, interests, and levels -- print, and non-print. Effective reading instruction must include reading materials which allow integration of reading strategies, critical thinking skills, study skills, and other language arts skills, along with an interdisciplinary approach to content areas in order to enhance students’ concept associations and transfer of knowledge. Reading instruction should also respect the individual needs of students by offering a resourceful and diverse approach to instruction. Diverse teaching methodologies that tap the potential of different modalities, learning styles, intelligences, ability levels, and experiential backgrounds should be hallmarks of the instructional program. Effective and consistent use of formal and informal assessments and pertinent data to guide instruction and document results should be provided strategically at major instructional intervals. These assessments and data may necessitate flexible grouping of students for instruction. Students who are deficient -- as well as those who are advanced -- will be diagnosed and instructed in a variety of grouping arrangements expanding beyond the parameters of ability-related groups. In short, the program should recognize that no one set of materials or instructional methodology will be effective for all children. Properly implemented, the results of the program should produce the desired outcome, that is, independent readers who make reading their choice and who accept the importance of reading as a means to learn, to access information, to employ for many purposes, and thereby, to enhance the quality of their lives.

Admission Criteria for Endorsement Candidate To qualify for this program, candidates must hold a bachelor’s degree, have three years

teaching experience, and submit the following: written statements of their philosophy of instruction and of their philosophy of reading, college transcripts indicating reading courses and degree completed, and two recommendations -- one from their current school administrator and one additional letter of recommendation from a previous supervisor, major professor or department chair.


2. Beliefs, Commitments, and Purposes Common to All Endorsement Programs The primary role of professional development programs at Northeast Georgia RESA is to support

improvement in instruction and in student achievement. Teachers should be able to renew their professional certification through RESA professional development unit credit courses approved by their school systems, the Georgia Department of Education, and, where applicable, the Georgia Professional Standards Commission.

Guiding curriculum and instruction in all professional development courses are the beliefs that systems

thinking is an effective model for programming, that the effectiveness of educational programs should be evaluated by student results, and that professional development should model constructivist curriculum practice.

Constructivist approaches to learning incorporate the idea that learning is essentially the process of

making meaning from experience. Making meaning implies the presence of context for information, of opportunity for application of skills learned, of the learner’s active analysis and evaluation of concepts and skills, of the learner’s reflection on the application of concepts or skills. Opportunities for field experiences are essential to the learning process for adults as well as younger learners. Without field experiences and other applications of knowledge and skill, meaningful learning cannot take place.

Participants in the programs will assess the quality of instruction during and at the end of each course,

and that data will be compiled for the advisory council by the RESA Professional Development Coordinator.

The RESA Professional Development Coordinator has the responsibility for assuring quality instruction in

all RESA courses and insures that instructional concepts and practices are consistent with research and with sound adult learning principles.

The Georgia Department of Education and the school systems in this region have long recognized

Northeast Georgia RESA as providing quality professional development courses to meet the needs of their staff members. Northeast Georgia RESA will work to extend to this activity our care for quality service to our clients and students in this region.

All endorsement programs delivered at this RESA have the purpose of providing educators high-quality

preparation to address defined needs of students and staff members in schools. Schools or school systems will view program completion as documenting that the individual has acquired and applied the appropriate knowledge and skills to receive a reading endorsement.

BELIEFS, COMMITMENTS AND SUPPORTING RESEARCH


1. Establish a classroom which supports a risk-free, student-centered environment 2. Incorporate into their teaching instructional strategies which provide for multiple

learning styles, real-world connections, and the practical application of acquired knowledge and skills

3. Demonstrate specific program knowledge and skills 4. Apply technological skills appropriately 5. Successfully meet assessment criteria established for the program 6. Demonstrate leadership skills and collaboration with colleagues in modeling and sharing

of information learned in the program III. Beliefs and Commitments of the RESA Unit of Staff Development Northeast Georgia RESA supports the diverse needs of systems by providing flexible, meaningful, cost-effective quality based endorsement programs that enhance the educational performance of selected educators to improve student learning. 1. We believe that an effective endorsement program provides

