Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter G - EDUCATION AND TRAINING
Section 127.320 - Practicum in Early Learning (Two Credits), Adopted 2021

Universal Citation: 19 TX Admin Code ยง 127.320

Current through Reg. 49, No. 38; September 20, 2024

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2022-2023 school year.

(1) No later than August 31, 2022, the commissioner of education shall determine whether instructional materials funding has been made available to Texas public schools for materials that cover the essential knowledge and skills identified in this section.

(2) If the commissioner makes the determination that instructional materials funding has been made available, this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023 and subsequent school years.

(3) If the commissioner does not make the determination that instructional materials funding has been made available under this subsection, the commissioner shall determine no later than August 31 of each subsequent school year whether instructional materials funding has been made available. If the commissioner determines that instructional materials funding has been made available, the commissioner shall notify the State Board of Education and school districts that this section shall be implemented for the following school year.

(b) General requirements. This course is recommended for students in Grade 12. Prerequisite: Child Guidance. Recommended prerequisites: Child Development or Child Development Associate Foundations. Students shall be awarded two credits for successful completion of this course. A student may repeat this course once for credit provided that the student is experiencing different aspects of the industry and demonstrating proficiency in additional and more advanced knowledge and skills.

(c) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards, industry-relevant technical knowledge, and college and career readiness skills for students to further their education and succeed in current and emerging professions.

(2) The Education and Training Career Cluster focuses on planning, managing, and providing education and training services and related learning support services.

(3) Practicum in Early Learning is a field-based course that provides students background knowledge of early childhood development principles as well as principles of effective teaching and training practices. Students in the course work under the joint direction and supervision of both a teacher facilitator and an exemplary industry professional. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete other responsibilities of early learning teachers, trainers, paraprofessionals, or other educational personnel.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A) demonstrate advanced written communication skills;

(B) perform job-appropriate mathematical applications;

(C) demonstrate appropriate forms of communication such as verbal and non-verbal communication used in educational and career settings;

(D) promote and exhibit teamwork skills;

(E) analyze and apply decision-making skills;

(F) implement problem-solving techniques effectively;

(G) analyze and demonstrate conflict-management skills;

(H) assess personal leadership skills;

(I) describe and demonstrate professionalism, including time-management skills; and

(J) analyze and demonstrate effective work ethic practices.

(2) The student explores the early childhood education profession. The student is expected to:
(A) analyze current trends and issues that impact early childhood education such as political, societal, and economic trends and issues;

(B) analyze qualities of effective early childhood education professionals and programs;

(C) develop a written summary of professional beliefs and values about early childhood education, how young children learn, and the role of an early educator;

(D) explore the educational and academic requirements and possible degrees and certifications available in early childhood education;

(E) develop and refine a personal career plan in preparation for a career in the field of early childhood development or education;

(F) explore and identify early childhood development or education opportunities in non-traditional settings such as those in corporations, community outreach programs, nonprofits, and government entities; and

(G) explore educational high-needs and teacher-specialty areas such as special education and bilingual and English as a second language education programs.

(3) The student understands the learner and learning process. The student is expected to:
(A) apply and reflect on the application of principles and theories of human development appropriate to early learning situations;

(B) apply and reflect on the application of principles and theories about the learning process to specific early learning situations;

(C) analyze the dynamics of educator and student behaviors that facilitate the early learning process;

(D) analyze teaching skills that facilitate the early learning process and document field-learning experiences; and

(E) demonstrate and evaluate effective instructional practices to accommodate diversity such as learning differences, learner exceptionality, and special-needs considerations.

(4) The student plans and implements effective instruction. The student is expected to:
(A) demonstrate and evaluate techniques promoting early childhood growth and development skills such as language, literacy, numeracy, motor learning, and cross-disciplinary content areas;

(B) develop age-appropriate lesson plans and instructional materials that align to student learning goals;

(C) evaluate the effectiveness of lesson plans and instructional strategies; and

(D) explain how learner and professional feedback is used to guide selection and adjustment of instructional strategies.

(5) The student creates and maintains an effective learning environment. The student is expected to:
(A) create and maintain a safe and an effective learning environment;

(B) integrate teacher or trainer practices that promote an effective learning environment;

(C) apply classroom management techniques that promote an effective learning environment; and

(D) demonstrate specific conflict-management and mediation techniques supportive of an effective learning environment.

(6) The student assesses instruction and learning. The student is expected to:
(A) develop and apply formal and informal assessments to track and monitor student learning and progress; and

(B) analyze assessment data to inform and modify instruction.

(7) The student understands the relationship between school, families, and community in early learning. The student is expected to:
(A) select family services and school and community resources to promote student growth;

(B) promote learning and build support through positive school partnership activities with stakeholders such as families, schools, communities, and business/industry; and

(C) collaborate with professional early learning community members to meet the needs of students and families.

(8) The student develops technology skills appropriate for effectively supporting students in the classroom. The student is expected to:
(A) utilize a variety of assistive technologies that are age-appropriate for specific student learning needs, including for early learners with special needs; and

(B) integrate various educational technologies as tools for instruction, evaluation, communication, and management.

(9) The student understands the professional, ethical, and legal responsibilities of early childhood professionals. The student is expected to:
(A) demonstrate and evaluate effective interaction skills with stakeholders such as students, educators, parents/guardians, community members, and other professionals;

(B) analyze professional and ethical standards that apply to early childhood professionals; and

(C) analyze situations requiring decisions based on professional, ethical, and legal considerations.

(10) The student explores the need and opportunities for continued professional development for early education professionals. The student is expected to:
(A) identify strategies and resources for the professional development of early education professionals such as research and assessment; and

(B) create a plan for professional career growth, including short-term and long-term goals.

(11) The student understands facility operations, including nutrition, program management, and safety guidelines. The student is expected to:
(A) explain the importance of accurate record maintenance such as personnel, student, incident, and facility documentation;

(B) create a meal plan that promotes good nutrition and wellness;

(C) explain the importance of allocation of facility resources and budget management; and

(D) explain the importance of safety procedures and regulations.

(12) The student continues to participate in field-based experiences in early childhood settings. The student is expected to:
(A) apply instructional strategies and concepts within a local educational or training facility; and

(B) document, assess, and reflect on instructional experiences.

(13) The student documents technical knowledge and skills. The student is expected to:
(A) gather artifacts and documentation that support attainment of technical skill competencies;

(B) update a professional portfolio to include components such as a resume, samples of work, service-learning log, recognitions, awards, scholarship essays, letters of recommendation, certifications, evaluations, and Child Development Associate (CDA) requirements; and

(C) present a portfolio to interested stakeholders.

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