General Education II (CTE)

PA FCS State Standards

• PA 11.4.9-12 G Analyze opportunities for employment, entrepreneurial endeavors, and emerging careers in education and early childhood. 

National FCS State Standards

• N 4.1.4.1.3 Analyze career paths within early childhood, education, and related services. Summarize education and training requirements and opportunities for career paths in early childhood, education, and services.

• The role of a reading specialist and the resources they have to help teachers in the classroom and to help advance students in their learning. 
• The roles of principals as the individuals who set the tone and atmosphere within the building to help provide a positive effect within the school.
• When students need to see their school counselor and what avenues a school counselor can provide for students. 
• Why it is important and required for educators to be trained in how to keep children safe from recognizable abuse.
• How to recognize signs of homelessness and how to help a student and family in these situations. 

• The different career path opportunities within the education profession.
• The requirements for obtaining career training and certifications.
• A variety of different training within the educator profession. 

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• Research potential career paths within the education profession, including requirements for coursework, training, and certification.
• Participate in Vector training or a training in child abuse to recognize potential issues.  
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• What are the adversities affecting students? 
• How can schools help create a safe environment for all students?
   
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• When should a student seek help from their guidance counselor?
• How can reading specialists help improve literacy skills across all grade levels?
• How does a principal influence the school environment and student success?
• How can homelessness affect a student’s learning and well-being?
   
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• Research
• Clearances websites
• Training websites (homeless, youth suicide, etc.)

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• Reading Specialists
• Principals
• Certificate
• Homeless
• Career path
• Undergrad degree
• Masters Degree
• Education Major
   
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• Completed clearances
• Completed assignments
• Exit tickets
• Quiz
   

PA State Standard

• PA 11.6.9-12 B Analyze teamwork and leadership skills and their application in various family dynamics and employability skills. 

National State Standard

• N 4.3.4.3.4 Demonstrate integration of curriculum and instruction to meet developmental needs and interests of children, youth and adults, considering gender, ethnicity, geographical, cultural, and global influences. Demonstrate a variety of teaching methods to meet the individual needs of learners. 

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• How to identify positive practices for the methods of teaching and why they work, like building relationships. 
• How and why to include the student in the planning process to have more accountability and ownership of learning.
• Why formative assessments are important and how to use exit tickets, polls, and reflections.
• How to create and implement rubrics in the placement classroom. 
• How to utilize checklists to assess student learning and their level of learning.
• How to provide students with immediate feedback for assessment of their learning. 
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• The connections of content knowledge to teaching.
• The pedagogy of the teaching profession.
• Valuing the student as part of the planning process. 
• Different types of learning assessments for all students. 
• Several types of assessments to aid student learning.
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• Explore the connections between content knowledge and pedagogy.
• Demonstrate knowing and valuing students as part of the planning process. 
• Identify the several types of assessments. 
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• What are the factors to consider when planning lessons?
• What are the differences between assessments?

• What teaching strategies are most effective for promoting understanding?
• How to create learning experiences that are culturally reflected?
• How can assessments be used to support learners?
• How does planning reflect high expectations for students?

• Powerpoint on types of assessments
• Other classrooms
• Lesson Plans
• Other schools resources

• Pedagogy
• Assessments
• Formative
• Rubrics
• Checklists
• Summative
• Lesson Objectives
   

• Completed assignments
• Exit slips
• Presentations
• Lesson Plans
   

PA FCS State Standard

• PA.11.3.9-12 C Evaluate the effectiveness of using interpersonal communication skills to resolve conflict. 

National FCS Standard

• N 4.3.4.3.5 Demonstrate integration of curriculum and instruction to meet developmental needs and interests of children, youth and adults, considering gender, ethnicity, geographical, cultural, and global influences. Arrange the classroom environment to provide for learners’ exploration, discovery, development, and reflection through multiple methods, including learning centers. 

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• Strategies to help a student make positive behavior choices.
• A variety of modifications that help students in the classroom.
• Accommodations needed for each specific student from their behavior plans. 
• How to read and implement IEP and 504 information for a student's success in the classroom. 
• Strategies for reward systems to be used in a classroom to promote positive behavior. 
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• How to make modifications for all students.
• How to observe and identify a student's need for success in the classroom.
• Accommodations to help students learn.
• Strategies for supporting positive student behavior
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• Identify classroom modifications and accommodations to meet the needs of all students.
• Identify and practice strategies for supporting positive student behavior.a
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• What is accommodation vs modification?
• How do classroom expectations impact student behavior?

• How to determine if a student needs an accommodation or a modification?
• How is behavior support consistent for all students?
• What strategies promote a positive and respectful classroom environment?

• Powerpoints
• Research
• Other schools/classrooms
   

• Accommodations
• Modification
• IEP
• 504
• Differentiated Instruction
• Scaffolding
• Inclusive
   

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• Completed assignments
• Projects
• Observations
• Real World experience 
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National FCS State Standards

• N. 4.1.4.1.3 Analyze career paths within early childhood, education and related services. Summarize education and training requirements and opportunities for career paths in early childhood, education, and services. 
• N. 4.1.4.4.5 Demonstrate a safe and healthy learning environment for children, youth and adults. Document symptoms of abuse and neglect and use appropriate procedures to report suspected abuse or neglect to the designated authorities. 

• The code of ethics teachers are held to every day within their classroom and throughout social media and the community.
• The ethical decisions involved in being a teacher and being a role model to the students.
• How to obtain an FBI clearance, criminal background check, and child abuse clearance. 
• The educational acts that are in place, and recognize what they do for families and for students in their classroom. Ex. FERPA and ESSA.
• How and why programs such as Title 1 and Chapter 49 have been implemented within the state of PA.

