| (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 Grade 12. Prerequisite: Child Guidance. Recommended
prerequisites: Child Development or Child Development Associate Foundations.
Students shall be awarded two credits for successful completion of
this course. A student may repeat this course once for credit provided
that the student is experiencing different aspects of the industry
and demonstrating proficiency in additional and more advanced knowledge
and skills.
(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) Practicum in Early Learning is a field-based course
that provides students background knowledge of early childhood development
principles as well as principles of effective teaching and training
practices. Students in the course work under the joint direction and
supervision of both a teacher facilitator and an exemplary industry
professional. Students learn to plan and direct individualized instruction
and group activities, prepare instructional materials, assist with
record keeping, make physical arrangements, and complete other responsibilities
of early learning teachers, trainers, paraprofessionals, or other
educational personnel.
(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 as required by business and industry. The student is expected
to:
(A) demonstrate advanced written communication skills;
(B) perform job-appropriate mathematical applications;
(C) demonstrate appropriate forms of communication
such as verbal and non-verbal communication used in educational and
career settings;
(D) promote and exhibit teamwork skills;
(E) analyze and apply decision-making skills;
(F) implement problem-solving techniques effectively;
(G) analyze and demonstrate conflict-management skills;
(H) assess personal leadership skills;
(I) describe and demonstrate professionalism, including
time-management skills; and
(J) analyze and demonstrate effective work ethic practices.
(2) The student explores the early childhood education
profession. The student is expected to:
(A) analyze current trends and issues that impact early
childhood education such as political, societal, and economic trends
and issues;
(B) analyze qualities of effective early childhood
education professionals and programs;
(C) develop a written summary of professional beliefs
and values about early childhood education, how young children learn,
and the role of an early educator;
(D) explore the educational and academic requirements
and possible degrees and certifications available in early childhood
education;
(E) develop and refine a personal career plan in preparation
for a career in the field of early childhood development or education;
(F) explore and identify early childhood development
or education opportunities in non-traditional settings such as those
in corporations, community outreach programs, nonprofits, and government
entities; and
(G) explore educational high-needs and teacher-specialty
areas such as special education and bilingual and English as a second
language education programs.
(3) The student understands the learner and learning
process. The student is expected to:
(A) apply and reflect on the application of principles
and theories of human development appropriate to early learning situations;
(B) apply and reflect on the application of principles
and theories about the learning process to specific early learning
situations;
(C) analyze the dynamics of educator and student behaviors
that facilitate the early learning process;
(D) analyze teaching skills that facilitate the early
learning process and document field-learning experiences; and
(E) demonstrate and evaluate effective instructional
practices to accommodate diversity such as learning differences, learner
exceptionality, and special-needs considerations.
(4) The student plans and implements effective instruction.
The student is expected to:
(A) demonstrate and evaluate techniques promoting early
childhood growth and development skills such as language, literacy,
numeracy, motor learning, and cross-disciplinary content areas;
(B) develop age-appropriate lesson plans and instructional
materials that align to student learning goals;
(C) evaluate the effectiveness of lesson plans and
instructional strategies; and
(D) explain how learner and professional feedback is
used to guide selection and adjustment of instructional strategies.
(5) The student creates and maintains an effective
learning environment. The student is expected to:
(A) create and maintain a safe and an effective learning
environment;
(B) integrate teacher or trainer practices that promote
an effective learning environment;
(C) apply classroom management techniques that promote
an effective learning environment; and
(D) demonstrate specific conflict-management and mediation
techniques supportive of an effective learning environment.
(6) The student assesses instruction and learning.
The student is expected to:
(A) develop and apply formal and informal assessments
to track and monitor student learning and progress; and
(B) analyze assessment data to inform and modify instruction.
(7) The student understands the relationship between
school, families, and community in early learning. The student is
expected to:
(A) select family services and school and community
resources to promote student growth;
(B) promote learning and build support through positive
school partnership activities with stakeholders such as families,
schools, communities, and business/industry; and
(C) collaborate with professional early learning community
members to meet the needs of students and families.
(8) The student develops technology skills appropriate
for effectively supporting students in the classroom. The student
is expected to:
(A) utilize a variety of assistive technologies that
are age-appropriate for specific student learning needs, including
for early learners with special needs; and
(B) integrate various educational technologies as tools
for instruction, evaluation, communication, and management.
(9) The student understands the professional, ethical,
and legal responsibilities of early childhood professionals. The student
is expected to:
(A) demonstrate and evaluate effective interaction
skills with stakeholders such as students, educators, parents/guardians,
community members, and other professionals;
Cont'd... |
