Mississippi Secondary Curriculum Frameworks in Career and Technical Education,

Title 7: Education K-12 Part 55: Mississippi Secondary Curriculum Frameworks in Career and Technical Education, Education & Training, Educator Preparation 2 022 Ed u cato r Pr ep aratio n Program CIP: 13.0101—Education, General Direct inquiries to Instructional Design Specialist Program Supervisor Research and Curriculum Unit Office of Career and Technical Education P.O. Drawer DX Mississippi Department of Education Mississippi State, MS 39762 P.O. Box 771 662.325.2510 Jackson, MS 39205 601.359.3974 Published by: Office of Career and Technical Education Research and Curriculum Unit Mississippi Department of Education Mississippi State University Jackson, MS 39205 Mississippi State, MS 39762 The Research and Curriculum Unit (RCU), located in Starkville, as part of Mississippi State University (MSU), was established to foster educational enhancements and innovations. In keeping with the land-grant mission of MSU, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances intellectual and professional development of Mississippi students and educators while applying knowledge and educational research to the lives of the people of the state. The RCU works within the contexts of curriculum development and revision, research, assessment, professional development, and industrial training. Table of Contents Acknowledgments The educator preparation curriculum was presented to the Mississippi State Board of Education on April 21, 2022. The following persons were serving on the state board at the time: Dr. Carey M. Wright, state superintendent of education Ms. Rosemary G. Aultman, chair Mr. Glen East, vice-chair Dr. Karen Elam Dr. Angela Bass Dr. Ronnie McGehee Dr. Wendi Barrett Mr. Matt Miller Mrs. Mary Werner Mr. Bill Jacobs Ms. Amy Zhang, student representative Ms. Micah Hill, student representative The following Mississippi Department of Education (MDE) and RCU managers and specialists assisted in the development of the educator preparation curriculum: Wendy Clemons, the executive director of the MDE Office of Secondary Education and Professional Development, supported the RCU and teachers throughout the development of the framework and supporting materials. Dr. Aimee Brown, the state director of the MDE Office of Career and Technical Education (CTE), supported the RCU and teachers throughout the development of the framework and supporting materials. Melissa Luckett, an instructional design specialist with the RCU, researched and authored this framework. helpdesk@rcu.msstate.edu Special thanks are extended to the educators who contributed teaching and assessment materials that are included in the framework and supporting materials: Dana Bonds, Tishomingo County Career and Technical Center, Tishomingo Shari Dantzler, Madison Career and Technical Center, Madison April Dill, Millsaps Career and Technology Center, Starkville Gena Heffner, Jackson County Technology Center, Vancleave Chafony Poole, Newton Career and Technical Center, Newton Jessica Rutland, Lawrence County Technology and Career Center, Monticello Jennifer Williams, Cleveland Career Development and Technology Center, Cleveland Appreciation is expressed to the following professionals who provided guidance and insight throughout the development process: Susan Shedd, the teaching as a profession supervisor for the MDE Office of CTE Megan Arender, the regional service officer for the MDE Office of CTE Debbie Burson, the bureau director for the MDE Division of Educator Preparation Noal Cochran, the associate dean for the University of Southern Mississippi, College of Education and Human Sciences Deidra Gammill, an assistant professor for the William Carey University School of Education Betsey Smith, the director of the RCU Sam Watts, the curriculum manager for the RCU Standards Standards and alignment crosswalks are referenced in the appendices. Depending on the curriculum, these crosswalks should identify alignment to the standards mentioned below, as well as possible related academic topics as required in the Subject Area Testing Program in Algebra I, Biology I, English II, and U.S. History from 1877, which could be integrated into the content of the units. Mississippi’s CTE educator preparation curriculum is aligned to the following standards: National Board for Professional Teaching Standards (NBPTS) The National Board Standards define the specific knowledge and expertise that teachers in 16 different subject areas and developmental levels use to frame their practice. Copyright and Permissions © 2009 National Board for Professional Teaching Standards. nbpts.org/standards-five-core-propositions Interstate Teacher Assessment and Support Consortium (InTASC), Council of Chief State School Officers Through InTASC, the Council of Chief State School Officers provides the Model Core Teaching Standards that outlines principles and foundations of teaching practice shared by all teachers across subject areas and grade levels. ccsso.org International Society for Technology in Education Standards (ISTE) Reprinted with permission from ISTE Standards for Students (2016). All rights reserved. Permission does not constitute an endorsement by ISTE. iste.org College- and