| (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: Instructional Practices. Recommended
prerequisites: Principles of Education and Training, Human Growth
and Development, and Child Development. 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 Education and Training is a field-based
course that provides students background knowledge of child and adolescent
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 with knowledge of early
childhood, middle childhood, and adolescence education and exemplary
educators 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,
assist with record keeping, make physical arrangements, and perform
other duties of classroom 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 teaching and training profession. The student
is expected to:
(A) demonstrate advanced written communication skills;
(B) perform job-appropriate numerical and arithmetic
application;
(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 in education
settings;
(I) describe and demonstrate professionalism; and
(J) analyze and demonstrate effective work ethic practices.
(2) The student analyzes strategies that promote health
and wellness to address the unique challenges in balancing work and
personal responsibilities for educators. The student is expected to:
(A) examine signs of personal stress and anxiety;
(B) describe and develop appropriate boundaries for
a healthy work-life balance; and
(C) identify and implement strategies to manage health
and wellness.
(3) The student explores the teaching and training
field and profession. The student is expected to:
(A) analyze current trends and issues that impact education
such as political, societal, and economic trends and issues;
(B) analyze practices of effective teaching and training
professionals;
(C) analyze qualities of effective schools;
(D) develop a written summary of professional beliefs
and values about education and training;
(E) determine the educational and academic requirements
and possible degrees and certifications necessary for a profession
of interest in teaching and training;
(F) refine a personal career plan in preparation for
a career in the field of education or training;
(G) research and identify teaching and training opportunities
in non-traditional settings such as those in corporations, community
outreach programs, nonprofits, and government entities; and
(H) research and identify educational high-needs and
teacher-shortage areas.
(4) The student understands the learner and learning
process. The student is expected to:
(A) apply principles and theories of human development
appropriate to specific teaching or training situations;
(B) apply principles and theories about the learning
process to specific teaching or training situations;
(C) analyze the dynamics of educator and student behaviors
that facilitate the learning process;
(D) analyze teaching skills that facilitate the learning
process; and
(E) demonstrate and evaluate effective instructional
practices to accommodate diversity such as learning differences, learner
exceptionality, and special needs.
(5) The student interacts effectively in the role of
an educator. 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; and
(B) demonstrate and evaluate techniques that promote
literacy and numeracy.
(6) The student plans and uses effective instruction.
The student is expected to:
(A) apply principles and theories that impact instructional
planning;
(B) use lesson planning tools such as unit plans and
scope and sequence and vertical alignment documents;
(C) develop instructional materials that align with
the Texas Essential Knowledge and Skills;
(D) demonstrate competency in foundation and enrichment
subject areas;
(E) apply research-based practices to create lessons
plans that meet instructional goals;
(F) analyze the development of effective instructional
strategies;
(G) evaluate and analyze effectiveness of lessons plans
and instructional strategies used in a lesson or series of lessons;
and
(H) explain how learner and professional feedback is
used to guide selection and adjustment of instructional strategies.
(7) The student creates and maintains an effective
learning environment. The student is expected to:
(A) apply principles of universal design to create
and maintain a safe and 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.
(8) The student assesses instruction and learning.
The student is expected to:
(A) develop and apply formative and summative assessments
to foster student learning;
(B) use assessment strategies to promote personal growth
and teaching or training improvement;
(C) use self-reflection techniques to promote personal
growth and teaching or training improvement; and
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