| (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 11 and 12. Prerequisite: At least one credit
in a course from the education and training career cluster. Recommended
prerequisites: Principles of Education and Training, Human Growth
and Development, or Child Development. Students shall be awarded two
credits 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) Instructional Practices is a field-based (practicum)
course that provides students with background knowledge of child and
adolescent development as well as principles of effective teaching
and training practices. Students work under the joint direction and
supervision of both a teacher with knowledge of early childhood, middle
childhood, and adolescence education and exemplary educators or trainers
in direct instructional roles with elementary-, middle school-, and
high school-aged students. Students learn to plan and direct individualized
instruction and group activities, prepare instructional materials,
develop materials for educational environments, assist with record
keeping, and perform other duties of 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 the education profession and other related occupations.
The student is expected to:
(A) demonstrate written communication;
(B) perform job-appropriate numerical and arithmetic
application;
(C) practice various forms of communication such as
verbal and non-verbal communication skills and appropriate uses of
social media in educational and career settings;
(D) exhibit teamwork skills;
(E) apply decision-making skills;
(F) implement problem-solving techniques;
(G) acquire conflict-management skills;
(H) develop leadership skills;
(I) demonstrate professionalism to include appropriate
attire expected of professionals in educational settings; and
(J) develop effective work ethic practices.
(2) The student identifies strategies that promote
health and wellness by balancing the unique challenges of being an
educator with personal responsibilities. The student is expected to:
(A) identify signs of personal stress and anxiety;
(B) choose appropriate boundaries for a healthy work-life
balance; and
(C) implement strategies to manage health and wellness.
(3) The student explores the teaching and training
profession. The student is expected to:
(A) demonstrate an understanding of the historical
foundations of education and training in the United States;
(B) summarize and apply acquired pedagogical knowledge
and skills needed by teaching and training professionals;
(C) identify qualities of effective schools;
(D) discuss non-traditional settings for teaching and
training careers such as those in corporations, community outreach
programs, nonprofits, and government entities; and
(E) formulate a professional philosophy of education
based on a personal set of beliefs.
(4) The student understands the learner and the learning
process. The student is expected to:
(A) relate and implement principles and theories of
human development to teaching and training situations;
(B) relate and implement principles and theories about
the learning process to teaching and training situations;
(C) demonstrate and implement behaviors and skills
that facilitate the learning process;
(D) explain the relationship between effective instructional
practices and providing support for learning differences, learner
exceptionality, and learners with special needs;
(E) evaluate backgrounds, strengths, and skills of
students when planning instruction; and
(F) demonstrate techniques for developing effective
relationships with students that foster mutual respect and rapport
and result in effective instruction.
(5) The student interacts effectively in the role of
an educator. The student is expected to:
(A) demonstrate effective interaction skills with stakeholders
such as students, educators, parents/guardians, community members,
and other professionals;
(B) demonstrate methods for promoting stakeholder partnerships
in improving educational outcomes; and
(C) describe the procedure for handling and reporting
physical or emotional abuse.
(6) The student plans and develops effective instruction.
The student is expected to:
(A) explain the role of the Texas Essential Knowledge
and Skills in planning and evaluating instruction;
(B) explain the rationale for having a fundamental
knowledge of the subject matter in order to plan, prepare, and deliver
effective instruction;
(C) explain the rationale for and process of instructional
planning components such as vertical alignment and scope and sequence;
(D) describe principles and theories that impact instructional
planning;
(E) create clear short-term and long-term learning
objectives that are developmentally appropriate for students; and
(F) demonstrate lesson planning to meet instructional
goals.
(7) The student creates an effective learning environment.
The student is expected to:
(A) describe and implement a safe and an effective
learning environment that incorporates the principles of universal
design;
(B) analyze and evaluate strategic student grouping
techniques that result in effective instruction;
(C) demonstrate teacher and trainer practices that
promote an effective learning environment;
(D) evaluate materials and equipment to determine age
and grade level appropriateness and to meet the needs of diverse learners;
(E) identify classroom management techniques that promote
an effective learning environment; and
(F) demonstrate communication, conflict-management,
and mediation techniques supportive of an effective learning environment.
(8) The student assesses teaching and learning. The
student is expected to:
(A) describe the role of assessment as part of the
learning process;
(B) create assessments to measure student learning;
(C) analyze the assessment process;
(D) use appropriate assessment strategies in an instructional
setting; and
(E) use assessment data to evaluate and revise lesson
plans.
(9) The student understands the relationship between
school and society. The student is expected to:
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