Career-Readiness Standards College- and career-readiness standards emphasize critical thinking, teamwork, and problem- solving skills. Students will learn the skills and abilities demanded by the workforce of today and the future. Mississippi adopted Mississippi College- and Career-Readiness Standards (MCCRS) to provide a consistent, clear understanding of what students are expected to learn and so teachers and parents know what they need to do to help them. mdek12.org/oae/college-and-career-readiness-standards Framework for 21st Century Learning In defining 21st-century learning, the Partnership for 21st Century Skills has embraced key themes and skill areas that represent the essential knowledge for the 21st century: global awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; health literacy; environmental literacy; learning and innovation skills; information, media, and technology skills; and life and career skills. 21 Framework Definitions (2019). battelleforkids.org/networks/p21/frameworks-resources Preface Secondary CTE programs in Mississippi face many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing applied learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. This document provides information, tools, and solutions that will aid students, teachers, and schools in creating and implementing applied, interactive, and innovative lessons. Through best practices, alignment with national standards and certifications, community partnerships, and a hands-on, student- centered concept, educators will be able to truly engage students in meaningful and collaborative learning opportunities. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, Ch. 487, §14; Laws, 1991, Ch. 423, §1; Laws, 1992, Ch. 519, §4 eff. from and after July 1, 1992; Strengthening Career and Technical Education for the 21st Century Act, 2019 [Perkins V]; and Every Student Succeeds Act, 2015). Mississippi Teacher Professional Resources The following are resources for Mississippi teachers: Curriculum, Assessment, Professional Learning Program resources can be found at the RCU’s website, rcu.msstate.edu. Learning Management System: An Online Resource Learning management system information can be found at the RCU’s website under Professional Learning. Should you need additional instructions, call the RCU at 662.325.2510. Executive Summary Pathway Description Educator preparation is a program for students in the education and training career cluster. It is a high school program with courses designed to attract students to the field of education, provide information and field experiences relevant to pursuing a degree in education, and prepare students for the rigors of a career in education in hopes they will remain long-term educators. The educator preparation program includes classroom and hands-on experiences that will prepare students for employment or postsecondary education. Students will develop a professional portfolio featuring work samples, experiences, and career plans related to the field. College, Career, and Certifications Industry standards integrated throughout the educator preparation curriculum are based on the teaching standards established by the NBPTS and InTASC. Both standards are nationally recognized and embraced by all stakeholders in the education field. NBPTS also offers a prestigious certification for teachers. The curriculum combines effective classroom instruction with hands-on training to prepare students completing the program and graduating from high school to enter the workforce and/or continue education at a postsecondary institution. Students who choose to enter the workforce following graduation from high school could gain employment as childcare providers or teacher assistants. Students who choose to attend a postsecondary institution may enter a teacher preparation program. After completing the postsecondary program and the necessary endorsements, students may enter the workforce as a certified teacher. However, students may also choose to further their education at an institution of higher learning. Grade Level and Class Size Recommendations It is recommended that students enter this program as a 10th grader. Exceptions to this are a district-level decision based on class size, enrollment numbers, student maturity, and CTE delivery method. This is a classroom-based course; therefore, a maximum of 25 students is recommended. Student Prerequisites For students to experience success in the program, the following student prerequisites are suggested: 1. C or higher in English (the previous year) 2. C or higher in high school-level mathematics (last course taken or the instructor can specify the level of math instruction needed) 3. Instructor approval and TABE reading score (eighth grade or higher) 4. No more than two discipline referrals (the previous year) 5. 