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 127.325 - Instructional Practices (Two Credits), Adopted 2021
Universal Citation: 19 TX Admin Code ยง 127.325
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 Grades 11 and 12. Prerequisite: At least one credit in a course from the education and training career cluster. Recommended prerequisites: Principles of Education and Training, Human Growth and Development, or Child Development. Students shall be awarded two credits for successful completion of this course.
(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) Instructional Practices is a field-based
(practicum) course that provides students with background knowledge of child
and adolescent development as well as principles of effective teaching and
training practices. Students work under the joint direction and supervision of
both a teacher with knowledge of early childhood, middle childhood, and
adolescence education and exemplary educators or trainers in direct
instructional roles with elementary-, middle school-, and high school-aged
students. Students learn to plan and direct individualized instruction and
group activities, prepare instructional materials, develop materials for
educational environments, assist with record keeping, and perform other duties
of 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 the education
profession and other related occupations. The student is expected to:
(A) demonstrate written
communication;
(B) perform
job-appropriate numerical and arithmetic application;
(C) practice various forms of communication
such as verbal and non-verbal communication skills and appropriate uses of
social media in educational and career settings;
(D) exhibit teamwork skills;
(E) apply decision-making skills;
(F) implement problem-solving
techniques;
(G) acquire
conflict-management skills;
(H)
develop leadership skills;
(I)
demonstrate professionalism to include appropriate attire expected of
professionals in educational settings; and
(J) develop effective work ethic
practices.
(2) The
student identifies strategies that promote health and wellness by balancing the
unique challenges of being an educator with personal responsibilities. The
student is expected to:
(A) identify signs of
personal stress and anxiety;
(B)
choose appropriate boundaries for a healthy work-life balance; and
(C) implement strategies to manage health and
wellness.
(3) The
student explores the teaching and training profession. The student is expected
to:
(A) demonstrate an understanding of the
historical foundations of education and training in the United
States;
(B) summarize and apply
acquired pedagogical knowledge and skills needed by teaching and training
professionals;
(C) identify
qualities of effective schools;
(D)
discuss non-traditional settings for teaching and training careers such as
those in corporations, community outreach programs, nonprofits, and government
entities; and
(E) formulate a
professional philosophy of education based on a personal set of
beliefs.
(4) The student
understands the learner and the learning process. The student is expected to:
(A) relate and implement principles and
theories of human development to teaching and training situations;
(B) relate and implement principles and
theories about the learning process to teaching and training
situations;
(C) demonstrate and
implement behaviors and skills that facilitate the learning process;
(D) explain the relationship between
effective instructional practices and providing support for learning
differences, learner exceptionality, and learners with special needs;
(E) evaluate backgrounds, strengths, and
skills of students when planning instruction; and
(F) demonstrate techniques for developing
effective relationships with students that foster mutual respect and rapport
and result in effective instruction.
(5) The student interacts effectively in the
role of an educator. The student is expected to:
(A) demonstrate effective interaction skills
with stakeholders such as students, educators, parents/guardians, community
members, and other professionals;
(B) demonstrate methods for promoting
stakeholder partnerships in improving educational outcomes; and
(C) describe the procedure for handling and
reporting physical or emotional abuse.
(6) The student plans and develops effective
instruction. The student is expected to:
(A)
explain the role of the Texas Essential Knowledge and Skills in planning and
evaluating instruction;
(B) explain
the rationale for having a fundamental knowledge of the subject matter in order
to plan, prepare, and deliver effective instruction;
(C) explain the rationale for and process of
instructional planning components such as vertical alignment and scope and
sequence;
(D) describe principles
and theories that impact instructional planning;
(E) create clear short-term and long-term
learning objectives that are developmentally appropriate for students;
and
(F) demonstrate lesson planning
to meet instructional goals.
(7) The student creates an effective learning
environment. The student is expected to:
(A)
describe and implement a safe and an effective learning environment that
incorporates the principles of universal design;
(B) analyze and evaluate strategic student
grouping techniques that result in effective instruction;
(C) demonstrate teacher and trainer practices
that promote an effective learning environment;
(D) evaluate materials and equipment to
determine age and grade level appropriateness and to meet the needs of diverse
learners;
(E) identify classroom
management techniques that promote an effective learning environment;
and
(F) demonstrate communication,
conflict-management, and mediation techniques supportive of an effective
learning environment.
