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 127.326 - Practicum in Education and Training (Two Credits), Adopted 2021

Universal Citation: 19 TX Admin Code § 127.326

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: Instructional Practices. Recommended prerequisites: Principles of Education and Training, Human Growth and Development, and Child Development. 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.

(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 Education and Training is a field-based course that provides students background knowledge of child and adolescent 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 with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators 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, assist with record keeping, make physical arrangements, and perform other duties of classroom 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 teaching and training profession. The student is expected to:

(A) demonstrate advanced written communication skills;

(B) perform job-appropriate numerical and arithmetic application;

(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 in education settings;

(I) describe and demonstrate professionalism; and

(J) analyze and demonstrate effective work ethic practices.

(2) The student analyzes strategies that promote health and wellness to address the unique challenges in balancing work and personal responsibilities for educators. The student is expected to:

(A) examine signs of personal stress and anxiety;

(B) describe and develop appropriate boundaries for a healthy work-life balance; and

(3) The student explores the teaching and training field and profession. The student is expected to:

(A) analyze current trends and issues that impact education such as political, societal, and economic trends and issues;

(B) analyze practices of effective teaching and training professionals;

(D) develop a written summary of professional beliefs and values about education and training;

(E) determine the educational and academic requirements and possible degrees and certifications necessary for a profession of interest in teaching and training;

(F) refine a personal career plan in preparation for a career in the field of education or training;

(G) research and identify teaching and training opportunities in non-traditional settings such as those in corporations, community outreach programs, nonprofits, and government entities; and

(H) research and identify educational high-needs and teacher-shortage areas.

(4) The student understands the learner and learning process. The student is expected to:

(A) apply principles and theories of human development appropriate to specific teaching or training situations;

(B) apply principles and theories about the learning process to specific teaching or training situations;

(D) analyze teaching skills that facilitate the learning process; and

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

(5) The student interacts effectively in the role of an educator. 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; and

(B) demonstrate and evaluate techniques that promote literacy and numeracy.

(6) The student plans and uses effective instruction. The student is expected to:

(A) apply principles and theories that impact instructional planning;

(B) use lesson planning tools such as unit plans and scope and sequence and vertical alignment documents;

(D) demonstrate competency in foundation and enrichment subject areas;

(E) apply research-based practices to create lessons plans that meet instructional goals;

(F) analyze the development of effective instructional strategies;

(G) evaluate and analyze effectiveness of lessons plans and instructional strategies used in a lesson or series of lessons; and

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

(7) The student creates and maintains an effective learning environment. The student is expected to:

(A) apply principles of universal design to create and maintain a safe and effective learning environment;

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

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

(8) The student assesses instruction and learning. The student is expected to:

(A) develop and apply formative and summative assessments to foster student learning;

(B) use assessment strategies to promote personal growth and teaching or training improvement;

(D) use classroom and standardized test assessment data to drive instructional strategy.

(9) The student understands the relationship between school and society. The student is expected to:

(A) identify ways to support learning through advocacy;

(B) identify and select family, school, and community resources that support learning; and

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

(10) The student develops technology skills. The student is expected to:

(A) access and use current technology applications appropriate for specific subject matter and student needs; and

(B) integrate the use of technology as a tool for instruction, evaluation, and management effectively.

(11) The student understands the professional, ethical, and legal responsibilities in teaching and training. The student is expected to:

(A) analyze teacher and trainer practices that promote professional and ethical conduct;

(B) analyze professional and ethical standards that apply to educators and trainers;

(D) analyze potential consequences related to non-compliance with the Code of Ethics and Standard Practices for Texas Educators.

(12) The student explores the need and opportunities for continued professional development for educators and trainers. The student is expected to:

(A) identify strategies and resources for the professional development of educators or trainers such as research and assessment;

(B) demonstrate teacher or trainer practices that promote ongoing professional development and lifelong learning; and

(13) The student participates in field-based experiences in education or 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.

(14) 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 logs, recognitions, awards, scholarship essays, letters of recommendation, certifications, and evaluations; and

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