90% attendance rate (the previous year) or 1. TABE reading score (eighth grade or higher) 2. Instructor approval or 1. Instructor approval Assessment The latest assessment blueprint for the curriculum can be found at rcu.msstate.edu/curriculum/curriculumdownload. Applied Academic Credit The latest academic credit information can be found at mdek12.org/ese/approved-course-for-the-secondary-schools. Teacher Licensure The latest teacher licensure information can be found at mdek12.org/oel/apply-for-an-educator-license. Professional Learning If you have specific questions about the content of any of training sessions provided, please contact the RCU at 662.325.2510. Course Outlines Option 1—Four 1-Carnegie Unit Courses This curriculum consists of four 1-credit courses, which should be completed in the following sequence: 1. Foundations of an Educator—Course Code: 996302 2. Practices of an Educator—Course Code: 996303 3. Applications of an Educator—Course Code: 996304 4. Progressive Practices of an Educator—Course Code: 996305 Course Description: Foundations of an Educator This course provides students with the opportunity to gain foundational skills needed to enhance as learners, future educators, and communicators. Students receive history, theory, and professionalism needed to understand the educational system. Students should have the opportunity to observe skills learned in class in various educational settings. Course Description: Practices of an Educator This course provides students with the opportunity to gain knowledge and practice needed to enhance themselves as future educators. Students receive practice in the communication skills, planning, teaching, and assessment strategies needed for the educational system. Students should have the opportunity to observe and/or practice skills learned in the course in various educational settings using the school-to-career skills obtained in the course. Course Description: Applications of an Educator This course provides students with the opportunity to gain knowledge and understand advanced information that must be instilled in educators. Students receive information pertaining to advanced communication skills, diverse learners, and various subject areas needed to work in the educational system. Students should have the opportunity to observe and/or practice skills learned in course in various educational settings using school-to-career skills obtained in the course. Course Description: Progressive Practices of an Educator This course provides students with the opportunity to gain knowledge and understand progressive practices that must be instilled in educators. Students receive information pertaining to advanced planning instruction, teaching strategies, assessment, and professional learning needed to work in the educational system. Students should have the opportunity to observe and/or practice skills learned in the course in various educational settings. Foundations of an Educator—Course Code: 996302 Unit Unit Name Hours Program Orientation History and Trends in American Education Human Growth and Development Cumulative Clinical Hours* Total Practices of an Educator—Course Code: 996303 Unit Unit Name Hours Diverse Learners Learning Environments Cumulative Clinical Hours* Total Applications of an Educator—Course Code: 996304 Unit Unit Name Hours Career and Professional Development Instructional Planning Cumulative Clinical Hours* Total Progressive Practices of an Educator—Course Code: 996305 Unit Unit Name Hours Instructional Technology Assessment Strategies Cumulative Clinical Hours* Total * Hours may be distributed throughout the duration of the course. Option 2—Two 2-Carnegie Unit Courses This curriculum consists of two 2-credit courses, which should be completed in the following sequence: 1. Educator Preparation I—Course Code: 996300 2. Educator Preparation II—Course Code: 996301 Course Description: Educator Preparation I This course is an entry-level course. Students gain foundational competencies related to students as learners, planning and assessing teaching, teaching strategies, and communication skills. Students receive hands-on field experiences. Course Description: Educator Preparation II This course provides students with the opportunity to gain advanced skills needed to enhance them as learners, teachers, and communicators. Students receive advanced hands-on field experiences. Educator Preparation I—Course Code: 996300 Unit Unit Name Hours Program Orientation History and Trends in American Education Human Growth and Development Diverse Learners Learning Environments Cumulative Clinical Hours* Total Educator Preparation II—Course Code: 996301 Unit Unit Name Hours Career and Professional Development Instructional Planning Instructional Technology Assessment Strategies Cumulative Clinical Hours* Total * Hours may be distributed throughout the duration of the course. Research Synopsis Introduction There is an urgent need not only to attract more people into the teaching profession but also to build a teaching workforce that is more diverse, highly qualified, and culturally sensitive, and able to meet the needs of a rapidly changing school-age population. The projected number of elementary, secondary, and community college teachers that will be needed in Mississippi significantly outweighs the number of students enrolled in teacher preparation programs throughout the state. The educator preparation program consists of four Carnegie-unit courses delivered in a two-year or four-year option that will do the following: • Recruit high-quality high school students for the teaching profession • Give qualified high school students an opportunity