Current through Register Vol. 42, No. 5, February 29, 2024
(1)
Rationale. The main goal of these standards is to promote quality
preparation for Career and Technical Education teachers of Agriscience
Education, Business and Marketing Education, Family and Consumer Sciences
Education, and Technical Education by identifying standards applicable to all
four of those teaching fields.
(2)
Program Curriculum. In addition to meeting Rules
290-3-3-.03(6)(a)1.-4.,
290-3-3-.03(6)(e)1.(i)-(iii)
and 2.(i)-(iii),
290-3-3-.04,
290-3-3-.05,
and Rule
290-3-3-.14,
programs to prepare the prospective career and technical education teacher
shall meet one of the target career and technical rules (Rules
290-3-3-.16 -.19) and
require a teaching field with a minimum of 30 semester hours of credit with at
least 18 semester hours of upper-division credit. Prior to program completion,
the prospective teacher of career and technical education shall demonstrate:
(a)
Content Knowledge and
Skills.1. Candidates have a depth and
breadth of knowledge and skills appropriate to the specific teaching field, as
further detailed in the rules for each program leading to a Class B
Professional Educator Certificate in Career and Technical Education.
2. Candidates operate a computer and
effectively use the Internet and software, including word processing and
spreadsheet programs, for instructional and management purposes.
(b)
Educating for the Work
Place.1. Candidates are prepared to
develop the talents and skills of students in grades 6-12 in classroom settings
that are rigorous, progressive, and certified to industry standards.
2. Candidates develop curricula based on
career clusters and pathways.
3.
Candidates adapt curricula to industry needs in local areas.
4. Candidates work with students to develop
skills in preparing job applications and resumes and interviewing.
5. Candidates incorporate reading and
mathematical literacy skills into the career and technical curricula and
lessons they teach to students.
6.
Candidates incorporate the teaching of soft skills into instruction, including
traits such as reliability, working well with others, and maintaining a
positive attitude.
7. Candidates
manage time effectively to provide both direct instruction and hands-on
learning.
8. Candidates develop an
appropriate syllabus based on the Alabama Course of Study: Career and
Technical Education.
(c)
Assessment.
1. Candidates use multiple forms of
assessment in making educational decisions and guiding students to make wise
decisions in career planning.
2.
Candidates research information about current assessments aligned to
industry-recognized standards and leading to credentials/certifications of
Career Readiness Indicators (CRIs) appropriate to the teaching field, such as
ServSafe for family and consumer sciences programs and Microsoft Office for
business/marketing programs.
3.
Candidates break complex tasks into component parts when designing performance
assessments and rubrics.
4.
Candidates document student learning in folders or portfolios.
5. Candidates use career planning assessments
(e.g., KUDER) and results appropriately to identify students' interests and
aptitudes.
6. Candidates research
and conduct safety assessments, as appropriate to the teaching field, to ensure
each student has passed the appropriate safety tests for general and particular
equipment.
(d)
Learning Environments.1.
Candidates create and manage safe learning environments for all
students.
2. Candidates always
require students to use appropriate personal protective when in laboratory
classroom settings.
3. Candidates
provide appropriate modifications and accommodations, especially those related
to safety, to implement individualized educational programs (IEPs) for students
with special needs.
(e)
Career and Technical Programs.1.
Candidates are aware of the unique aspects of career and technical programs,
including program review, working effectively with local business and industry,
and managing budgets effectively.
2. Candidates are familiar with the
requirements of the Alabama State Department of Education's (ALSDE) method of
program review.
3. Candidates
demonstrate the skills to develop and maintain an active advisory
committee.
4. Candidates can work
with annual budgets for programs and are aware of state and federal funding
sources.
5. Candidates understand
federal and state mandates governing instructional programs in career and
technical education.
6. Candidates
work with school counselors and career coaches to implement four-year plans and
the selection of appropriate academic courses.
7. Candidates become affiliated with the
appropriate career and technical student organizations for their teaching
fields, such as Distributive Education Clubs of America (DECA); Future Farmers
of America (FFA); Future Business Leaders of America (FBLA); Family, Career and
Community Leaders of America (FCCLA); Health Occupational Student Association
(HOSA); SkillsUSA; or Technical Student Association (TSA).
8. Candidates advise and facilitate the
activities of student organizations related to career and technical
education.
(f)
Professionalism and Ethical Practice.
1. Candidates are aware of the requirements
for renewing their Alabama Professional Educator Certificates.
2. Candidates are aware of and adhere to
ethical considerations for offering services to the public through classroom
activities and career and technical student organizations.
3. Candidates are aware of state and national
professional organizations.
4.
Candidates are aware of and participate in district, state, and national
conferences as much as possible.
(3)
Faculty. Career and
technical education is a broad and complex area that requires a specialist in
each teaching field.
Previous Rule.23 was renumbered.15 per certification
published August 31, 2021; effective October 15,
2021.