• Highly specialized instruction to professional educators • Opportunities to use advanced learning in local school situations • Systematic processes for candidate selection • Planned field experiences with supervision • Research-based, comprehensive content • Opportunities for interaction with other learners • Exemplary instructors • Delivery model based on diverse needs of systems • Systematic assessment system

2. We believe every endorsement candidate should be prepared to recognize and modify

for the diversity that each learner brings to the education process as evidenced by learners’ • Degree of success in reading • Values and cultures • Individual learning styles • Personal experiences and realities • Talents and interests

Component 3: CANDIDATES COMPLETING ALL ENDORSEMENT PROGRAMS WILL EXHIBIT THE FOLLOWING COMPETENCIES:


3. We believe that endorsement programs should infuse appropriate technology by

• Providing access to current research and world-wide resources • Modeling by the instructor/s • Training the candidates in appropriate technological applications and having

them use these learned skills 4. We believe instruction in an effective endorsement program incorporates and models

• Respect for learner diversity • Authentic assessment of the candidates’ knowledge and skills • Learning styles • Multiple intelligences • Self assessment of concepts and skills • Real-world connections

5. We believe that instructors should be

• Recruited from professionals having in-field or related experiences and expertise • Selected according to specified criteria • Retained based on evidence of positive impact on candidates’ learning

6. We believe that candidates should be

• Recruited from experienced professionals in specified areas • Selected according to successful performance and program criteria • Retained based on successful demonstration of assessment standards

7. We believe that the processes which guide policy and resources acquisition decisions

should be • Driven by the need to improve student achievement • Research-based and credible • Collaborative and communicated • Responsive to system needs • Aligned to program standards

3. Standards for Learning and Assessment

The RESA program of preparation for reading specialists is based on the Standards of Reading Education Program (Rules 502-2-89 and 505-3-33) of the Georgia Professional Standards Commission and undergirded by the International Reading Association’s Guidelines for Advanced Preparation (1998) and ETS’s Praxis 0300 Competencies (1998). The program should develop candidates who demonstrate these skills:

a. knowledge of a variety of instructional and diagnostic methodologies, strategies and technologies based on proven practice and empirical research


b. the belief that all children can learn c. the belief that all children should be taught using a variety of approaches d. the ability to support classroom teachers with quality assistance e. knowledge of current trends and research in the field of reading f. the ability to empower classroom teachers to assist their students to become able readers g. accurate and insightful interpretations of student achievement data Candidates seeking certification endorsement should expect to demonstrate mastery of competencies as identified in Georgia PSC Standards outlined here: Standard I: The program shall require demonstrated competency in design, development,

implementation and evaluation of developmental, remedial and enrichment reading programs and their inter-relationship with the other language arts.

Standard II: The program shall require demonstrated competency in knowledge of the principles of human growth and development and the importance of language development for reading instruction.

Standard III: The program shall require demonstrated competence in the knowledge of the

research and practices in the area of reading instruction which complement and supplement reading instruction of the regular classroom teacher.

Standard IV: The program shall require demonstrated competence in the use of informal and

formal assessment methods for the diagnosis on students’ reading strengths and weaknesses.

Standard V: The program shall require demonstrated competence in prescribing instructional

programs and activities for individual students and large/small groups, using time, materials, strategies, learning styles, developmental needs and interests appropriate to students’ needs. Such activities shall be based upon the analysis and interpretation of diagnostic data.

Standard VI: The program shall require demonstrated competence in communicating the results

of diagnosis and instruction to students, parents, teachers and other educators. Standard VII: The program shall require demonstrated competence in working collaboratively

with content-area teachers at all grade levels to strengthen students’ reading abilities through content-area instruction.

Standard VIII: The program shall require demonstrated competence in coordinating school level

instructional activities between and among teachers at various grade levels and serving as a resource to ensure that a comprehensive reading program is provided for all students.

Standard IX: The program shall require demonstrated competence in planning and

implementing activities designed to build community support for reading programs and to increase awareness of the relationship between home and school in developing successful, lifelong reading habits in children.

