Idaho Foundation Standards for Career and Technical Teachers

In addition to the standards listed here, professional-technical teachers must meet Idaho Core Teacher Standards and one of the following: (1) Idaho Standards for Agricultural Science and Technology Teachers, (2) Idaho Standards for Business Technology Teachers, (3) Idaho Standards for Family and Consumer Science Teachers, (4) Idaho Standards for Marketing Teachers, or (5) Idaho Standards for Technology Education Teachers.

Principal 1: Knowledge of Subject Matter

Knowledge

1. The teacher knows basic technological principles, processes, and skills such as design and problem solving, team decision making, information gathering, and safety.

2. The teacher understands how basic academic skills and advanced technology can be integrated into an occupational learning environment.

3. The teacher knows pertinent technology, logistics, and procedures for the occupational area.

4. The teacher knows industry trends and workforce needs.

5. The teacher knows workplace leadership models. 

6. The teacher understands the philosophical principals and the practices of professional-technical education.

Disposition

1. The teacher appreciates the importance of occupational objectives and competencies.

2. The teacher recognizes the importance of student leadership qualities in technical program areas.

Performance

1. The teacher maintains current technical skills and seeks continuous improvement.

2. The teacher demonstrates specific occupational skills necessary for employment.

3. The teacher uses current technology and logistics for the occupational area.

4. The teacher exhibits and promotes leadership skills and professional-technical student organizations (PTSO).

5. The teacher writes and evaluates occupational objectives and competencies.

6. The teacher uses a variety of technical instructional resources.
7. The teacher assesses the occupational needs of the community.
8. The teacher relates experiences designed to develop skills for successful employment.
9. The teacher informs students about opportunities to develop employment skills (e.g., work-study programs, internships, volunteer work, employment opportunities).

Principle 2: Knowledge of Human Development and Learning

Principle 3:  Adapting Instruction for Individual Needs

Principle 4:  Multiple Instructional Strategies

Knowledge

1. The teacher knows the entry-level skills in the occupation.

2. The teacher knows workplace culture and ethics.

3. The teacher understands how to provide students with stimulated occupational experiences.

4. The teacher knows how to use education professionals, trade professionals, and research to enhance student understanding of processes, knowledge, and safety.

5. The teacher understands how occupational trends and issues affect the workplace.

6. The teacher knows how to integrate academic skills into technical content areas.

7. The teacher understands the role of entrepreneurship in the workplace.

8. The teacher knows policy and regulation concerning occupational content areas.

Disposition

1. The teacher recognizes that work experience is educational.

2. The teacher recognizes the importance of work ethics. 

3. The teacher recognizes the importance of integrating academic skills into the technical content areas. 

4. The teacher appreciates the use of resource people in it technical content areas.

5. The teacher appreciates entrepreneurship and creativity.

Performance

1. The teacher demonstrates appropriate workplace practices and ethics.
2. The teacher discusses state guidelines to aid students in understanding the trends and issues of an occupation.

3. The teacher integrates academic skills appropriate for each occupational area.

4. The teacher uses stimulated occupational applications of course content.

5. The teacher uses practitioners from business, industry, and government as appropriate for the content area.

6. The teacher develops a scope and sequence of instruction related to the students’ prior knowledge.

7. The teacher discusses the entrepreneurial role in the workplace.

Principle 5: Classroom Motivation and Management Skills

Principal 6: Communication Skills

Principle 7: Instructional Planning Skills

Knowledge

The teacher recognizes a scope and sequence of content across high school and post secondary technical curricula.

Performance

1. The teacher designs a technical curriculum that alliance with high school and post secondary technical curricula.

2. The teacher designs curriculum to meet community and industry expectations.

Principle 8: Assessment of Student Learning

Knowledge

1. The teacher knows how to use information about a student’s progress, including assessments, to evaluate work-readiness.

2. The teacher knows how to conduct a follow-up survey of graduates and how to use the information to modify curriculum and make program improvement.

Disposition

1. The teacher appreciates feedback from students, graduates, and employers for continuous program improvement.

Performance

1. The teacher modifies the curriculum, instruction, and the program based on student progress and follow-up data from recent graduates and employers.

Principle 9: Professional Commitment and Responsibility

Performance

1. The teacher develops a professional development plan.
2. The teacher evaluates his or her educational and occupational professionalism.

Principle 10: Partnership

Knowledge

1. The teacher knows the contributions of advisory committees.

2. The teacher understands the importance of using the employment community to validate occupational skills.

3. The teacher understands how to effect change in professional-technical education and in the occupational area taught.

4. The teacher knows about professional organizations within the occupational area.

5. The teacher knows how to develop articulation agreements.

6. The teacher understands the structure of student organizations.

7. The teacher understands the ideas, opinions, and perceptions of business and industry.

Disposition

1. The teacher appreciates collaboration between agencies impacting the professional-technical system.

2. The teacher recognizes the importance of professional organizations within the occupational area. 

3. The teacher appreciates ideas, opinions, and perceptions of business and industry.

4. The teacher recognizes that student organizations help refine leadership, organizational and interpersonal skills.

Performance

1. The teacher establishes and uses advisory committees for program development and improvement.

2. The teacher cooperates with educators and other content areas to develop appropriate instructional strategies and to integrate learning.

3. The teacher interacts with business, industry, labor, government, and the community to build effective partnerships.

4. The teacher participates in inappropriate professional organizations.

5. The teacher constructs articulation agreements.

6. The teacher describes how to organize an active professional-technical student organization.

Principle 11: Learning Environment - The teacher creates and manages a safe and productive learning environment.

Knowledge

1. The teacher understands how to dispose of waste materials.

2. The teacher knows how to care for, inventory, and maintain materials and equipment.

3. The teacher understands safety contracts on occupation procedures.

4. The teacher understands legal safety issues related to the program area.

5. The teacher knows safety requirements necessary to conduct laboratory and field activities.

6. The teacher knows time and organizational skills and laboratory management.

7. The teacher is aware of safety regulations and school and work sites.

Disposition

1. The teacher recognizes the importance of collaborative laboratory activities related to safety and learning.

2. The teacher is committed to safety in the learning environment.

Performance

1. The teacher ensures that facilitates, materials, and equipment are safe to use.

2. The teacher uses safety procedures and documents safety instruction.

3. The teacher demonstrates good classroom/lab management skills (e.g., time management skills, budgeting skills, organizational skills, individualized instruction, and stress management).

4. The teacher reinforces effective work and safety habits.

Principle 12: Workplace Preparation - The teacher prepare students to meet the competing demands and responsibilities of the workplace.

Knowledge

1.      The teacher understands workplace issues (e.g., diversity, productivity, and human resource law and policy).

2.      The teacher understands how to help students balance work and personal life.

3.      The teacher knows how to promote career awareness.

Disposition

1. The teacher is sensitive to personal workplace interactions.

2. The teacher recognizes that career awareness is important.

Performance

1. The teacher designs instructional strategies that address workplace issues (e.g., diversity, productivity, human resource law and policy).

2. The teacher prepares students to cope with competing demands between work and personal life. 

3. The teacher provides opportunities for career awareness.