| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
school year.
(1) No later than August 31, 2024, 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 2024-2025 school year and
apply to the 2024-2025 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 10-12. Recommended prerequisites: Principles
of Education and Training or Principles of Human Services. 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) The Child Development Associate Foundations course
is a laboratory course addressing the knowledge and skills related
to applying Child Development Associate Competency Standards in early
childhood environments and understanding how these competencies help
young children move with success from one developmental stage to the
next.
(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 identifies professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) demonstrate effective written communication;
(B) practice various forms of communication such as
verbal and non-verbal communication skills used in education and career
settings;
(C) apply decision-making skills;
(D) identify and exhibit characteristics of professionalism;
and
(E) develop effective work ethic practices.
(2) The student understands the need for establishing
a safe, healthy learning environment for young children. The student
is expected to:
(A) describe a safe physical setting for an indoor
classroom environment;
(B) describe a safe physical setting for an outdoor
play environment;
(C) compare and contrast the learning environments
for childcare settings such as preschool, infant-toddler, family childcare,
and home visitor environments;
(D) identify practices that promote health and prevent
illness in an early childhood classroom; and
(E) identify components of a learning environment that
promotes engagement, play, exploration, and learning of all children,
including children with special needs.
(3) The student recognizes the importance of advancing
each child's physical and intellectual competence in the early childhood
classroom through a variety of developmentally appropriate equipment,
learning experiences, and teaching strategies. The student is expected
to:
(A) analyze the methods for promoting physical development
in young children;
(B) investigate strategies for promoting cognitive
development in young children;
(C) investigate techniques for promoting language and
early literacy in young children, including dual-language learners;
and
(D) investigate and explain reasons for promoting creative
expression and creative abilities in young children.
(4) The student analyzes social and emotional development
in young children. The student is expected to:
(A) summarize the value of developing a warm, positive,
supportive, and responsive relationship with each child;
(B) explain the value of helping each child learn about
and take pride in the child's individual and cultural identity;
(C) research and explain the significance of helping
each child function effectively in a group setting, express feelings,
and acquire social skills; and
(D) identify and discuss adverse childhood experiences
and their potential impact.
(5) The student discusses the need for providing positive
guidance in an early childhood classroom. The student is expected
to:
(A) summarize the importance of a classroom management
plan;
(B) explain the importance of positively addressing
challenging behaviors; and
(C) compare various positive guidance techniques.
(6) The student describes the benefits of objective
observations and assessments of young children in the early childhood
classroom. The student is expected to:
(A) investigate and compare various observation tools
and strategies;
(B) analyze how observations impact curriculum planning
and individualized teaching; and
(C) describe how objective observations are used to
build productive relationships with families.
(7) The student examines the importance of positive
and productive relationships with families of young children. The
student is expected to:
(A) investigate and describe different family structures;
(B) describe ways to establish partnerships with families;
and
(C) describe methods for effectively communicating
with families.
(8) The student analyzes the components of operating
an effective, professional early childhood program. The student is
expected to:
(A) discuss the importance of establishing and maintaining
professional relationships within an early childhood program;
(B) research various techniques for navigating disagreements
or conflicts between personnel of an early childhood program;
(C) investigate the qualities of teaching with intentionality;
and
(D) explain the importance of advocating for early
childhood education.
(9) The student documents technical knowledge and skills.
The student is expected to:
(A) assemble professional portfolio components such
as a resume, samples of learning experiences, service-learning log,
and assessment results; and
(B) present the portfolio to interested stakeholders
such as industry professionals, parents, community members, campus
teachers and administrators, and peers.
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