• The requirements and obligations of being a mandated reporter, and how to report situations that come up for the well-being of a student.
• The Department of Education is connected to education. 
• The process to obtain clearances for being in education. 

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• Identify and adhere to the professional ethics competencies and code of conduct practice for educators as established by the Pennsylvania Department of Education under Chapter 49, as well as other legal requirements.
• Students will obtain their clearances needed for a career in education
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• What is the code of conduct for educators?
• What are the legal obligations for educators?

• In what ways are educators responsible for following professional ethics?
• What clearances and certifications are required to begin a career in education in Pennsylvania?
• What steps must a future educator take to obtain them?

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• Clearances forms
• Trip to get fingerprints
• Research
• Powerpointa
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• FERPA
• Chapter 49
• Mandated Reporter
• Code of Conduct
• Clearances
• Competencies
• Ethical Decisions
• Title 1

• Exit Ticket
• Completed Assignments
• Completed Clearances 
• Quizzes

PA FCS State Standards

• PA 11.4.9-12 B Demonstrate integration of academic standards that address language, culture, learning styles, and early childhood experiences. 
• PA 11.4.9-12 F Demonstrate skills for building and maintaining positive collaborative relationships with children, youth, and adults in their family, school, and community environments. 
• PA 11.6.9-12 B Analyze teamwork and leadership skills and their application in various family dynamics and employability skills. 

National FCS Standards

• N4.3.4.3.3 Demonstrate integration of curriculum and instruction to meet developmental needs and interests of children, youth and adults, considering gender, ethnicity, geographical, cultural, and global influences. Implement an integrated curriculum that incorporates a learner’s language, learning styles, early experiences, and cultural values. 

• How to be an active participant in another classroom by continually engaging in the work of the day and with students to promote a positive environment.
• How to hear and interpret feedback from others to self-improve and help guide students. 
• How to use self-reflective opportunities to improve, such as journaling, active planning, and mindfulness.
• The importance of high expectations for students in the classroom is to increase student motivation and learning engagement.
• Every student in the classroom is special, and how to treat every student in a positive and encouraging manner every day with their interactions. 
• How to use an activities log to improve clinical experience. 

• The benefits of being an active participant in the mentor classroom.
• How to document in their log to improve clinical activities. 
• The importance of receiving feedback from others..
• Strategies to self-reflect and analyze oneself.
• How to establish high expectations for students in the clinical experience.
• The importance of treating students as capable and deserving of success.

• Meet with a mentor teacher and plan for active participation in the classroom. 
• Participate in an elementary, middle, and high school instructional program.
• Maintain a log of time and activities in clinical experiences.
• Seek out opportunities to both self-reflect and receive feedback from others to adjust future practice.
• Assess lesson plan effectiveness. 
• Observe and evaluate students’ performance and development. 
• Establish high expectations for each learner and treat them as capable and deserving of achieving success.  

• What is needed to be successful in a clinical experience?
• Why should you seek more opportunities in your clinical experience?
• What does it mean to set high expectations?

• What strategies help actively contribute to classroom instruction and support in the clinical experience?
• How could you respond to feedback from my mentor and peers through your experience?
• What methods can be used to self-reflect?
• How can maintaining a log of activities help recognize patterns?
• How can adaptations be made in instructional strategies based on student needs?

• Other classroom
• Other school resources
• Transportation
• Power Points
• Presentations

• Mentor
• Clinical Experience
• Journaling
• Mentorship
• Feedback
• Mindfulness
• Active Participation
• Log
• Active planning
• Mentor Session
• Self reflection

• Exit slip
• Quiz
• Compare/contrasts
• Participation Rubric
• Projects
• Clinical Observations
• Completed Assignments

FCS State Standards

• PA 11.4.9-12 B Demonstrate integration of academic standards that address language, culture, and learning styles, and early childhood experiences. 
• PA 11.4.9-12 C Analyze developmentally appropriate and culturally responsive practices to evaluate early childhood education providers and services. 
   

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• What microaggressions are and how to address the gender or racial issues within a classroom or with a student.
• The communication needed for families and students with language and cultural barriers.
• The strategies and practices in designing lessons that are culturally relevant.
• It is important to connect with families in a respectful way to show them your sensitivity to their culture, support, and input.  
• Looking at how to include families within your classroom community.
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• The factors involved with microaggressions within the classroom.
• How to communicate with students in linguistically and culturally relevant ways. 
• The importance of communicating respectfully with families and other educators.
• Practices to be successful in a culturally relevant way when planning lessons.
• Key points to understanding families and educators when helping students. 

• Communicate in linguistically and culturally relevant ways that demonstrate respect for learners, educators, educational leaders, and families.
• Educate oneself about microaggressions and their impact on diverse learners, educators, and families.
• Research culturally relevant and sustaining practices in the design of an instructional activity or lesson. 

• How does verbal and nonverbal communication demonstrate respect for the culture of students and families?
• How can lessons be designed that reflect the cultural experiences of students?

• What are the ways to show respect for our families and students in connection to language and culture?
• In what ways can a communication style be inclusive and accessible to individuals from diverse linguistic and cultural backgrounds?
• How does my own cultural lens influence the students in the classroom?

• Powerpoints
• Presentations
• Observations
• Participation

• Active Listening
• Translanguaging
• Stereotyping
• Respect
• Equity
• Culturally Relevant
• Empathy
• Linguistically Relevant
• Bias

• Presentations
• Observations
• Completed Assignments
• Exit ticket
• Real World assignments