Education and Training

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

1 A-J, 4 B-E

Students will:

•   Transferable Skills
•   Leadership Styles/Leader Profiles
•   Personality/Self Assessments
•   Portfolio Artifact: Self-Assessments

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

TEKS 5 A-D, 6D

Students will:

• History of Education
•  Societal Influences on Education
•   Education Job Trends
• Different Types of Schools (School Models)

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

6 weeks

TEKS  9A-E, 6 A-G, 10A

Students will:

• ·         E & T Careers Overview
• ·         Teacher Certification Process
• ·         High School Graduation Plan
• ·         Post-Secondary Programs / Degree Plans
• ·         Obtaining a Teaching Position/Salaries
• Resume, Cover Letter, and Interview Skills

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

6 weeks

TEKS 2-C, 4A, 6A-B, 7A-E

Students will:

• ·         Multiple Roles of Educators
• ·         Work/Life Balance
• ·         Pyramid of Planning
• ·         Instructional Strategies
• ·         Parts of a Lesson
• ·         Assessment Types

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

4A, 6A-B, 7A-E

Students will:

• ·         Writing a Lesson Plan
• ·         Instructional Delivery (Using Lesson Plans)
• ·         Special Populations
• ·         Teacher’s Use of Technology

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

3 A-B, 4A, 6A-B, 8A-C, 11

Students will:

• ·         Student Use of Technology
• ·         Classroom Management Strategies
• ·         Setting Expectations
• ·         Delivering Consequences
• ·         Philosophy of Education

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

6A-G

Students will:

•   Types of Careers
•  Personal Characteristics
•  Roles/Responsibilities
•  Certification / Degree Plans
•   Professional Associations

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

6A-G

Students will:

•  Types of Careers
•  Personal Characteristics
•  Roles/Responsibilities
•  Certification / Degree Plans
• Professional Associations

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

6 weeks

1 A-J, 4 B-E, 10 A-B

Students will:

•   Portfolio Preparation
•   Scholarship Research
•   Mock Scholarship Applications
•   Identifying Quality Work Samples
•   Professional Presentation Preparation
•  Professional Presentation Delivery
• Evaluating and Reflecting on Performance

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

7 Weeks

(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. 

(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:(C) describe the procedure for handling and reporting physical or emotional abuse.

(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.

(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

Students will:

• Students will demonstrate professional and employability skills essential to success in education and related careers by practicing effective communication, teamwork, leadership, and decision-making strategies.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 Weeks

(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

Students will:

• Students will identify and apply strategies that promote health and wellness by learning how to balance the professional challenges of being an educator with personal responsibilities.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(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.

Students will:

• Students will explore the history, foundations, and diverse pathways within the teaching and training profession, while developing a personal philosophy of education that reflects their beliefs and values as future educators.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

6 weeks

(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. 

(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.

Students will:

• Students will develop the knowledge and skills necessary to design, implement, and evaluate effective lesson plans that align with learning objectives, address diverse learner needs, and promote active student engagement.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(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.

Students will:

• Students will understand the principles and practices of special education by exploring strategies, laws, and instructional approaches that support learners with diverse abilities, learning differences, and exceptionalities.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

4 weeks

(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.

Students will:

• Students will explore and apply technology tools and digital resources that enhance teaching, learning, and communication in educational settings, while demonstrating responsible and ethical use of technology.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

(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.

Students will:

• Students will learn how to design cohesive instructional units that align with state standards, integrate effective teaching strategies, and assess student learning through meaningful, connected lessons.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(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.

Students will:

• Students will explore strategies for creating a safe, inclusive, and engaging learning environment that fosters respect, collaboration, and academic growth for all learners

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

(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.

Students will:

• Students will learn to give timely, constructive, and actionable feedback that supports student learning, encourages growth, and fosters a positive classroom climate.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

(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.

Students will:

• Students will explore career pathways in education and related fields, understand the skills required for success, and learn to prepare others for professional opportunities through guidance, mentorship, and career readiness strategies.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(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

Students will:

• Students will create a professional teaching portfolio that showcases their skills, experiences, and growth as educators, while reflecting on their teaching philosophy and career readiness.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

7 Weeks

(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. 

(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:(C) describe the procedure for handling and reporting physical or emotional abuse.

(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.