to begin a successful career path to teaching • Offer the opportunity to recruit and train quality students who may return to the district as tomorrow’s high-quality teachers as a “grow your own” solution to the current and looming shortage in the teaching profession. • Provide a framework for building solid partners with area institutions of higher education and offer exciting challenges and opportunities for students Needs of the Future Workforce Data for this synopsis were compiled from the Mississippi Department of Employment Security (2021). Employment opportunities for each of the occupations are listed below: Table 1.1: Current and Projected Occupation Report (estimates) Description Jobs, Projected Jobs, 2028 Change (Number) Change (Percent) Average Annual Earnings, 2021 Education Teachers, Postsecondary 7.5% $65,630 Preschool Teachers, Except Special Education 2,890 3,320 14.9% $28,100 Kindergarten Teachers, Except Special Education 1,180 1,240 5.1% $40,560 Elementary School Teachers, Except Special Education 13,860 14,440 4.2% $41,760 Middle School Teachers, Except Special and CTE 5,700 5,950 4.4% $48,210 CTE Teachers, Middle School 0% $50,860 Secondary School Teachers, Except Special and CTE 9,230 9,630 4.3% $46,100 CTE Teachers, Secondary School 1,030 1,060 2.9% $50,860 Special Education Teachers, Kindergarten, and Elementary School 2,380 2,460 3.4% $48,210 Special Education Teachers, Middle School 3.4% $49,360 Special Education Teachers, Secondary School 1,270 1,320 3.9% $50,490 Education Administrators, Elementary and Secondary School 2,910 3,060 5.2% $77,530 Self-Enrichment Education Teachers 2,140 2,360 10.3% $36,300 Librarians 1,300 1,370 5.4% $44,240 Instructional Coordinators 1,370 1,470 7.3% $56,440 Teacher Assistants 11,120 11,700 5.2% $23,630 Source: Mississippi Department of Employment Security (2021), www.mdes.ms.gov. Perkins V Requirements and Academic Infusion The educator preparation curriculum meets Perkins V requirements of introducing students to and preparing them for high-skill, high-wage occupations in educator fields. It also offers students a program of study, including secondary, postsecondary, and institutions of higher learning courses, that will further prepare them for educator careers. Additionally, this curriculum is integrated with academic college- and career-readiness standards. Lastly, it focuses on ongoing and meaningful professional development for teachers as well as relationships with industry. Transition to Postsecondary Education The latest articulation information for secondary to postsecondary can be found at the Mississippi Community College Board (MCCB) website, mccb.edu. Best Practices Innovative Instructional Technologies Classrooms should be equipped with tools that will teach today’s digital learners through applicable and modern practices. The educator’s goal should be to include teaching strategies that incorporate current technology. To make use of the latest online communication tools— wikis, blogs, podcasts, and social media platforms, for example—the classroom teacher is encouraged to use a learning management system that introduces students to education in an online environment and places more of the responsibility of learning on the student. Differentiated Instruction Students learn in a variety of ways, and numerous factors—students’ backgrounds, emotional health, and circumstances, for example—create unique learners. By providing various teaching and assessment strategies, students with various learning preferences can have more opportunities to succeed. CTE Student Organizations Teachers should investigate opportunities to sponsor a student organization. There are several in Mississippi that will foster the types of learning expected from the curriculum. Educators Rising, Family, Career, and Community Leaders of America (FCCLA), and SkillsUSA are examples of student organizations. Student organizations provide participants and members with growth opportunities and competitive opportunities. Cooperative Learning Cooperative learning can help students understand topics when independent learning is not sufficient. Therefore, the educator preparation curriculum provides several opportunities for group work. To function in today’s workforce, students need to be able to work collaboratively with others and solve problems without the distraction of conflicts. The educator preparation curriculum provides opportunities for students to work together and help each other complete complex tasks. There are many field experiences within the educator preparation curriculum that will allow and encourage collaboration with professionals currently in the field of education. Work-Based Learning Work-based learning is an extension of understanding competencies taught in the classroom. The educator preparation program requires students to obtain at least 85 hours of clinical-type experiences, which should include, but is not limited to, field trips, observations, job shadowing, and preferably some sort of volunteer, internship, or apprenticeship experience. The hours and experiences should be integrated within the units of each course. These real-world connections and applications provide a link to all types of students regarding