Chapter 130. Texas Essential Knowledge and Skills for Career and Technical Education. Subchapter E. Education and Training

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1 Chapter 130. Texas Essential Knowledge Skills for Career Technical Education Subchapter E. Education Training Statutory Authority: The provisions of this Subchapter E issued under the Texas Education Code, 7.102(c)(4), , , , unless otherwise noted Implementation of Texas Essential Knowledge Skills for Education Training. The provisions of this subchapter shall be implemented by school districts beginning with the school year. Source: The provisions of this adopted to be effective August 23, 2010, 34 TexReg Principles of Education Training (One-Half to One Credit). (a) General requirements. This course is recommended for students in Grades (b) (c) Introduction. Principles of Education Training is designed to introduce learners to the various careers available within the education training career cluster. Students use self-knowledge educational career information to analyze various careers within the education training career cluster. Students will also gain an understing of the basic knowledge skills essential to careers within the education training career cluster. Students will develop a graduation plan that leads to a specific career choice in the student's interest area. Knowledge skills. (1) The student completes career investigations within the education training career cluster. The student is identify describe the various careers found within the education training career cluster; analyze transferable skills among a variety of careers within the education training career cluster; recognize the impact of career choice on personal lifestyle; assess the importance of productive work habits attitudes. (2) The student understs societal impacts within the education training career cluster. The student is summarize political historical trends that have influenced the development of education across the United States; identify cultural societal changes that have affected educational systems across the United States; use labor market information, knowledge of technology, societal or economic trends to forecast job profiles within the education training career cluster. (3) The student explores careers in administration administrative support. The student is expected to: summarize the various roles responsibilities of professionals in the fields of administration administrative support; describe typical personal characteristics, qualities, aptitudes of professionals in the fields of administration administrative support; investigate education training alternatives after high school for a career choice within the student's interest areas; August 2010 Update Page 1

2 Education Training formulate education training degree plans for various occupations within the fields of administration administrative support. (4) The student explores careers in professional support services. The student is summarize the various roles responsibilities of professionals in the field of professional support services; describe typical personal characteristics, qualities, aptitudes of professionals in the field of professional support services; investigate education training alternatives after high school for a career choice within the student's interest areas; formulate education training degree plans for various occupations within the field of professional support services. (5) The student explores careers in teaching training. The student is summarize the various roles responsibilities of professionals in the fields of teaching training; describe typical personal characteristics, qualities, aptitudes of professionals in the fields of teaching training; investigate education or training alternatives after high school for a career choice within the student's interest areas; formulate education or training degree plans for various occupations within the fields of teaching training. (6) The student investigates career opportunities within the education training career cluster. The student is compare contrast the specific career options found within each education training cluster program of study; use labor market information, knowledge of technology, societal economic trends to forecast job profiles within each cluster program of study; use personal interests aptitudes to identify a specific cluster program of study as a potential field of study. (7) The student explores options in education career planning. The student is develop a graduation plan that leads to a specific career choice in the area of interest; identify high school dual enrollment courses related to specific career cluster programs of study; identify compare technical community college programs that align with interest areas; identify compare university programs institutions that align with interest areas. Source: The provisions of this adopted to be effective August 23, 2010, 34 TexReg Human Growth Development (One Credit). (a) (b) General requirements. This course is recommended for students in Grades Recommended prerequisite: Principles of Education Training. Introduction. Human Growth Development is an examination of human development across the lifespan with emphasis upon research, theoretical perspectives, common physical, cognitive, emotional, social developmental milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development. Page 2 August 2010 Update

3 (c) Knowledge skills. (1) The student understs historical, theoretical, research perspectives of human growth development. The student is explain the role of theories in understing human development; describe theoretical perspectives that influence human development throughout the lifespan; summarize historical influences on modern theories of human development; compare contrast the research methods commonly used to study human development; compare contrast pedagogy ragogy. (2) The student understs the importance of prenatal care in the development of a child. The student is describe nutritional needs prior to during pregnancy; analyze reasons for medical care good health practices prior to during pregnancy; outline stages of prenatal development; discuss the role of genetics in prenatal development; determine environmental factors affecting development of the fetus. (3) The student understs the development of children ages newborn through two years. The student is analyze the physical, emotional, social, cognitive development of infants toddlers; analyze various developmental theories relating to infants toddlers; discuss the influences of the family society on the infant toddler; summarize strategies for optimizing the development of infants toddlers, including those with special needs; determine techniques that promote the health safety of infants toddlers; determine developmentally appropriate guidance techniques for children in the first two years of life. (4) The student understs the development of children ages three through five years. The student is analyze the physical, emotional, social, cognitive development of preschoolers; analyze various developmental theories relating to preschoolers; discuss the influences of the family society on preschoolers; summarize strategies for optimizing the development of preschoolers, including those with special needs; determine techniques that promote the health safety of preschoolers; determine developmentally appropriate guidance techniques for preschoolers. (5) The student understs the development of children ages six through ten years. The student is analyze the physical, emotional, social, cognitive development of children in the early to middle childhood stage of development; August 2010 Update Page 3

