Designated Subjects Education Credential Program
Program Director: Vicki Pontius, Ed. D.
Overview
The mission of the designated subjects education program is to instill in the teacher candidate the appropriate pedagogical practices to connect to the languages, skills and abilities of career technical students to increase learning.
The program embraces goals set forth by Gary Borich, Ph.D., for meeting teaching challenges and discovering opportunities for professional growth in our culturally and economically diverse learning environments.
- Effective teaching practices empirically derived and related to positive outcomes in learners.
- Informal language to get points across quickly and in a user-friendly manner.
- Practical techniques for engaging students in classroom, managing the classroom and increasing student achievement.
- Training practices that are realistic and successful, not theoretical and speculative.
The following courses are offered in the designated subjects education program. Candidates may earn a credential in one or more of the following programs:
- Career Technical Education (CTE)
- Special Subjects
- Supervision and Coordination
Accreditation
The program is accredited by the California Commission on Teacher Credentialing (CTC). Upon completion of coursework, candidates may apply to the CTC for the clear designated subjects credential.
Program Student Learning Outcomes
1.1 Develop outcomes-based student performance objectives within CTE standards-aligned unit and lesson plans.
1.2 Teach students how to use the most current and appropriate technology to perform the skills needed for the career area.
1.3 Balance the focus of instruction between technical information, concepts, principles and application.
1.4 Motivate students regarding the instructional content and its relationship to the core academic curriculum and to the workplace.
1.5 Promote work habits, interpersonal skills, communication skills and attitudes necessary for success in the workplace.
1.6 Organize, coordinate and use a program advisory committee to maintain curricular currency.
1.7 Integrate critical thinking skills and problem solving abilities into curriculum.
1.8 Develop, maintain and nurture partnerships for work-based learning activities.
1.9 Relate child labor laws to classroom assignments and job placements.
Learning and Instruction (Standard 9)
2.1 Integrate instruction of related academic skills into their courses.
2.2 Teach the state-adopted CTE content standards appropriate for the pathway named on the credential in grades 7-12, including classes organized primarily for adults.
2.3 Differentiate instruction that takes into consideration cognitive, physical, social and emotional characteristics of adolescent and adult learning stages.
2.4 Pace and adjust instruction based on student assessment
2.5 Actively engage students with strategies, activities and materials that are based on different learning theories.
2.6 Use instructional strategies appropriate to students of varying abilities in small and large group instruction.
2.7 Allocate instructional time to maximize student achievement.
2.8 Model correct oral and written language and adjust the complexity of the language to the linguistic abilities of the students.
2.9 Apply language development strategies, including specially designed academic instruction delivered in English (SDAIE/CTEL).
2.10 Provide individualized instruction when needed for student success.
2.11 Deliver lessons that are based on instructional goals, student performance objectives, appropriate teaching strategies, safety considerations, relevant classroom materials and assessment data.
2.12 Plan a unit of instruction consisting of a series of lessons in which at least one concept, skill or topic is taught full and sequenced effectively.
Assessing Student Learning (Standard 10)
3.1 Determine students' prior knowledge and skills in the subject(s)/occupation.
3.2 Monitor progress to determine whether students are achieving the state-adopted CTE model curriculum standards.
3.3 Develop and use formal and informal teacher-made assessment instruments to determine mastery of skills, ideas, or topics as a result of instruction.
3.4 Evaluate the effectiveness of instruction based on student assessment data.
3.5 Keep accurate records of student achievement.
3.6 Provide specific and timely feedback on achievement to students, families and school administration.
3.7 Integrate assessment data into a plan for self-improvement.
Technology in Classroom (Standard 11)
4.1 Use established criteria to select available education technology resources to support, manage and enhance student learning and design lessons accordingly.
4.2 Perform basic operations of computer hardware and software, and implement basic troubleshooting techniques for computer systems and related peripheral devices.
4.3 Use computer applications to manage records and communicate through printed media.
4.4 Interact with students using electronic communication and a variety of computer-based collaborative tools.
4.5 Convey issues of ethics, copyright, privacy, security, safety and local and state policies for computer use.
Classroom and Laboratory Management (Standard 12)
5.1 Design and provide a safe, positive instructional environment conducive to learning.
5.2 Maintain good housekeeping practices and records of the classroom.
5.3 Develop and implement a plan for preventive maintenance of equipment or instruments and for their replacement.
5.4 Demonstrate attitudes and operate classrooms consistent with safe and legal practices in the school and workplace.
5.5 Manage a class budget, including selection and ordering of supplies and materials.
5.6 Communicate clear performance, learning and behavior expectations to students, parents and school administration.
5.7 Establish procedures for routine tasks and manage transitions.
5.8 Encourage responsible and independent work habits in students.
5.9 Appropriately address sensitive issues and classroom interactions to ensure equitable participation for all students.
5.10 Assess and monitor safe and appropriate workplace environments for students.
Foundations of CTE Education (Standard 13)
6.1 Describe the relationship of historical, legal, social, political, ethical and economic perspectives of CTE to education and society.
6.2 Demonstrate an awareness of student recruitment, placement and guidance services and the roles such services can play for students.
6.3 Describe the local, state and federal structures of career technical education and how these structures impact the CTE program.
