Current through Register Vol. 49, No. 13, September 23, 2024
Subpart 1.
Scope of practice.
A teacher of early childhood careers is authorized to provide
students in grades 7 through 12 instruction that is designed to develop an
in-depth understanding and application of the knowledge and skills in:
A. academic foundations specific to early
childhood careers;
B.
administration of early childhood programs;
C. operational procedures of early childhood
programs; and
D. early childhood
career exploration and investigation.
Subp. 2.
Licensure requirements.
A candidate for licensure as a teacher of early childhood
careers shall have completed at least a baccalaureate degree from a regionally
accredited college or university and a teacher preparation program approved
under part 8700.7600 including:
A. the standards of effective practice under
part 8710.2000;
B. the core skills for teachers of career and
technical education under part
8710.8000; and
C. the standards under subpart
3.
Subp. 3.
Subject matter
standard.
A candidate for licensure as a teacher of early childhood
careers must complete a preparation program under subpart
2 that must include the
candidate's demonstration of the knowledge and skills in items A to D:
A. A teacher of early childhood careers must
demonstrate the knowledge and applications of the academic subject matter
required for proficiency. The teacher must:
(1) understand and apply the theories of age
and stage development of children prenatal through adolescence including an
understanding of exceptionalities;
(2) understand the theory of child psychology
and its application through learning, creative, cognitive, physical, language,
self-help, and social activities;
(3) analyze and apply developmentally
appropriate practices (National Association for the Education of Young Children
NAEYC) to plan for early childhood programs;
(4) demonstrate appropriate observation
techniques; and
(5) define
standards of accreditation in early childhood programs and services.
B. A teacher of early childhood
careers must demonstrate the knowledge and applications of program
administration. The teacher must:
(1) possess
a comprehensive understanding of the federal, state, and local laws governing
programs in early childhood;
(2)
guide students in establishing a safe and healthy learning environment when
working with children, families, educational systems, or community
agencies;
(3) demonstrate
techniques for positive collaborative relationships when working with children,
families, educational systems, or community agencies; and
(4) integrate the specific needs and
interests of children and families throughout developmental stages in a variety
of educational and community settings.
C. A teacher of early childhood careers must
demonstrate the knowledge and applications of operational procedures. The
teacher must:
(1) understand the ethics and
legal responsibilities of working with multidisciplinary systems, such as
parents, children, medical services, educational systems, legal systems, and
community services;
(2) perform and
teach the appropriate procedures regarding health and safety, nutrition, and
food preparation on a daily basis;
(3) demonstrate an understanding of the
learning environment, such as equipment, room arrangement, activity schedules,
and its potential effect on the program, children, staff, and
parents;
(4) model effective use of
verbal and nonverbal communication techniques when working with parents,
children, staff, educational systems, and community agencies; and
(5) understand the mandatory reporting
responsibilities, such as abuse and harassment, in regard to working with
children.
D. A teacher of
early childhood careers must demonstrate the knowledge and skills in the career
field of early childhood to:
(1) describe and
analyze career paths and ladders in early childhood careers;
(2) utilize personal occupational experiences
to make early childhood careers meaningful to students;
(3) describe the levels of education,
licensing/certification requirements, employment opportunities, workplace
environments, and career growth potential for a specific early childhood
career; and
(4) incorporate early
childhood career opportunities and activities, such as job shadowing, simulated
work experiences, internships, apprenticeships, and student organizations into
the curriculum.
