Subp. 3.
Subject matter
standard.
A candidate for licensure as a teacher of creative design
careers must complete a preparation program under subpart
2 that must include the
candidate's demonstration of the knowledge and skills in items A and B:
A. A teacher of creative design careers must
demonstrate the knowledge, skills, and application of the following subject
matter standards:
(1) apply textiles and
apparel design skills, such as color and textile analysis, flat pattern design,
draping design, and construction;
(2) possess a comprehensive understanding of
the history of fashion and design and its impact on current trends in textiles
and apparel industry;
(3) apply
textile and apparel industry standards to production, alteration, and repair of
textile products or apparel, fashion/fabric merchandising, and production of
commercial, institutional, and residential textile products;
(4) evaluate the elements of textiles and
apparel merchandising, such as customer service, fashion trends,
cost-effectiveness, marketing, and merchandise display;
(5) demonstrate operational procedures
specific to business profitability and career success in textiles and
apparel;
(6) incorporate fashion,
apparel, textile career opportunities and activities, such as job shadowing,
simulated work experiences, internships, apprenticeships, and student
organizations into the curriculum;
(7) describe and analyze career paths and
ladders in textiles and apparel careers and utilize personal occupational
experiences to make textiles and apparel careers meaningful to students;
and
(8) describe the levels of
education, licensing or certification requirements, employment opportunities,
workplace environments, and career growth in textiles and apparel
careers.
B. A teacher of
creative design careers must demonstrate the knowledge, skills, and application
of the following subject matter standards:
(1)
understand the influences which impact housing, interior, and furnishing
industries, such as social, economic, cultural, urban, suburban, and rural, and
their relationship to client's needs;
(2) evaluate housing decisions based on
client's needs, goals, options, and resources to create design plans for
commercial and residential environments, such as home, office, health care,
hospitality, institutions, and retail;
(3) evaluate products used in housing,
interiors, and furnishings to meet specific needs, such as physical
disabilities, health conditions, and geographical location;
(4) understand the current industry standards
used in housing, interiors, and furnishings;
(5) demonstrate computer-aided drafting
design, blueprint reading, and space planning skills required in the housing,
interiors, and furnishings industry;
(6) demonstrate design ideas through visual
presentation;
(7) demonstrate
operational procedures for housing, interiors, and furnishings business
profitability and career success;
(8) incorporate housing, interiors, and
furnishings career opportunities and activities such as job shadowing,
simulated work experiences, internships, apprenticeships, and student
organizations into the curriculum;
(9) describe and analyze career paths and
ladders in housing, interiors, and furnishings careers;
(10) utilize personal occupational
experiences to make housing, interiors, and furnishings careers meaningful to
students; and
(11) describe the
levels of education, licensing/certification requirements, employment
opportunities, workplace environments, and career growth in housing, interiors,
and furnishings careers.