6.4 Identify and coordinate the use of related community organizations and agencies to improve or enhance instruction.
6.5 Demonstrate the ability to establish, supervise and advise career technical student leadership organizations.
6.6 Assist students to identify career pathway options and associated workplace skills.
Professional, Legal and Ethical Responsibility (Standard 14)
7.1 Act in accordance with professional standards and model ethical behaviors.
7.2 Develop and maintain student competency and attendance records.
7.3 Identify and report suspected cases of child abuse, neglect or sexual harassment.
7.4 Carry out laws and district guidelines for reporting discrimination.
7.5 Implement school and district policies and state and federal law in responding to inappropriate or violent student behavior.
Teaching English Learners (Standard 15)
8.1 Select, modify and use a variety of systemic instructional strategies that make content more comprehensible to English learners,
8.2 Use the principles of language acquisition, teaching strategies and curriculum materials effective for English learners.
8.3 Employ strategies, techniques and materials that are free of bias and foster learning among EL students.
8.4 Exhibit understanding, appreciation and sensitivity toward the cultural heritage, community values and individual aspirations of their EL students.
8.5 Encourage students to excel and promote interaction between different language groups and actively engage students in classroom activities.
8.6 Plan and deliver appropriate instruction based on formal and informal language proficiency assessment data.
8.7 Communicate effectively with parents and families
Teaching Students with Special Needs (Standard 16)
9.1 Describe and provide examples of the major categories of disabilities.
9.2 Describe the CTE teacher's role in state and federal laws pertaining to the education of students with special needs.
9.3 Describe the teacher's role and responsibilities in the IEP.ITP process for all students as appropriate, including identification, referral, asessment, IEP/ITP planning and meeting, implementation and evaluation.
9.4 Describe the CTE teacher's role regarding Section 504 as it pertains to the education of students with special needs.
9.5 Select and use appropriate instructional materials, assistive technologies and differentiated teaching strategies to meet the needs of special population in the CTE classroom.
9.6 Plan and deliver instruction that provides special needs student with access to CTE curriculum.
9.7 Promote social integrative for students with special needs in the CTE classroom.
9.8 Engage students with diverse needs in all classroom activities
9.9 Describe the various programs and resources available for students with special needs.
Program Student Learning Outcomes
- CTE teacher prepares unit and lesson plans aligned to CTE content standards that include outcomes-based goals and objectives, instructional strategies that engage students in learning, safety considerations, industry-standard materials and equipment, and appropriate student assessment techniques.
- CTE teachers implement a variety of standards-based pedagogical strategies and select materials appropriate for students with diverse needs and learning styles. CTE teachers plan instruction that addresses common traits and individual developmental differences that characterize adolescents and adults. CTE teachers present ideas, concepts, and procedures using clear and meaningful language to facilitate students' efforts to learn. CTE teachers use formative assessments to adapt instruction to student learning.
- Candidates identify student prior achievement, establish appropriate instructional objectives, assess student progress, and evaluate the overall effectiveness of their curriculum plan. The program prepares candidates to identify the needs and abilities of students in order to guide their learning and plan instruction relevant to the needs of the occupation. Candidates use multiple measures of assessing student achievement to improve instruction.
- CTE teachers select and use computer-based technology to facilitate the teaching and learning process in the CTE classroom. CTE teachers demonstrate understanding of the legal and ethical issues concerned with the use of education technology for CTE. CTE teachers appropriately use computer-based technology for information collection, analysis, and management in the instructional setting.
- Candidates use effective classroom management strategies to promote learning and preserve student safety. Candidates demonstrate proficiency in the operation and maintenance of a facility for career technical education that contains sophisticated and dangerous equipment, machines, and instruments. The program provides candidates with a thorough grounding in the theory, practice, and legal implications of safe facility management and the development of an effective learning environment.
- Candidates study essential themes, concepts, and skills related to the teaching profession, including knowledge of the history and traditions of CTE, its role in the curriculum of public education, and its current ethical issues. Candidates develop a professional perspective by examining contemporary education policies and teaching practices in relation to fundamental issues, theories and research in education.
- Candidates take responsibility for providing learning opportunities for all students. They recognize ways in which personal and institutional biases and values affect the teaching and learning of students. Candidates ethically manage their professional time and resources in teaching responsibilities and strive to ensure that instructional goals are met. They understand and honor legal and professional obligations to protect the privacy, health and safety of students, families, and other school professionals, including laws relating to professional misconduct and moral fitness for teachers.
- Candidates know and apply specially designed academic instruction in English (SDAIE) to make curriculum content comprehensible to English learners. The program provides information on how to access assessment data on English learner students to design appropriate instruction. The program includes information about relevant state and federal laws; current research findings and practices; cognitive, pedagogical, and individual factors that affect language acquisition; historical and cultural traditions relevant to learning English; and student access to and achievement in the curriculum. The program emphasizes the key role of content standards and standards-based assessment in planning instruction for English learners. Candidates practice a variety of systematic instructional strategies to make content comprehensible to English learners.
- Candidates develop basic knowledge, skills, and strategies for teaching special populations in CTE classrooms, including students with exceptional needs, students on behavior plans, and gifted and talented students. Candidates understand the role of the CTE teacher in the special education process. Candidates use differentiated instructional strategies that provide all students with access to CTE curriculum. Candidates promote a positive, inclusive climate of instruction for all special populations in the CTE classroom.
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