(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

Students will:

• Students will demonstrate professional and employability skills essential to success in education and related careers by practicing effective communication, teamwork, leadership, and decision-making strategies.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 Weeks

(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

Students will:

• Students will identify and apply strategies that promote health and wellness by learning how to balance the professional challenges of being an educator with personal responsibilities.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(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.

Students will:

• Students will explore the history, foundations, and diverse pathways within the teaching and training profession, while developing a personal philosophy of education that reflects their beliefs and values as future educators.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

6 weeks

(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. 

(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.

Students will:

• Students will develop the knowledge and skills necessary to design, implement, and evaluate effective lesson plans that align with learning objectives, address diverse learner needs, and promote active student engagement.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(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.

Students will:

• Students will understand the principles and practices of special education by exploring strategies, laws, and instructional approaches that support learners with diverse abilities, learning differences, and exceptionalities.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

4 weeks

(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.

Students will:

• Students will explore and apply technology tools and digital resources that enhance teaching, learning, and communication in educational settings, while demonstrating responsible and ethical use of technology.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

(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.

Students will:

• Students will learn how to design cohesive instructional units that align with state standards, integrate effective teaching strategies, and assess student learning through meaningful, connected lessons.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(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.

Students will:

• Students will explore strategies for creating a safe, inclusive, and engaging learning environment that fosters respect, collaboration, and academic growth for all learners

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

(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.

Students will:

• Students will learn to give timely, constructive, and actionable feedback that supports student learning, encourages growth, and fosters a positive classroom climate.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

(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.

Students will:

• Students will explore career pathways in education and related fields, understand the skills required for success, and learn to prepare others for professional opportunities through guidance, mentorship, and career readiness strategies.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(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

Students will:

• Students will create a professional teaching portfolio that showcases their skills, experiences, and growth as educators, while reflecting on their teaching philosophy and career readiness.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 Weeks

TEKS 1A-E, 8 H

Students will:

• Interpersonal communication
• Collaboration
• Time management
• Work ethic and professionalism
• Problem solving and critical thinking
• Goal setting

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

Students will:

• Theoretical Perspectives
• Theorists
• Application to Early Childhood Development Careers and Best Practicecs 

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

6 weeks

TEKS 4-AF

Students will:

• ·         Signs and Stages of Pregnancy
• ·         Environmental Factors Affecting Development
• ·         Hereditary Factors Affecting Development
• ·         Nutritional Needs of Mothers
• ·         Medical Care and Health Practices
• ·         Technological Advances in Prenatal Care
• ·         Labor and Delivery

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

5 A-E

Students will:

• ·         PIES of Infants
• ·         Impact of an Infant on Families
• ·         Typical Growth and Development
•  ·         Brain Development
• ·         Nutritional Needs

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 Weeks

6 A-D

Students will:

• ·         PIES of Toddlers
• ·         Role of Play in Development
• ·         Typical Growth and Development
• ·         Nutritional Needs

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

TEKS 7 A-E

Students will:

• ·         PIES of Preschool Age Children
• ·         Role of Play in Development
• ·         Physical Exercise and Group Play
• ·         Nutritional Needs
• Licensing and Regulations of Preschools

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

TEKS 8A-G

Students will:

• ·         PIES of School Aged Children
• ·         Role of the School Environment
• ·         Individual and Group Identity
• ·         Developmentally Appropriate Practices
• ·         Nutritional Needs
• ·         Related Careers
• ·         Legislation and Policies Affecting School Aged Children

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

TEKS 

Students will:

• ·         PIES of Adolescents
• ·         Social Needs of Adolescents
• ·         Identity
• ·         Nutritional Needs
• ·         Brain Development
• Typical Growth and Development

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 Weeks

TEKS 3 A -F

Students will:

• ·         Signs of Domestic Violence
• ·         First Aid and CPR
• ·         Community Resources for Care of Children
• ·         Healthcare for Children
• ·         Safety of Toys and Children’s Furnishings
• ·         Legislation and Policies Affecting Children

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

9 A - D, 10 A-D, 

Students will:

• Development of adults in different stages
• Explore changes that occur in adults at ages and influences from society and family
• Determine techniques that promote health and safety of these adults

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

11 A-D 

Students will:

• Development of adults in different stages
• Explore changes that occur in adults at ages and influences from society and family
• Determine techniques that promote health and safety of these adults
• Understand the end of the life cycle

Project or test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 Weeks

1 A-J, 13 A

Students will:

• Demonstrate interpersonal and professional skills
• Review and reflect upon skills needed for success in the workplace

Project or test