knowledge, skills, and professional dispositions. Thus, supervised collaboration and immersion into the world of education around the students are keys to students’ success, knowledge, and skills development. Professional Organizations American Alliance for Health, Physical Education, Recreation, and Dance aahperd.org American Association of Physics Teachers aapt.org American Council on the Teaching of Foreign Languages actfl.org American Federation of Teachers aft.org Association of Career and Technical Education acteonline.org Association for Childhood Education International acei.org Association for Education Communications and Technology aect.org Association for Supervision and Curriculum Development ascd.org Council for Exceptional Children cec.sped.org Council for Learning Disabilities cldinternational.org Educators Rising educatorsrising.org International Society for Technology in Education iste.org Learning Disabilities Association of America ldaamerica.org Music Teachers National Association mtna.org National Alliance of Black School Educators nabse.org National Art Educators Association naea-reston.org National Association for Bilingual Education nabe.org National Association for Gifted Children nagc.org National Association for the Education of Young Children naeyc.org National Association of Biology Teachers nabt.org National Association of Elementary School Principals naesp.org National Association of Secondary School Principals nassp.org National Business Education Association nbea.org National Council for the Social Studies socialstudies.org National Council of Teachers of English ncte.org National Council of Teachers of Mathematics nctm.org National Education Association nea.org National Rural Education Association nrea.net National Science Teachers Association nsta.org Using This Document Competencies and Suggested Objectives A competency represents a general concept or performance that students are expected to master as a requirement for satisfactorily completing a unit. Students are expected to receive instruction on all competencies. The suggested objectives represent the enabling and supporting knowledge and performances that will indicate mastery of the competency at the course level. Teachers are welcome to teach the competencies in other ways than the listed objectives if it allows for mastery of the competencies. Teachers are also allowed to teach the units and competencies in the order that they prefer, as long as they teach necessary material allotted for that specific course or credit they are teaching at the time. Teacher Resources Teacher resources for this curriculum may be found in multiple places. Many program areas have teacher resource documents that accompany the curriculum and can be downloaded from the same site as the curriculum. The teacher resource document contains references, lesson ideas, websites, teaching and assessment strategies, scenarios, skills to master, and other resources divided by unit. This document could be updated periodically by RCU staff. Please check the entire document, including the entries for each unit, regularly for new information. If you have something you would like to add or have a question about the document, call or email the RCU’s instructional design specialist for your program. The teacher resource document can be downloaded at rcu.msstate.edu/curriculum/curriculumdownload.aspx. All teachers should request to be added to the Canvas Resource Guide for their course. This is where all resources will be housed in the future if they are not already. To be added to the guide, send a Help Desk ticket to the RCU by emailing helpdesk@rcu.msstate.edu. Perkins V Quality Indicators and Enrichment Material Some of the units may include an enrichment section at the end. If the educator preparation program is currently using the Mississippi Career Planning and Assessment System (MS-CPAS) as a measure of accountability, the enrichment section of material will not be tested. If this is the case, it is suggested to use the enrichment material when needed or desired by the teacher and if time allows in the class. This material will greatly enhance the learning experiences for students. If, however, the educator preparation program is using a national certification, work-based learning, or other measure of accountability that aligns with Perkins V as a quality indicator, this material could very well be tested on that quality indicator. It is the responsibility of the teacher to ensure all competencies for the selected quality indicator are covered throughout the year. Unit 1: Program Orientation Competencies and Suggested Objectives 1. Adhere to the policies and procedures of the educator preparation program. DOK1 a. Review the curriculum, school, and program policies that help to promote safety and student success. • Academics • Attendance • Discipline • Dress code • Safety (e.g., equipment safety, technology use, etc.) • Student organizations (e.g., Educator’s Rising, FCCLA, SkillsUSA, etc.) • Transportation 2. Develop employability and job-seeking skills to prepare for a career in education. DOK1 a. Identify personal characteristics, professional qualities, and skills associated with the roles of an effective teacher. b. Research