Current through Register Vol. 48, No. 39, March 25, 2024
Subpart 1.
Scope of practice.
A teacher of family and consumer sciences is authorized to
provide to students in grades 5 through 12 instruction that is designed to
prepare students for family life and the interrelationships between family,
community, and work.
Subp.
2.
Licensure requirements.
A candidate for licensure to teach family and consumer
sciences to students in grades 5 through 12 shall:
A. hold a baccalaureate degree from a college
or university that is regionally accredited by the association for the
accreditation of colleges and secondary schools;
B. demonstrate the standards for effective
practice for licensing of beginning teachers in part
8710.2000; and
C. show verification of completing a Board of
Teaching preparation program approved under part
8700.7600 leading to the licensure
of teachers of family and consumer sciences in subpart
3.
Subp. 3.
Subject matter
standard.
A candidate for licensure as a teacher of family and consumer
sciences must complete a preparation program under subpart
2, item C, that must include
the candidate's demonstration of the knowledge and skills in items A to
E.
A. A teacher of family and consumer
sciences understands how the family functions and develops within the home
environment. The teacher must understand:
(1)
reciprocal influences between the family and family members to the
workplace;
(2) family structures,
functions, relationships, and dynamics;
(3) parenting as a process through the life
cycle;
(4) physiological,
psychological, and social aspects of sexual development throughout the life
span;
(5) management of household
and natural resources to achieve personal and family goals including food,
clothing, shelter, recreation, transportation, education, and
investments;
(6) the influence of
ethics on personal, family, and consumer decisions;
(7) decision-making models within the context
of problem solving in the home environment and the extension to the
community;
(8) the developmental
changes of individuals across the life span and ways to meet their
corresponding physical, emotional, cognitive, social, and moral development
needs;
(9) how to identify and meet
personal and family needs and wants for shelter and clothing to include
finding, selecting, and maintaining suitable housing and the role of aesthetics
and design in textiles, apparel, and interiors;
(10) nutrition planning and food preparation,
handling, and storage for personal and family safety and well-being;
and
(11) stress factors that affect
the family including multigenerational households, family members with special
needs, dual careers, economic uncertainty, violence, substance abuse, resolving
conflict, and death.
B.
A teacher of family and consumer sciences understands the interrelatedness of
family and community. The teacher must understand:
(1) the effects of social and technological
changes on families;
(2) value
systems within the family and their relationship to social consequences and
public policy;
(3) cultural and
ethnic variations in families;
(4)
rights and responsibilities of children, parents or guardians, grandparents,
and others;
(5) variations in
parenting practices;
(6) how to
access community resources to solve family problems;
(7) reciprocal influences of the major social
institutions, including governmental and educational, on the family;
(8) the impact of historical, environmental,
and cultural influences on living environments, textiles, and interior
design;
(9) global food sources and
their impact on the community; and
(10) cultural and political aspects of food
distribution and consumption.
C. A teacher of family and consumer sciences
understands career development in related services occupations. As a result of
both school-based and work-based learning experiences, the teacher must
understand:
(1) career decision-making process
including self-awareness, career research, workplace expectations, career
strategies, goal setting, school-to-work transition, and lifelong
learning;
(2) the basic purposes,
issues, skills, nature of work, and competencies in one or more of the
following related service occupations: Family and Community Support Services;
Consumer Resources Management; Early Childhood and Educational Services;
Apparel and Textile Design, Manufacturing, and Merchandising; Interior Design
and Furnishings; Management and Maintenance of Facilities; Hospitality,
Tourism, and Recreation; Food Science, Dietetics, and Nutrition; and Food
Production Services;
(3) the impact
of consumer practices, laws, global economics, and conservation or recycling on
the service occupations;
(4) uses
and influences of technology in related service occupations;
(5) the impact of interpersonal skills on the
work environment; and
(6) how
families contribute to the preparation of family members for the work
environment.
D. A
teacher of family and consumer sciences understands the teaching of family and
consumer sciences that integrates understanding of family and consumer sciences
with the teacher's understanding of pedagogy, students, learning, classroom
management, and professional development. The teacher of family and consumer
sciences to preadolescent and adolescent students must:
(1) understand and apply educational
principles relevant to the physical, social, emotional, moral, and cognitive
development of preadolescents and adolescents;
(2) understand and apply the research base
for and the best practices of middle level and high school education;
(3) develop curriculum goals and purposes
based on the central concepts of family and consumer sciences and know how to
apply instructional strategies and materials;
(4) understand the role and alignment of
district, school, and department mission and goals in program
planning;
(5) understand the need
for and how to connect students' schooling experiences with everyday life, the
workplace, and further educational opportunities;
(6) know how to involve representatives of
business, industry, and community organizations as active partners in creating
educational opportunities;
(7)
understand the role and purpose of cocurricular and extracurricular activities
in the teaching and learning process;
(8) understand laboratory management
practices and procedures;
(9)
understand the impact of public policy on curriculum;
(10) know fiscal, budgetary, and purchasing
practices for operating a comprehensive family and consumer sciences
educational program; and
(11) know
marketing techniques for student recruitment and retention in family and
consumer sciences programs.
E. A teacher of family and consumer sciences
must understand the content and methods for teaching reading including:
(1) knowledge of reading processes and
instruction including:
(a) the relationships
between and among print processing abilities and digital content, motivation,
background, and discourse knowledge, cognitive abilities, and reader's interest
and how those relationships impact comprehension; and
(b) the complexities involved in the
development of academic language and the impact of that development in school
success; and
(2) the
ability to use a wide range of instructional practices, approaches, methods,
and curriculum materials to support reading and writing instruction including:
(a) selection and implementation of a wide
variety of before, during, and after reading comprehension strategies that
develop reading and metacognitive abilities;
(b) the ability to develop and implement
effective vocabulary strategies that help students understand words including
domain-specific content words; and
(c) the ability to identify instructional
practices, approaches, and methods and match materials to the cognitive levels
of all readers, guided by an evidence-based rationale, which support the
developmental, cultural, and linguistic differences of readers; and
(d) the ability to plan instruction and
select strategies that help students read and understand family and consumer
science texts, and electronic resources including the ability to:
i. relate what is read to relevant prior
knowledge;
ii. follow instructions
to perform laboratory activities step by step in a disciplined
fashion;
iii. explain diagrams and
graphs in terms of scientific content and meaning; and
iv. explain meaning of abbreviations and
symbols.
Subp. 3a.
Student teaching and field
experiences.
A candidate for licensure to teach family and consumer
sciences must have a broad range of targeted field-based experiences, of a
minimum of 100 hours prior to student teaching, that provide opportunities to
apply and demonstrate competency of professional dispositions and the required
skills and knowledge under this part and part
8710.2000.
Across the combination of student teaching and other
field-based placements, candidates must have experiences teaching the content
at both the middle level, grades 5 through 8, and high school level, grades 9
through 12.
For initial teacher licensure, the student teaching period
must be a minimum of 12 continuous weeks, full time, face-to-face, in which the
candidate is supervised by a cooperating teacher, and evaluated at least twice
by qualified faculty supervisors in collaboration with the cooperating
teachers.
Subp. 4.
Continuing license.
A continuing license shall be issued and renewed according to
the rules of the Board of Teaching governing continuing licensure.
Subp. 5.
Effective
date.
The requirements of this part for licensure as a teacher of
family and consumer sciences are effective on September 1, 2015, and
thereafter.