4 Education Training analyze various developmental theories relating to children in the early to middle childhood stage of development; discuss the influences of the family society on children in the early to middle childhood stage of development; summarize strategies for optimizing the development of children in the early to middle childhood stage of development, including those with special needs; determine techniques that promote the health safety of children in the early to middle childhood stage of development; determine developmentally appropriate guidance techniques for children in the early to middle childhood stage of development. (6) The student understs the development of adolescents ages 11 through 19 years. The student is analyze the biological cognitive development of adolescents; analyze the emotional social development of adolescents; discuss various theoretical perspectives relevant to adolescent growth development; discuss the influences of the family society on adolescents; determine appropriate guidance techniques for adolescents. (7) The student understs the importance of care protection of children. The student is expected to: determine agencies services that protect the rights of children; summarize various resources focusing on children; predict the impact of changing demographics cultural diversity on the health welfare of children; analyze forms, causes, effects, prevention, treatment of child abuse; explain the impact of appropriate health care safety of children; discuss responsibilities of citizens, legislation, public policies affecting children. (8) The student understs the development of adults ages 20 through 39 years. The student is analyze various development theories relating to early adults, including biological cognitive development; analyze various development theories relating to early adults, including emotional, moral, psychosocial development; discuss the influences of society culture on early adults; discuss the importance of family, human relationships, social interaction for early adults. (9) The student understs the development of adults ages 40 through 65 years. The student is analyze various development theories relating to middle adults, including biological cognitive development; analyze various development theories relating to middle adults, including emotional, moral, psychosocial development; discuss the influences of society culture on middle adults; Page 4 August 2010 Update

5 discuss the importance of family, human relationships, social interaction for middle adults. (10) The student understs the development of adults ages 66 years older. The student is analyze various development theories relating to those within the stage of late adulthood, including biological cognitive development; analyze various development theories relating to those within the stage of late adulthood, including emotional, moral, psychosocial development; discuss the influences of society culture on those within the stage of late adulthood; discuss the importance of family, human relationships, social interaction for those within the stage of late adulthood. (11) The student understs the skills necessary for career preparation. The student is demonstrate skills, characteristics, responsibilities of leaders effective team members; demonstrate effective methods obligations for securing, maintaining, terminating employment; practice human-relation skills; demonstrate effective verbal, non-verbal, written, electronic communication skills. (12) The student explores opportunities available in education training. The student is assess personal interests, aptitudes, abilities as related to the various stages of human growth development; evaluate employment entrepreneurial opportunities education requirements in the educational field of interest; propose short- long-term education career goals. Source: The provisions of this adopted to be effective August 23, 2010, 34 TexReg Instructional Practices in Education Training (One to Two Credits). (a) (b) (c) General requirements. This course is recommended for students in Grades Recommended prerequisites: Principles of Education Training Human Growth Development. Introduction. Instructional Practices in Education Training is a field-based internship that provides students with background knowledge of child adolescent development as well as principles of effective teaching training practices. Students work under the joint direction supervision of both a teacher with knowledge of early childhood education exemplary educators or trainers in direct instructional roles with elementary-, middle school-, high school-aged students. Students learn to plan direct individualized instruction group activities, prepare instructional materials, develop materials for educational environments, assist with record keeping, complete other responsibilities of teachers, trainers, paraprofessionals, or other educational personnel. Knowledge skills. (1) The student explores the teaching training profession. The student is demonstrate an understing of the historical foundations of education training in the United States; determine knowledge skills needed by teaching training professionals; demonstrate personal characteristics needed by teaching training professionals; August 2010 Update Page 5

6 Education Training identify qualities of effective schools; investigate possible career options in the field of education training. (2) The student understs the learner the learning process. The student is relate principles theories of human development to teaching training situations; relate principles theories about the learning process to teaching training situations; demonstrate behaviors skills that facilitate the learning process; explain the relationship between effective instructional practices learning differences, learner exceptionality, special-needs conditions. (3) The student communicates effectively. The student is demonstrate effective verbal, non-verbal, written, electronic communication skills; communicate effectively in situations with educators parents or guardians; evaluate the role of classroom communications in promoting student literacy learning; demonstrate effective communication skills in teaching training. (4) The student plans develops effective instruction. The student is explain the role of the Texas Essential Knowledge Skills (TEKS) in planning evaluating instruction; explain the rationale for having a fundamental knowledge of the subject matter in order to plan prepare effective instruction; explain the rationale process of instructional planning; describe principles theories that impact instructional planning; create clear short- long-term learning objectives that are developmentally appropriate for students; demonstrate teacher planning to meet instructional goals. (5) The student creates an effective learning environment. The student is describe characteristics of safe effective learning environments; demonstrate teacher trainer characteristics that promote an effective learning environment; identify classroom-management techniques that promote an effective learning environment; describe conflict-management mediation techniques supportive of an effective learning environment. (6) The student assesses teaching learning. The student is describe the role of assessment as part of the learning process; analyze the assessment process; identify appropriate assessment strategies for use in an instructional setting. (7) The student understs the relationship between school society. The student is explain the relationship between school society; use school community resources for professional growth; Page 6 August 2010 Update