(8) The student assesses teaching and
learning. The student is expected to:
(A)
describe the role of assessment as part of the learning process;
(B) create assessments to measure student
learning;
(C) analyze the
assessment process;
(D) use
appropriate assessment strategies in an instructional setting; and
(E) use assessment data to evaluate and
revise lesson plans.
(9)
The student understands the relationship between school and society. The
student is expected to:
(A) explain the
relationship between school and society;
(B) recognize and use resources for
professional growth such as family, school, and community resources;
and
(C) collaborate with
stakeholders such as family, school, and community to promote
learning.
(10) The
student develops technology skills. The student is expected to:
(A) describe the role of technology in the
instructional process;
(B) use
technology applications appropriate for specific subject matter and student
needs; and
(C) demonstrate skillful
use of technology as a tool for instruction, evaluation, and
management.
(11) The
student understands the professional, ethical, and legal responsibilities in
teaching and training. The student is expected to:
(A) describe teacher and trainer practices
that promote professional and ethical conduct;
(B) analyze professional and ethical
standards that apply to educators and trainers;
(C) analyze situations requiring decisions
based on professional, ethical, and legal considerations; and
(D) analyze expected effects of compliance
and non-compliance with the Code of Ethics and Standard Practices for Texas
Educators.
(12) The
student participates in field-based experiences in education and training. 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) update professional portfolio components
such as resume, samples of work, service-learning log, assessment results, and
mock scholarship applications; and
(B) present the portfolio to interested
stakeholders.
(14) The
student demonstrates the knowledge and skills needed to provide meaningful,
specific, and timely feedback to students, families, and other school personnel
on the growth of students in relation to classroom goals while maintaining
student confidentiality. The student is expected to:
(A) explain the role feedback plays in the
learning process;
(B) provide
guidance and feedback to motivate student behavior and outcomes;
(C) demonstrate methods of providing feedback
to students such as checklists, classroom processes, and written
documentation;
(D) demonstrate
methods of accepting and reflecting on feedback to determine plans for
improvement of educational outcomes; and
(E) apply questioning strategies to
facilitate student discussion.
(15) The student demonstrates knowledge and
understanding of teacher responsibility with regard to accommodations and
modifications for students with special needs. The student is expected to:
(A) identify the Individuals with
Disabilities Education Act and Section 504 of the Rehabilitation Act of
1973;
(B) explain the structure and
components of an individualized education program (IEP);
(C) explain the structure and components of a
Section 504 Plan; and
(D) compare
accommodations and modifications for students with special needs.
(16) The student demonstrates
proper record-keeping strategies needed by teachers to demonstrate evidence of
student progress. The student is expected to:
(A) understand and demonstrate the use of
learning management systems and record-keeping tools;
(B) outline school district policies related
to teacher record keeping; and
(C)
identify the essential components of behavioral and academic records according
to state and school district policy.
(17) The student uses standard observation
techniques to observe a variety of educational settings. The student is
expected to:
(A) evaluate teaching styles,
learning environments, and classroom management utilizing observation
checklists or other observation and evaluation tools; and
(B) use observation and evaluation reports to
reflect on teaching practices and develop strategies for improvement.
(18) The student assesses the
benefits of how a mentor relationship impacts a teaching career. The student is
expected to:
(A) recognize the benefits of a
mentor relationship such as increased teacher retention, mentor guidance, and
coaching; and
(B) seek out and
foster mentorship opportunities.
(19) The student analyzes teacher employment
requirements and professional growth opportunities for those in the education
profession such as required education and certification. The student is
expected to:
(A) describe required education
needed to become a certified teacher;
(B) explain the steps for becoming a
certified teacher in Texas;
(C)
compare certification requirements for various content and grade level areas of
interest; and
(D) identify various
financial aid sources available for teacher candidates such as scholarships,
student loans, and student loan forgiveness options once certified.
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