3. MONITORING AND ASSESSING THE PROGRESS OF ENDORSEMENT CANDIDATES • Endorsement candidates are systematically monitored, advised and assessed throughout the

endorsement program • Multiple data sources of information about endorsement candidate progress are continually

gathered during the endorsement program through portfolios, interviews, videotapes, observations, tests, class performance, etc.

• Instructional policies and other requirements for endorsement program completion are written and

clearly communicated in program handbook

PROGRAM/CANDIDATE MONITORING The reading endorsement candidates are assessed using multiple data sources (that include formal and informal observations, formative and summative assessment, peer review, and self-evaluation) in a variety of contexts. The assessments are also performance based to assure authenticity, relevance, and evidence that candidates have met national and state standards. Further assessment occurs within the course via assignments, presentations, and reflections. In order to successful complete the endorsement, the candidates’ performance in all three courses must meet the acceptable level. Acceptable candidate performance is determined by rubrics for each major assignment and/or instructor and peer response forms. Consequently, candidates have adequate opportunity to provide input into the assessment process even though the rubrics and observation tools were developed prior to the classes. All rubrics are labeled “sample rubrics’ to provide candidates with opportunities to extend and refine assessment criteria as long as there is a direct connection to the required performance and meets with instructor approval. The endorsement is designed to use multiple data sources to evaluate candidate performance and program effectiveness. Data are collected from classroom performance based on peer and instructor feedback and rubrics. Candidates engage in self-analysis of instructional strategies by video taping and assessing performance based on criteria outlined in the assignments. Other data sources include artifacts and/or concept maps, a case study complete with interventions, a writing project with reflections about student performance, professional presentations, and traditional tests. All data sources are used to evaluate candidate performance as acceptable for meeting endorsement standards. In cases when the course is taught by an instructor other than the RESA reading coordinator and representatives from collaborating systems will contribute to the final evaluation. However, it is anticipated that with the detailed descriptions and requirements for all assignments such disagreements should be minimal. Furthermore, all assessments provide candidates with opportunities to respond to assignments and the assessment process. This provides information for improving performance tasks, rubrics, observation tools, and the overall courses.


REMEDIATION OF CANDIDATES

The remediation plan may include attendance at seminars planned to provide additional practice or training in the identified areas of need, use of appropriate videotape materials, and/or personal observations of candidate engaged in the clinical supervision cycle with appropriate feedback. The plan for monitoring and responding to the candidate needs reflects the RESA’s beliefs.

DISCONTINUATION OF CANDIDATES

From the inception of the program, candidates will be advised that continuation in the program is contingent upon successful completion of each course. Candidates who fail to meet minimum performance requirements as specified in course syllabi will not be continued in the Reading Endorsement Program. The procedure for discontinuation follows 1. Consultation with candidate by instructor concerning performance or failure to meet course

requirements during the course of study. Instructors should notify candidates as quickly as possible.

2. Candidate is provided with an opportunity to correct deficiency(ies) and resubmit assignments, 3. If, in the judgment of the instructor, the quality of standards are still not met, a recommendation

for termination is submitted to the Reading Endorsement Advisory Committee, and 4. With agreement of the panel of instructors, the candidate is notified in writing of termination from

the program.

SOURCE OF DATA TO ASCERTAIN CANDIDATE MASTERY OF COURSES AND PROGRAM CONTENT AND OBJECTIVES

For all competencies, the levels of individual program participant proficiency will be determined by a variety of assessments. Classroom attendance, completion of individual and group assignments, tests, classroom participation, practicum experience, discussions, journal writing, mentor and instructor evaluations and other performance indicators will all be considered. The range of activities in the endorsement program will provide ample opportunities for frequent feedback and instructor-participant dialogue.


5. Assessment Plan Candidates for the Reading Endorsement Program meet the following standards of performance as set by the Georgia Professional Standards Commission. Instructor/s will assess progress and provide feedback to candidates at regular intervals. Scale will reflect level of mastery as:

Candidate __________________________________ CC = Completed Competency; EC = Exceeded Competency; FEC = Far Exceeded Competency.

