| (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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