National Association for Business Teacher Education

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National Association for Business Teacher Education

PROFESSIONALISM

The business teacher has an obligation to grow continuously as a professional.

	Reflects on and continually evaluates the effects of his/her choices and actions on others and actively seeks out opportunities for personal and professional growth.
	Cares deeply about students, colleagues, the business education discipline, and the teaching profession.
	Embraces teaching as lifelong learning in order to provide cutting-edge instruction.
	Participates actively in professional organizations at all levels & seeks opportunities to serve in leadership and advocacy roles.
	Moves beyond the boundaries of the classroom to assume responsibility as an advocate and promoter of the profession in the community, state, and nation.
	Projects a positive professional image, which personifies the discipline itself and exemplifies the goals and ideas of the profession.

CURRICULUM DEVELOPMENT

The business teacher creates, revises, analyzes and implements curricula to prepare students for a dynamic and rapidly changing world.

	For initial employment and careers in business.
	For their roles as consumers and citizens.
	For advanced education in business.
	For roles as owners and managers of businesses.
	To understand the role and function of business in our global society.
	To locate, access, use, and present information.

INSTRUCTION

The business teacher facilities the learning of constantly changing subject matter in a dynamic and rapidly changing world.

	Uses self-directed learning to help students gain access to knowledge, direct their own learning, and learn how to learn.
	Employs teacher-directed learning where the teacher maintains primary control of the learning process through such methods as lectures, question and answer sessions, and teacher-led discussions.
	Facilitates collaborative learning by having students work together in groups that may include students, teachers, business, and community.

ASSESSMENT

The business teacher assesses student progress to alter and enhance the learning environment to optimize student success.

	Uses formal measures (e.g, timed and/or scheduled events including paper and pencil test, presentations, performances, and portfolios).
	Uses informal measures (e.g., unscheduled opportunistic examinations of student work such as over-the-shoulder reviews of student projects and "think-pair-share" activities).
	Assures that there is a clear statement of achievement standards and performance expectations for learning.
	Uses multiple forms of assessment to obtain accurate measures of student progress.

MANAGEMENT

The business teacher practices positive and effective management techniques.

	Manages programs (e.g., fiscal, budgetary, and purchasing practices; general curriculum development, and program assessment).
	Manages the learning environment (e.g., classroom management, curriculum implementation, cooperative education, internship, community-based activities, and student assessment).
	Manages auxiliary activities (e.g., activities outside the classroom that support and compliment the program).

STUDENT ORGANIZATIONS

The business teacher integrates the professional student organization into the curriculum.

	Supports the student organization to provide an environment in which students grow professionally, personally, and socially; provide experience opportunities to cooperate and work with others.
	Recognizes the opportunities that the student organization provides to involve the business and professional community in the activities of the organization, to provide real-world experiences for students, and to accomplish the goals of the business education program.
	Recognizes that student-directed operation of the organization provides valuable learning experiences and promotes a sense of pride and responsibility--leadership is exercised not only by officers, but by all members.

PROFESSIONAL COMMUNICATION

The business teacher communicates effectively with all publics.

	Bases all communication on principles of respect, fairness, honesty, and the understanding that building relationships depends on these foundations.
	Exhibits an understanding of communications as a dynamic system of people, processes, cultures, media, and fluid boundaries in developing strategies.
	Demonstrates exceptional communication abilities to deliver knowledge and develop students in the learning environment.
	Represents the discipline positively by incorporating quality standards in all forms of communication and serves as an ambassador for business education with all publics.
	Recognizes that all culture impacts business communication in the international arena.
	Uses technology to enhance and expand communication opportunities.

PUBLICS

The business teacher builds relationships with the various publics to produce a vibrant, holistic learning environment, which reflects the real world and provides intangible benefits for the student and the community.

	Builds relationships with various publics to create a learning environment in which students move continuously and easily between school and community in seamless fashion to facilitate the learning environment process.
	Develops a special partnership with members of the business community to improve programs, develop new programs, provide student access to learning opportunities, and ensure a curriculum based on real-world experiences.
	Builds relationships with all publics based on trust, respect, ethical standards, and mutual benefits to earn commitment, dedicated involvement, visible advocacy, and financial support.
	Understands all achievements and efforts must be accomplished through the identified partners in the education process and cannot be the sole responsibility of the business teacher.

CAREER DEVELOPMENT

The business teacher helps students realize their full potential.

	Assists students in adjusting to and functioning effectively in the education environment.
	Helps students discover their potential for personal, social, and emotional growth.
	Helps students make decisions regarding careers and career transitions.
	Collaborates both formally and informally with guidance and counseling personnel and other publics involved in the learning experience (e.g., parents, employers, and other professionals).

SUBJECT COMPETENCIES

The business teacher must possess a broad background in business subjects.

	Studies a broad range of introductory business subjects (e.g., accounting, economics, information systems, communications, management, marketing, business law, and international business).
	Completes additional study in areas related to business (e.g., personal finance, career education, entrepreneurship, mathematics, and interrelationships in business).

The secondary and postsecondary business teacher should possess advanced knowledge in the business disciplines they teach.

	Acquire advanced knowledge in business disciplines (e.g., cost accounting, money and banking, marketing research, leadership, strategic management, international business).
	Gains real-life experience in the application of business knowledge and skills.

The business teacher will possess a broad background in general education.

	Relates to students and other publics with diverse background, and from diverse age and gender groups.
	Relates business subjects to other disciplines.