employment opportunities, salaries, and job benefits associated with various levels of teaching including elementary, secondary, and postsecondary. c. Describe the education and training requirements necessary to obtain a teaching position through various pathways and program options. • Content areas • Alternative route • Traditional route • Educator preparation programs (EPP) • Teacher academies 3. Describe the organizational structure, professional standards, and social issues that affect education and schools. DOK1 a. Identify the roles, responsibilities, and funding sources within the federal, state, and local levels of education. • U.S. Department of Education • Mississippi Department of Education • School districts • School buildings b. Discuss the relationship between schools and communities and the impact of social problems, such as poverty and violence. c. Examine the role of professional organizations in the teaching profession. • National Board for Professional Teaching Standards (NBPTS) • National Education Association (NEA) • Educational Testing Service (ETS) 4. Create a professional portfolio that demonstrates abilities, experiences, and skills. DOK3 a. Include the following items in the portfolio: • Teaching philosophy • Cover letter • Résumé • Work samples • References • Follow-up letter Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the shop for lab simulations and projects. This test should be documented in each student’s file. Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year. Unit 2: History and Trends in American Education Competencies and Suggested Objectives 1. Explain how historical people and events shaped the American education system.DOK2 a. Describe how significant events and trends impacted American education during the colonial period (1600-1776). • European migration • Apprenticeships • Dame schools • Religious influences b. Describe how conditions and people influenced American education during the early national period (1776-1840). • Rural living • Benjamin Franklin • Thomas Jefferson c. Explain how significant people and events impacted the American education system during the common school period (1840-1880). • Horace Mann • Oregon Trail • African Americans • Friedrich Froebel • Morrill Act d. Explain the significance of people and events that shaped the American education system during the progressive period (1880-1921). • Industrial Revolution • Reform movement • John Dewey • Maria Montessori • Career and technical education e. Describe the impact of the 1920s Great Depression Era (1921-1949) on the American education system. 2. Explain how people and events helped to develop the modern American education system. DOK2 a. Describe the significance of events on the American education system during the period from 1940 to 1970. • Brown v. Board of Education • Civil Rights Act of 1964 • Elementary and Secondary Education Act • Project Head Start b. Explain the impact of events and trends on the American education system from 1970 to 1990. • Desegregation and busing • Bilingual education • Equal Opportunity in Education Act (Title IX) • Education for All Handicapped Children Act c. Describe how events and trends influenced American education from 1990 to 2010. • Technology • Accountability • No Child Left Behind Act • Every Student Succeeds Act (ESSA) • Strengthening Career and Technical Education for the 21st Century Act (i.e., Perkins V) Unit 3: Human Growth and Development Competencies and Suggested Objectives 1. Explain the significance of human growth and development on the learning and teaching processes. DOK2 a. Describe the general changes in abilities and behaviors associated with the four main types of human development (i.e., physical, cognitive, social, and emotional). b. Explain the contributions of major developmental theories to human development. • Heredity versus environment • Pavlov’s classical conditioning • Thorndike’s law of effect • Skinner’s operant conditioning • Bandura’s social cognitive theory • Piaget’s stages of cognitive development • Vygotsky’s sociocultural theory • Kolb’s experiential learning theory • Erikson’s psychosocial theory • Kohlberg’s theory of moral development 2. Identify the stages of human growth and development and describe the progression of learning abilities with each phase. DOK1 a. Describe the major characteristics of growth and development for preschool-age children. • Physical, cognitive, and socio-emotional development • Piaget’s and Vygotsky’s developmental theories • Developmentally appropriate activities and guidance b. Describe the major characteristics of growth and development for children ages 5-7. • Physical, cognitive, and socio-emotional development • Kindergarten-ready skills • Piaget’s and Erikson’s developmental theories c. Describe the major characteristics of growth and development for children ages 8-12. • Physical, cognitive, and socio-emotional development • Piaget’s and Kohlberg’s developmental theories d. Describe the major characteristics of growth and development for teenage students. • Physical, cognitive, and socio-emotional development • Piaget’s developmental theory Unit 4: Diverse Learners Competencies and Suggested Objectives 1. Demonstrate the importance of supporting diverse learners in the classroom. DOK2 a. Identify characteristics of visual, auditory, and kinesthetic learning styles. b. Define multiple intelligences and identify the characteristics associated with each type. • Logical • Spatial • Kinesthetic • Linguistic • Musical • Naturalistic c. Apply differentiated instructional practices for the various learning styles. 