1. (a) General requirements. This course is recommended for students in Grades 9 and 10. Students shall be awarded one credit for successful completion of this course.

2. (b) Introduction.

   1. (1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
   2. (2) The Education and Training Career Cluster focuses on planning, managing, and providing education and training services and related learning support services.
   3. (3) Principles of Education and Training is designed to introduce learners to the various careers available within the Education and Training Career Cluster. Students use self-knowledge as well as educational and career information to analyze various careers within the Education and Training Career Cluster. Students will develop a graduation plan that leads to a specific career choice in the student's interest area.
   4. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
   5. (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

3. (c) Knowledge and skills.

   1. (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

      1. (A) demonstrate written communication;
      2. (B) perform job-appropriate numerical and arithmetic application;
      3. (C) practice various forms of communication such as verbal and non-verbal communication used in educational and career settings;
      4. (D) exhibit teamwork skills;
      5. (E) apply decision-making skills;
      6. (F) implement problem-solving techniques;
      7. (G) acquire conflict management skills;
      8. (H) develop leadership skills;
      9. (I) demonstrate professionalism; and
      10. (J) develop effective work ethic practices.

   2. (2) The student explores education and training careers by such means as shadowing, interviewing, career interest inventory, researching, and/or self-reflection. The student is expected to:

      1. (A) identify and investigate the three Education and Training Programs of Study: Teaching/Training, Professional Support Services, and Administration and Administrative Support;
      2. (B) analyze transferable skills among a variety of careers within the Education and Training Career Cluster;
      3. (C) recognize the impact of career choice on personal lifestyle;
      4. (D) develop productive work habits such as organization, time management, and initiative; and
      5. (E) analyze assessment results such as an interest and ability inventory as relative to those necessary for success in education and training.

   3. (3) The student explains societal impacts within the education and training career cluster. The student is expected to:

      1. (A) investigate trends or issues that have influenced the development of education across the United States such as historical, societal, cultural, and political trends and issues; and
      2. (B) predict the Education and Training Career Cluster job market by using information from sources such as labor market information, technology, and societal or economic trends.

   4. (4) The student explores careers in the teaching and training program of study. The student is expected to:

      1. (A) summarize the various roles and responsibilities of professionals in the fields of teaching and training;
      2. (B) describe typical personal characteristics, qualities, and aptitudes of professionals in the field of teaching and training;
      3. (C) investigate education or training alternatives after high school for a career choice within the student's interest areas; and
      4. (D) examine education or training degree plans for various occupations within the field of teaching and training.

   5. (5) The student explores careers in the professional support services program of study. The student is expected to:

      1. (A) summarize the various roles and responsibilities of professionals in the field of professional support services;
      2. (B) describe typical personal characteristics, qualities, and aptitudes of professionals in the field of professional support services;
      3. (C) investigate education and training alternatives after high school for a career choice within the student's interest areas; and
      4. (D) examine education and training degree plans for various occupations within the field of professional support services.

   6. (6) The student explores careers in the administration and administrative support program of study. The student is expected to:

      1. (A) summarize the various roles and responsibilities of professionals in the field of administration and administrative support;
      2. (B) describe typical personal characteristics, qualities, and aptitudes of professionals in the field of administration and administrative support;
      3. (C) investigate education and training alternatives after high school for a career choice within the student's interest areas; and
      4. (D) examine education and training degree plans for various occupations within the fields of administration and administrative support.

   7. (7) The student experiences authentic education and training opportunities. The student is expected to:

      1. (A) experience educator duties and responsibilities through activities such as assisting, shadowing, or observing;
      2. (B) develop instructional materials such as visuals, teacher aids, manipulatives, lesson components, and mini lessons; and
      3. (C) formulate a personal set of beliefs relevant to education in preparation of developing a philosophy of education.

   8. (8) The student explores options in education and career planning. The student is expected to:

      1. (A) develop a graduation plan that leads to a specific career choice in the area of interest;
      2. (B) identify high school and dual enrollment courses related to specific career cluster programs of study;
      3. (C) identify and compare technical and community college programs that align with interest areas; and
      4. (D) identify and compare university programs and institutions that align with interest areas.

   9. (9) The student documents technical knowledge and skills. The student is expected to:

      1. (A) assemble basic professional portfolio components such as basic resume, samples of work, service learning log, assessment results, and mock scholarship applications; and
      2. (B) present the portfolio to interested stakeholders.

Source Note:The provisions of this §127.310 adopted to be effective April 7, 2022, 47 TexReg 1677.