Standard / Objective / Indicators

Evidence/Course

Mastery (By Instructor and/or Cur. Dir./Supv.)

Standard I. The program shall require demonstrated competence in knowledge and belief about reading including theoretical foundations of language development and current practices in area of reading instruction that complement and supplement reading instruction for the classroom teacher. The professional will be able to:

a. Recognize how differences among learners influence their literacy development. • Case Study/2

b. Understand the major theories of language development, cognition and learning. • Concept Map/1

c. Perceive reading as a process of constructing meaning through interaction of the reader’s existing knowledge, information from written language and the reading context.

• Concept Map/1

• Case Study/2

d. Understand that literacy can be a means for transmitting moral and cultural values.

• Literacy History/1

Standard II. The program shall require demonstrated competence in knowledge about relevant research on the interrelationship of language and literature acquisition; various systems of language and their relationship to the reading process; research in special education; psychology and other fields that deal with the treatment of students with learning disabilities.

The professional will be able to:

a. Understand principles of new language acquisition. • Concept Map/1 • Lesson Plans/2

b. Understand the need to integrate reading, writing, listening, speaking and viewing.

• Writing Project/3

c. Recognize how differences among learners influence their literacy development. • Case Study/2

d. Understand the major theories of language development, cognition and learning. • Concept Map/1

e. Perceive reading as a process of constructing meaning through interaction of the reader’s existing knowledge, information from written language and the reading context.

• Concept Map/1 • Case Study/2

f. Understand that literacy can be a means for transmitting moral and cultural values.

• Literacy History/1



Evidence/Course


g. Understand the role of metacognition in reading. • Concept Maps/1 • Strategy

Implementation/2

h. Understand how contextual factors in the school can influence student learning and reading.

• Reflections/2 • Environmental

Checklist/1

i. Know classic contemporary children’s and young adults’ literature, easy-reading fiction and nonfiction for adults, at appropriate levels.

• Criteria for Selecting & Using Multicultural Literature/1

• Text Sets/3 • Book Talk Form/1

j. Understand the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relationship to reading.

• Strategy Presentations/1

• Case Study/2

k. Know past and present literacy leaders and their contributions to reading. • Professional Topic

Presentations/1 • Peer/Instructor

Response Forms/1

l. Recognize how differences among learners influence reading development. • Case Study/2 • Strategy

Presentations/1

Standard III. The program shall require demonstrated competence in knowledge about the principles of human growth and development, language development, the impact of diversity on language development and reading acquisition. The professional will be able to:

a. Recognize how differences among learners influence their literacy

development.

• Case Study/2 • Strategy

Presentations/1

b. Understand the nature and multiple causes of learning disabilities.

• Case Study/2 • Strategy

Presentations/1

c. Apply principles of remediating reading difficulty. • Case Study/2

d. Know individualized and group instructional interventions for students in greatest need or at low proficiency levels.

• Case Study/2

• Lesson Plans/2

e. Help develop individual educational plans for students with severe learning problems.

• Case Study/2

Standard IV. The program shall require demonstrated competence in the use of informal and formal assessment methods for the diagnosis on students’ reading strengths and weaknesses.


a. Administer and use information from norm-reference test, criterion reference tests, formal and informal inventories, constructed response measures, journals and other indicators of student progress to inform instruction and learning.

• Case Study/2

b. Conduct assessments that involve multiple indicators of learner progress. • Case Study/2




Evidence/Course


Standard V. The program shall require demonstrated competence in the use of informal and formal instructional methods for addressing reading strength and weaknesses.


a. Teach word identification, vocabulary and spelling through the application of phonics, construction of meaning context of word usage for one’s content area, usage of spelling patterns and strategies for independent vocabulary acquisition.

• Lesson Plans/2 • Writing Project/3

b. Know principles of remediating reading.

• Case Study/2 • Reflections/2

c. Teach students effective time management strategies.

• Strategy Demonstrations/1

d. Teach students to organize and remember information.

