Current through Register Vol. 35, No. 18, September 24, 2024
A. The domain of
technology include the preparation to teach technology studies/education which
will result in individuals who can teach others the competencies in basic
technology, the relationship between technology and society, technological
design and the skills necessary for a technological world the teacher must:
(1) understand the nature of technology,
including the characteristics and scope of technology, the core concepts of
technology, the relationships among technologies and the connections between
technology and other fields;
(2)
recognize the relationship between technology and society, including the
cultural, social, economic and political effects of technology, the effects of
technology on the environment, the role of society in the development and use
of technology and the influence of technology on history;
(3) develop an understanding of design,
including the attributes of design, the processes of engineering design, the
role of troubleshooting, research and development, invention and innovation and
experimentation in problem solving;
(4) develop abilities for a technological
world, including application of the design process, use and maintenance of
technological products and systems and assessment of the impact of products and
systems; and
(5) develop a working
knowledge of the designed world, including medical technologies agricultural
and related biotechnologies, energy and power technologies, information and
communication technologies transportation technologies, manufacturing
technologies and construction technologies.
B. Career cluster competencies involves
preparation to teach technology studies/education which will result in
individuals who can teach others the competencies in technology careers.
Teachers must;
(1) achieve specific academic
knowledge and skills required to pursue the full range of careers and
post-secondary education opportunities within technology
studies/education;
(2) use oral and
written communication skills in creating, expressing and interpreting
information and ideas including technical terminology and information within
technology studies/education;
(3)
employ technical communications effectively to maintain good records and
reporting procedures;
(4) solve
problems using critical thinking skills (e.g., analyze, synthesize and
evaluate) independently and in teams;
(5) use information technology tools to
access, manage, integrate and create information;
(6) identify health goals and safety
procedures for technology studies/education occupations;
(7) use leadership skills in collaborating
with others to accomplish organizational goals and objectives;
(8) know and understand the importance of
professional ethics and legal responsibilities;
(9) know and understand the importance of
employability skills; and
(10) use
the technical knowledge and skills required to pursue the full range of careers
in technology studies/education.
C. Local program success competencies
(1) Instruction for preparation to teach
technology studies/education which will result in individuals who can fulfill
the instructional role in the technology education program to:
(a) demonstrate teacher behaviors documented
by research to be related to student achievement including clarity,
variability, enthusiasm, task-oriented/business like behavior and student
opportunity to learn criterion material;
(b) demonstrate master teacher competencies
including with-it-ness, student centeredness and an in-charge image;
(c) conduct and use research on how students
learn technology, addressing both commonality and diversity of
students;
(d) design and evaluate
curricula and programs that enable all students to attain technological
literacy; and
(e) demonstrate
proficiency in the development and implementation of contextual-based,
laboratory intensive technology studies/education programs.
(2) Career readiness involves
preparation to teach technology studies/education which will result in
individuals who can fulfill a school-to-career role in the technology education
program. Teachers must:
(a) demonstrate
knowledge of school-to-work programs;
(b) plan, implement and supervise appropriate
school-to-work programs; and
(c)
demonstrate sound judgment when supervising school-to-work programs.
(3) Technology studies advisory
(TSA) preparation to teach technology studies/education which will result in
individuals who can fulfill the TSA advisory role in the technology education
program. Teachers must:
(a) plan, implement
and supervise the activities of an active TSA chapter;
(b) undertake advisory responsibilities
necessary for operating an active TSA chapter; and
(c) demonstrate sound judgment in the role of
a TSA advisor.
(4)
Partnerships involve preparation to teach technology studies/education which
will result in individuals who can fulfill a partnership-building role in the
technology education program. Teachers must:
(a) utilize stakeholder groups within and
outside the school and community to improve the program (e.g., students,
administrators, parents/guardians, colleagues, community members, advisory
committee members, state technology education leaders and others);
(b) utilize resources from within and outside
of the school and community to improve the program; and
(c) recognize stakeholders for their
contributions and support.
(5) Program marketing involves preparation to
teach technology studies/education which will result in individuals who can
fulfill a marketing role in the technology education program. Teachers must:
(a) demonstrate an ability to market their
program to the school and community and build support for the program;
and
(b) demonstrate an
understanding of how to recruit potential students into the program.
(6) Professional growth involves
preparation to teach technology studies/education which will result in
individuals who can fulfill a professional role in the technology education
program. Teachers must:
(a) join and
participate in appropriate state and national technology education, as well as
career and technical education, professional organizations;
(b) incorporate new ideas and technologies
learned through in-service into their teaching and programs; and
(c) model systems implementation and
analysis, design and communication in such a manner as to demonstrate the
interwoven fiber of technology in all aspects of education and daily
life.
(7) Program
planning involves preparation to teach technology studies/education which will
result in individuals who can fulfill a program-planning role in the technology
education program. Teachers must:
(a) utilize
stakeholder groups like an advisory committee in program planning;
and
(b) inform school
administrators about stakeholder group recommendations.
D. Program management competencies
involves preparation to teach technology studies/education which will result in
individuals who can manage the technology education program. Teachers must:
(1) maintain facilities, equipment and
materials;
(2) demonstrate
knowledge of departmental budgeting;
(3) complete required program records and
reports; and
(4) balance all
aspects of a strong program.