7 use the support of family members, community members, business industry to promote learning. (8) The student develops technology skills. The student is describe the role of technology in the instructional process; use technology applications appropriate for specific subject matter student needs; demonstrate skillful use of technology as a tool for instruction, evaluation, management. (9) The student understs the ethics legal responsibilities in teaching training. The student is describe teacher trainer characteristics that promote ethical conduct; analyze ethical stards that apply to the teaching training profession; analyze situations requiring decisions based on ethical legal considerations; analyze expected effects of compliance non-compliance. (10) The student participates in field-based experiences in education training. The student is apply instructional strategies concepts within a local educational or training facility; document, assess, reflect on instructional experiences. Source: The provisions of this adopted to be effective August 23, 2010, 34 TexReg Practicum in Education Training (Two to Three Credits). (a) (b) (c) General requirements. This course is recommended for students in Grade 12. Recommended prerequisites: Principles of Education Training, Human Growth Development, Instructional Practices in Education Training. Introduction. Practicum in Education Training is a field-based internship that provides students background knowledge of child adolescent development principles as well as principles of effective teaching training practices. Students in the course work under the joint direction supervision of both a teacher with knowledge of early childhood education exemplary educators in direct instructional roles with elementary-, middle school-, high school-aged students. Students learn to plan direct individualized instruction group activities, prepare instructional materials, assist with record keeping, make physical arrangements, complete other responsibilities of classroom teachers, trainers, paraprofessionals, or other educational personnel. Knowledge skills. (1) The student explores the teaching training profession. The student is assess personal characteristics needed to work in the teaching training profession; compare schools based on qualities of effectiveness; formulate a personal philosophy of education; create a personal career plan in preparation for a career in the field of education or training. (2) The student understs the learner learning process. The student is apply principles theories of human development appropriate to specific teaching or training situations; August 2010 Update Page 7

8 Education Training apply principles theories about the learning process to specific teaching or training situations; analyze personal behaviors skills that facilitate the learning process; suggest effective instructional practices to accommodate learning differences, learner exceptionality, special-needs conditions. (3) The student communicates effectively. The student is assess the effectiveness of personal verbal, non-verbal, written, electronic communication skills; communicate effectively in situations with educators parents or guardians; evaluate the role of classroom communications in promoting student literacy learning; integrate effective communication skills in teaching or training. (4) The student plans uses effective instruction. The student is apply principles theories that impact instructional planning; develop instructional materials that align with the Texas Essential Knowledge Skills (TEKS); assess personal planning to meet instructional goals; analyze concepts for developing effective instructional strategies; analyze instructional strategies for effectiveness; explain how learner feedback has been used to guide selection adjustment of instructional strategies. (5) The student creates maintains an effective learning environment. The student is create maintain safe effective learning environments; integrate teacher or trainer characteristics that promote an effective learning environment; apply classroom management techniques that promote an effective learning environment; demonstrate specific conflict management mediation techniques supportive of an effective learning environment. (6) The student assesses instruction learning. The student is develop apply assessments to foster student learning; use assessment strategies to promote personal growth teaching or training improvement. (7) The student understs the relationship between school society. The student is support learning through advocacy; select school community resources for professional growth; design activities to build support of family members, community members, business industry to promote learning. (8) The student develops technology skills. The student is recommend technology applications appropriate for specific subject matter student needs; Page 8 August 2010 Update

9 integrate the skillful use of technology as a tool for instruction, evaluation, management. (9) The student continues development as a teaching or training professional. The student is expected to: identify strategies resources for the professional development of educators or trainers; demonstrate teacher or trainer characteristics that promote ongoing professional development; use research assessment to improve teaching or training; develop a professional growth plan. (10) The student participates in field-based experiences in education or training. The student is apply instructional strategies concepts within a local educational or training facility; document, assess, reflect on instructional experiences. (11) The student documents technical knowledge skills. The student is update a professional portfolio to include: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) attainment of technical skill competencies; licensures or certifications; recognitions, awards, scholarships; extended learning experiences such as community service active participation in career technical student organizations professional organizations; abstract of key points of the practicum; resumé; samples of work; evaluation from the practicum supervisor; present the portfolio to all interested stakeholders such as in a slide or poster presentation. Source: The provisions of this adopted to be effective August 23, 2010, 34 TexReg August 2010 Update Page 9

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