• Directed Lesson & Demonstrations/2

e. Use the appropriate text to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read independently for information, pleasure and personal growth.

• Book Talks/3

f. Promote integration of language arts in all content areas.


g. Use instructional and information technologies to support reading.

• Professional Topic Presentations/1

• Textbook-Website Assignment Text Sets/3

h. Teach students to use their knowledge of letter/sound correspondence, or phonics, to identify sounds in the construction of meaning.


i. Teach students to use spelling patterns in the English language as an aid to word identification.

• Group Strategy Presentations/1

j. Provide opportunities to locate and use a variety of print and non-print

resources.


• Text Sets/2 • Textbook-Website

Assignment/2




Evidence/Course


Standard VI. The program shall require demonstrated competence in the design, developmental, remedial, and enrichment programs and their interrelationship with the language arts program. The professional will be able to:

a. Communicate with students about their strengths, area for improvement, and

ways to achieve improvement.

• Case Study/2 • Family Involvement

Plan/2

b. Communicate with paraprofessional and allied professionals in assessing

student achievement and planning instruction.

• Case Study/2 • Family Involvement

Plan/2

c. Ensure that students gain understanding of the meaning and importance of

the conventions used in written English.


d. Know federal, state and local programs designed to help students with

reading problems.

• Course Reflections/3

• Analysis of Textbooks and materials/3

e. Select and evaluate instructional materials, including those that are

technology-based to develop reading skills.

• Textbook & Other Text Analyses/3

f. Use multiple indicators to determine curriculum effectiveness. • Reflections &

Video/3

g. Design individual student education plans for students with severe learning problems related to literacy.

• Case Study/2

h. Promote and facilitate teacher and classroom based research. • Case Study/2

i. Conduct research on a broad range of methodologies. •

j. Initiate and participate in ongoing curriculum development and evaluation. • Reflections/3 Standard VII. The program shall require demonstrated competence in working collaboratively with content area teachers at all grade levels to strengthen students’ reading abilities through content area instruction.


a. Initiate and participate in curriculum development and evaluation. • Analysis of textbook and other curriculum materials/3

b. Use multiple indicators to determine curriculum effectiveness. • Textbook-Website Assignment/3

c. Supervise, coordinate and support all services for reading programs. • d. Reflect on one’s practice to improve instructions and other student services • Case Study/2

• Writing Project & Lessons/3


Candidate __________________________________

CC = Completed Competency; EC = Exceeded Competency; FEC = Far Exceeded Competency.


Evidence/Course

Mastery (By Instructor

and/or Cur. Dir./Supv.)

e. Observe and evaluate professionals’ interaction with children and provide feedback on their performance.

• Peer evaluations & feedback//2

f. Reflect on one’s practice to improve instruction and other services to students. • Literacy History/ 1, 2, 3

• Writing Project & Lessons/3

g. Interact with and participate in decision-making with teachers, teacher educators, theoreticians and researchers.

• Family Plan/Case Study/2

Standard VIII. The program shall require demonstrated competence in coordinating school level instructional activities between and among teachers at various grade levels and serving as a resource to ensure that a comprehensive reading program is provided for all students.


a. Initiate and participate in curriculum development and evaluation. • Analysis of textbook and other curriculum materials/3

b. Promote and facilitate teacher and classroom based research. • Case Study/2

c. Use multiple indicators to determine curriculum effectiveness. • Strategy Lessons/2

• Video taping of directed reading lesson/2

d. Supervise, coordinate and support all services associated with reading programs.

Standard VIX. The program shall require demonstrated competence in planning and implementing activities designed to build community support for school reading programs and to increase awareness of the relationship between home and school in developing successful, lifelong reading habits in children.


a. Interpret research findings related to the improvement of instruction and communicate these finding to colleagues and the wider community.


b. Involve parents in cooperative programs to support students’ reading development.

• Family Involvement Plan/2

c. Communicate information about reading data to administrators, staff members, board members, policy-makers, the media, parents, and the community.

