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RULE §127.316Principles of Education and Training (One Credit), Adopted 2021

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2022-2023 school year.

  (1) No later than August 31, 2022, the commissioner of education shall determine whether instructional materials funding has been made available to Texas public schools for materials that cover the essential knowledge and skills identified in this section.

  (2) If the commissioner makes the determination that instructional materials funding has been made available, this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023 and subsequent school years.

  (3) If the commissioner does not make the determination that instructional materials funding has been made available under this subsection, the commissioner shall determine no later than August 31 of each subsequent school year whether instructional materials funding has been made available. If the commissioner determines that instructional materials funding has been made available, the commissioner shall notify the State Board of Education and school districts that this section shall be implemented for the following school year.

(b) General requirements. This course is recommended for students in Grades 9 and 10. Students shall be awarded one credit for successful completion of this course.

(c) Introduction.

  (1) Career and technical education instruction provides content aligned with challenging academic standards, industry-relevant technical knowledge, and college and career readiness skills for students to further their education and succeed in current and emerging professions.

  (2) The Education and Training Career Cluster focuses on planning, managing, and providing education and training services and related learning support services.

  (3) Principles of Education and Training is designed to introduce learners to the various careers within the Education and Training Career Cluster. Students use self-knowledge as well as educational and career information to analyze various careers within the Education and Training Career Cluster. Students are introduced to societal influences of education and various school models. Additionally, students learn the role and responsibilities of a classroom educator. Students will develop a graduation plan that leads to a specific career choice in the student's interest area.

  (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

  (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

  (1) The student demonstrates professional standards/employability skills required by the education profession and related occupations. The student is expected to:

    (A) demonstrate written communication skills;

    (B) perform job-appropriate numerical and arithmetic applications;

    (C) practice various forms of communication such as verbal and non-verbal communication used in educational and career settings;

    (D) exhibit teamwork skills;

    (E) analyze the impact of current decision making on short- and long-term career plans;

    (F) identify and implement problem-solving techniques;

    (G) identify conflict-management skills;

    (H) describe effective leadership skills;

    (I) describe productive work habits such as being organized, managing time, and taking initiative;

    (J) demonstrate professionalism, including appropriate attire expected of professionals in educational settings; and

    (K) identify effective work ethic practices.

  (2) The student identifies strategies that promote health and wellness to address the unique challenges of educators in balancing work and personal responsibilities. The student is expected to:

    (A) explain common signs of stress and anxiety;

    (B) describe appropriate boundaries for a healthy work-life balance;

    (C) discuss the impacts of an education career on personal lifestyle such as impacts on time, earning potential, community presence and involvement, health and wellness, and family;

    (D) describe appropriate boundaries for a healthy work-life balance; and

    (E) discuss strategies to manage health and wellness.

  (3) The student recognizes the impact of social media and web-based applications on the education process. The student is expected to:

    (A) demonstrate appropriate use of social media for educational purposes; and

    (B) identify web-based resources that can be used in the education process.

  (4) The student investigates the range of employment opportunities in the education and training field. The student is expected to:

    (A) identify and investigate career opportunities in education and training;

    (B) investigate additional occupations in education and training such as professional support services, administration, county extension agent, and corporate trainer;

    (C) compare transferable skills among a variety of careers in education and; and

    (D) analyze results from personal assessments such as how results from career interest and ability inventories relate to skills necessary for success in education and training occupations.

  (5) The student explains societal impacts on the education and training field. The student is expected to:

    (A) investigate trends or issues that have influenced the development of education across the United States such as historical, societal, cultural, and political trends and issues;

    (B) explain pedagogy and andragogy theory;

    (C) predict the education and training job market using information from sources such as labor market information, technology, and societal or economic trends; and

    (D) summarize the role of family/caregiver in education.

  (6) The student describes the characteristics of different educational and training environments. The student is expected to:

    (A) summarize the various roles and responsibilities of professionals in teaching and training and early learning, including demonstrating ethical behavior in educational settings;

    (B) describe different types of schools in urban and rural areas and public and private schools such as academies, Montessori, charter, and magnet schools;

    (C) compare teacher salary schedules among different school models such as public, private, and charter schools within rural and urban areas of the state;

    (D) discuss factors, including stipends, state and school district initiatives, and level of education, that can impact earning potential; and

    (E) identify various sources for information related to education careers such as requirements to become a teacher, curriculum standards, and the structures and roles of state and federal governing bodies in education.

  (7) The student experiences authentic education and training opportunities. The student is expected to:

    (A) observe educator duties and responsibilities through activities such as assisting, shadowing, or observing;

    (B) develop and evaluate instructional materials such as visuals, teacher aids, manipulatives, lessons, and lesson plans;

    (C) define lesson plan components, including objectives, direct instruction, guided practice, independent practice, and formative and summative assessments;

    (D) identify and discuss methods to adapt lessons to meet student needs; and

    (E) identify a personal set of beliefs related to education in preparation for developing a philosophy of education.

  (8) The student identifies elements of an effective classroom environment. The student is expected to:

    (A) use available classroom equipment and technology for effective instruction;

    (B) analyze effective tools used in classroom management such as classroom expectations, seating charts, classroom set-up, procedures and routines, and teacher organization and preparation;

    (C) explain characteristics of an effective learning environment, including universally accessible classroom design;

    (D) analyze positive behavior intervention techniques, including restorative practices; and


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