2. Demonstrate strategies to address the needs of exceptional learners in the classroom. DOK2 a. Explain the process to identify gifted and talented learners based on students’ characteristics and unique abilities. b. Relate lesson adaptations and special programs to meet the needs of gifted and talented learners. c. Describe the characteristics of the general types of disabilities and disorders (i.e., developmental, intellectual, and learning). d. various types of disabilities in the special population • Intellectual • Learning • Emotional or behavioral • Attention-deficit/hyperactivity disorder (ADHD) • Autism spectrum • Communication • Hearing loss or deafness • Low vision or blindness e. Explain the processes and support systems designed to address the educational needs of learners with disabilities. • Individualized Education Program (IEP) • Section 504 services • Educational placement (i.e., mainstreaming, inclusion, special education) • Tier process • Performance levels of academic achievement and functional performance (PLAAF) 3. Identify methods to support English language learners (ELL) or students with limited English proficiency (LEP). DOK1 Unit 5: Learning Environments Competencies and Suggested Objectives 1. Develop strategies to create safe, engaging, and respectful classroom environments. DOK2 a. Define classroom management and describe how certain factors help to create an engaging and stimulating learning environment. • Sense of community • Respect • Student involvement • Positive relationships • Visual displays and materials 2. Demonstrate effective classroom management styles that promote teaching and learning processes. DOK2 a. Discuss the purpose of classroom management styles and the different types of management styles of teachers. • Authoritarian • Authoritative • Indulgent • Permissive b. Apply classroom management strategies that promote student engagement during the learning process. • Lesson relevance • Varied instructional strategies • Individual and group activities • Transitions c. Demonstrate the proper use of strategies to avoid, minimize, and address behavior problems in the classroom. • Behavior management plan • Classroom rules and procedures • Personal responsibility • Routines • Seat assignments • Keep records • Parental involvement 3. Create a physical classroom environment that is safe and effective for instruction. DOK3 a. Design physical spaces that allow for the ease of mobility, teaching, and supervision within a classroom. b. Establish classroom safety procedures to follow in the event of emergencies, such as evacuation, lockdown, and shelter-in-place. Unit 6: Career and Professional Development Competencies and Suggested Objectives 1. Adhere to the philosophy and policies of the educator preparation program. DOK1 a. Review the curriculum, school, and program policies that help to promote safety and success. • Academics • Attendance • Career portfolio • Discipline • Dress code • Safety • Student organizations • Transportation 2. Develop professional skills, materials, and resources to pursue a position in the teaching profession. DOK3 a. Prepare professional documents to practice the interview process. • Cover letter • Résumé • References • Follow-up or thank-you letter b. Update skills, work samples, and teaching philosophy in student portfolio. c. Participate in a mock job interview to demonstrate employability skills for a teaching position. 3. Demonstrate the benefits of professional memberships, community involvement, and ongoing professional development. DOK2 a. Mississippi Association for Career and Technical Education (MS ACTE) conference b. Educator’s Rising competitions c. Subject area organizations d. Service-learning projects Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the shop for lab simulations and projects. This test should be documented in each student’s file. Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year. Unit 7: Instructional Planning Competencies and Suggested Objectives 1. Develop instructional materials that meet educational standards and students’ learning goals. DOK3 a. Examine components of state academic and CTE curriculum frameworks. • Standards • Competencies • Objectives b. Design a lesson plan. • Prepare an opening (i.e., hook, introduction, and anticipatory set). • List materials, equipment, supplies, preparations, and instructional resources. • Illustrate the appropriate sequence of instruction (e.g., guided, direct, or independent practice). • Identify assessment strategies. • Prepare a closing to the lesson. • Provide enrichment/remediation. c. Modify lesson plans to accommodate learning styles and differences, including special needs and gifted learners. 