• Family Involvement Plan/2


6. Practicum Northeast Georgia RESA will: • Provide coordination of practicum under supervision of reading endorsement coordinator

and/or course instructors and local system personnel in participating school systems • Assess candidates’ ability to apply information and practice in diverse educational

settings • Identify and sequence practicum. • Monitor and evaluate practicum with feedback to the candidate incorporated into

candidate’s assessment portfolio

RESA Beliefs and Commitments Reflected in the Field Experience

The Endorsement Program ensures that the field experiences: • Provide opportunities to use advanced learning in real situations • Provide planned field experiences with supervision • Provide systematic assessment • Allow for incorporation of candidates’ personal experiences and realities, talents and interests • Infuse appropriate technology through providing access, modeling, and training • Incorporate and model authentic assessment of candidates’ knowledge and skills Incorporate and

model real-world connections • Allow evaluation of policy and resource decisions to improve student learning


7. Instructional staff Northeast Georgia RESA will: • Insure instructors possess expertise in areas of instruction, evidenced through resume,

transcript, or training records. • Insure instructors possess a teaching certificate and/or graduate degree • Insure instructors have had successful experience with teaching adult learners • Collect instructor evaluation data from participants, clients, and instructors • Provide instructors who support the endorsement program’s beliefs and commitments • Select instructors from among qualified candidates without regard to race, age, color,

sex, creed, religious preference, national origin, or handicap • Select instructors and guest presenters from among qualified candidates to reflect

multiple cultural representation


Standard I. G: QUALITY OF INSTRUCTION Instruction in the endorsement program is consistent with and reflects:

• Staff Development Unit’s beliefs, commitments • Knowledge derived from research and sound professional practice • A variety of planned instructional strategies based upon sound instructional practices • Knowledge about and experiences with cultural diversity and exceptionalities • Continuous evaluation using results to improve teaching within the endorsement area Instruction in the Reading Specialist Education Program is consistent with and reflects:

• Beliefs, commitments and purposes of the Staff Development Unit, • Knowledge derived from research and sound professional practice, • A variety of planned instructional strategies based upon sound instructional practices, • Knowledge about and experiences with cultural diversity and exceptionalities, and • Continuous evaluation using results to improve teaching within the endorsement

program.


11. Application

P12 Reading Endorsement Program

Applicant Information

________________________________________________________________________________________ Name Birthdate SSN (must be supplied if application accepted) ________________________________________________________________________________________ Address City State Zip ________________________________________________________________________________________ Home phone Work phone Email Address ________________________________________________________________________________________ School School system ________________________________________________________________________________________ Work address City State Zip [ ] Attach a photocopy of your current professional certificate/s. (Applications without this item cannot be processed.) [ ] I understand that competence in course objectives is assessed through mastery

verification prior to completion of course work in this program. ____________________________________________________________________________________ Applicant’s Signature date

School System Recommendation (Applications without these signatures will not be processed.)

This candidate demonstrates potential for professional success in Reading. ____________________________________________________________________________________ Recommended by: Principal/Supervisor date System Staff Development Coordinator date RESA use only: ________________________________________________________________________ ______ Date received Application Complete Application Accepted


Northeast Georgia RESA provides Certification/Endorsement programs for teachers employed by member school systems. Programs are certified by the Georgia Professional Standards Commission and meet standards of the National Council for Accreditation of Teacher Education (NCATE). Currently, certification endorsement programs are provided in the following areas:

♦ English for Speakers of Other Languages ♦ Gifted In-Field ♦ Teacher Support Specialist ♦ P5 Math Endorsement ♦ P12 Reading Endorsement ♦ Reading Specialist Certification

Persons wishing to enroll should contact their school system Staff Development

Coordinator. Recommendations from principal or supervisor are required for both programs, and other qualifications are outlined in each program handbook.

Northeast Georgia Regional Educational Service Agency supports the thirteen schools systems of this region, including Barrow County, Clarke County, Commerce City, Elbert County, Greene

County, Jackson County, Jefferson City, Madison County, Morgan County, Oconee County, Oglethorpe County, Social Circle City and Walton County.

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