2. Demonstrate instructional strategies that meet educational standards and students’ learning goals. DOK3 a. Identify the differences between teacher-centered and learner-centered instructional methods. • Lectures • Discussions • Guided notes • Cooperative learning • Flipped classroom • Student presentations b. Explain how and when to use various instructional techniques that reinforce the learning process. • Scaffolding • Examples • Modeling • Pacing • Closure • Questions (e.g., levels of difficulty, open-ended, etc.) c. Compare the components of Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge (DOK) models. d. Deliver a lesson utilizing a lesson plan designed with strategies to meet standards and objectives. Unit 8: Instructional Technology Competencies and Suggested Objectives 1. Implement technology to enhance the teaching and learning processes.DOK2 a. Explain how technology has been used to overcome obstacles in education and make learning more accessible (e.g., distance education, online learning, virtual schools, etc.). b. Identify the purpose and difference between various learning management systems (LMS). • Canvas • Moodle • Schoology • Google Classroom c. Demonstrate the tools and functions of a LMS for instructional purposes. • Assignments • Discussion boards • Gradebooks • Journals • Videos • Quizzes 2. Plan a classroom and online lesson that incorporates interactive technology tools to engage students. DOK3 a. Utilize interactive technology in a classroom and online lesson. • Edpuzzle • Edmodo • FlipGrid • Headspace • Kahoot Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year. Unit 9: Assessment Strategies Competencies and Suggested Objectives 1. Explain the role of assessments in the instructional and learning processes. DOK2 a. Describe the purpose of assessment. b. Distinguish between formative and summative assessment strategies. c. Construct and appropriately apply various types of assessment strategies. • Checklists • Observations • Rubrics • Standardized tests • Teacher-developed tests • Exit tickets d. Develop assessment strategies that align to instructional objectives, Bloom’s Revised Taxonomy, or Webb’s DOK. 2. Apply strategies to improve teaching and learning activities based on assessment results.DOK2 a. Identify the purpose of feedback. b. Describe methods that provide information to students about their learning and growth (e.g., grades, informal, personalized feedback, etc.). c. Recognize indicators that determine when and how to reteach learning objectives. Student Competency Profile Student’s Name: ___________________________________________ This record is intended to serve as a method of noting student achievement of the competencies in each unit. It can be duplicated for each student, and it can serve as a cumulative record of competencies achieved in the course. In the blank before each competency, place the date on which the student mastered the competency. Unit 1: Program Orientation 1. Adhere to the policies and procedures of the educator preparation program. 2. Develop employability and job-seeking skills to prepare for a career in education. 3. Describe the organizational structure, professional standards, and social issues that affect education and schools. 4. Create a professional portfolio that demonstrates abilities, experiences, and skills. Unit 2: History and Trends in American Education 1. Explain how historical events and people shaped the American education system 2. Explain how people and events helped to develop the modern American education system. Unit 3: Human Growth and Development 1. Explain the significance of human growth and development on the learning and teaching processes. 2. Identify the stages of human growth and development and describe the progression of learning abilities with each phase. Unit 4: Diverse Learners 1. Demonstrate the importance of supporting diverse learners in the classroom. 2. Demonstrate strategies to address the needs of exceptional learners in the classroom. 3. Identify methods to support English language learners (ELL) or students with limited English proficiency (LEP). Unit 5: Learning Environments 1. Develop strategies to create safe, engaging, and respectful classroom environments. 2. Demonstrate effective classroom management styles that promote teaching and learning processes. 3. Create a physical classroom environment that is safe and effective for instruction. Unit 6: Career and Professional Development 1. Adhere to the philosophy and policies of the educator preparation program. 2. Develop professional skills, materials, resources to pursue a position in the teaching profession. 3. Demonstrate the benefits of professional memberships, community involvement, and ongoing professional development. Unit 7: Instructional Planning 1. Develop instructional materials that meet educational standards and students’ learning goals. 2. Demonstrate instructional strategies that meet educational standards and students’ learning goals. Unit 8: Instructional Technology 1. Implement technology to enhance the teaching and learning processes. 2. Plan a classroom and online lesson that incorporates interactive technology tools to engage students. Unit 9: Assessment Strategies 1. Explain the role of assessments in the instructional and learning processes. 2. Apply strategies to improve teaching and learning activities based on assessment results.