Teaching Standards Board, Professional

Teaching Standards Board, Professional

Chapter 6: Secondary Programs

Effective Date: 08/26/2002 to 11/17/2009

Rule Type: Repealed Rules & Regulations

Reference Number: 019.0001.6.08262002

CHAPTER 6

SECONDARY PROGRAMS

Section 1. Basic Programs Secondary. The basic program shall consist of training in the general education, professional education and teaching field or field of study. The teaching field or field of study shall require a planned pattern of courses and experiences designed by the faculty to produce the areas of knowledge or competencies identified by the secondary standards.

Section 2. Agricultural Program Approval Standards. The following standards pertain to programs that prepare teachers of agriculture.

(a) Standard I. The program shall require appropriate documented work experience in agriculture.

(b) Standard II. The program shall require demonstrated competence in the biological, physical and applied sciences as they relate to practical solutions of agricultural problems.

(c) Standard III. The program shall require knowledge and demonstrated competence in the following areas:

1. (i) plant and soil science and technology;
2. (ii) animal science and technology;
3. (iii) agricultural business management and computer literacy;
4. (iv) agriculture mechanics science and technology.

(d) Standard IV. The program shall require demonstrated competence in one or more of the following occupational areas:

1. (i) agricultural production and marketing;
2. (ii) agricultural supplies, equipment and service;
3. (iii) agricultural products;
4. (iv) horticulture, landscaping and turf management;
5. (v) agricultural resources;

(vi) natural resource management;

(vii) environmental development;

(viii) forestry.

(e) Standard V. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.

(f) Standard VI. The program shall require demonstrated competence in planning, organizing and administering the cooperative vocational education programs in agriculture.

(g) Standard VII. The program shall require skills in organizing and teaching adult education programs in agriculture.

(h) Standard VIII. The program shall require skills in organizing and working with a local advisory committee.

(j) Standard IX. The program shall require knowledge of the history, philosophy, objectives and trends in vocational education.

(k) Standard X. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in agriculture.

Section 3. Business Program Approval Standards. The following standards pertain to programs which prepare teachers of business education or economics.

(a) Standard I. The program shall require knowledge, practical experience and demonstrated competence in the following:

(i) economic systems including finance or money and banking;

(ii) business organizations and management;

(iii) business communications, math and law;

(iv) computer information systems and occupational technology used in business and other occupational areas;

(v) entrepreneurship;

(vi) clerical/secretarial occupations;

(vii) accounting or bookkeeping occupations.

(b) Standard II. The program shall require knowledge and experiences beyond the introductory level for those desiring a specific area of emphasis in clerical, secretarial/administrative, accounting/bookkeeping or computer information systems.

(c) Standard III. The program shall require appropriate documented work experience in one or more businesses or other occupations outside the field of education-either volunteer or compensated.

(d) Standard IV. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.

(e) Standard V. The program shall require knowledge of the history, philosophy, objectives and trends in vocational education.

(f) Standard VI. The program shall require demonstrated competence in planning, organizing and administering the cooperative vocational education program in business.

(g) Standard VII. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in business education.

(h) Standard VIII. The program shall require skills in organizing and working with a local advisory committee.

Section 4. Classical Languages Program Approval Standards. The following standards pertain to programs that prepare teachers of classical languages.

(a) Standard I. The program shall require knowledge of and demonstrated competence in the components of the classical language, including:

(i) a diverse active and extensive passive vocabulary;

(ii) essential idiomatic usage;

(iii) applied grammar and syntax;

(iv) the phonetics of the language;

(v) comparing and contrasting of the classical language with English.

(b) Standard II. The program shall require knowledge of classical culture and competence in conveying that knowledge to students, including:

(i) understanding the knowledge of the principal ways in which the culture and social customs resemble and differ from those of the United States;

(ii) understanding the significant aspects of geography, history, social customs, literature, art, economics and music and their role in contemporary civilization of the culture.

(c) Standard III. The program shall require knowledge and demonstrated competence in the classical language, including:

(i) reading with comprehension simple authentic printed material, edited textual material within a familiar context and extracting factual information in non-technical prose;

(ii) writing in English about classical culture and in simple Latin or Greek about common topics.

(d) Standard IV. The program shall require demonstrated competence in writing as a process.

(e) Standard V. The program shall require demonstrated competence necessary to teach in the target language.

Section 5. Computer Science Program Approval Standards. The following standards pertain to programs which prepare teachers of computer science.

(a) Standard I. The program shall require demonstrated competence in the use of at least two current widely-used, high-level, structured programming languages, including object oriented programming and/or other current programming trends, covering:

(i) problem solving techniques and strategies;

(ii) algorithm implementation, analysis, and verification;

(iii) program testing and debugging;

(iv) program documentation.

(b) Standard II. The program shall provide a cohesive introduction to the major subject areas of the discipline of computer science including:

(i) algorithms (ii) programming languages (iii) architecture and machine-dependent programming (iv) operating systems and networks (v) development in a team environment (vi) database management systems

(c) Standard III. The program shall require demonstrated competencies to equip teachers to deal with computing issues unique to the classroom, including:

(i) computer hardware and software management such as hardware setup, software installation, and user and network level hardware and software trouble-shooting and maintenance;

(ii) a study of effective pedagogical uses of computers; (iii) hands-on use of software, and operating systems common in schools; (iv) trends in computing curricula including team programming concepts; (v) telecommunications and information access.

(d) Standard V. The program shall require demonstrated competence in the organization of computer languages to include operating systems characteristics including run-time behavior and optimization.

(e) Standard VI. The program shall require demonstrated competence in basic concepts of computer systems, computer architecture and network architecture and protocols.

(f) Standard VII. The program shall require demonstrated competence in simple trouble-shooting and basic maintenance of computer equipment commonly found in an educational setting.

(g) Standard VIII. The program shall require demonstrated competence in adapting computer science concepts to languages and equipment commonly available in an educational setting.

Section 6. English Program Approval Standards. The following standards pertain to programs for preparing teachers of English.

(a) Standard I. Reading. The program shall require demonstrated competency in teaching and assessing:

1. (i) vocabulary growth, language acquisition and development;
2. (ii) reading processes (i.e., comprehension, analysis, interpretation, synthesis, and evaluation);
3. (iii) reading strategies for diverse learners to make meaning from a variety of text (e.g., text to text, text to self, and text to world comparison);
4. (iv) reading various genres, including contemporary and classic literature (fiction, non-fiction, poetry), adolescent/young adult literature, and information/technical texts;
5. (v) critical analysis of all text, including elements of literature and literary techniques;
6. (vi) context of literary works and authors; and
7. (vii) theories of reading and their application in practice.

(b) Standard II Writing. The program shall require knowledge of and demonstrated competence in teaching and assessing:

1. (i) writing processes (e.g., prewriting, drafting, revising, editing, and publishing) for a variety of written products;
2. (ii) writing in various genres;
3. (iii) use of various modes of discourse (exposition, persuasion, narrative, etc.);
4. (iv) writing for various audiences;
5. (v) use of the writing process to improve and evaluate products (i.e., ideas/content, organization, voice, sentence fluency, work choice/use and conventions); and
6. (vi) use and understanding of appropriate grammar structures and usage.

(c) Standard III. Listening. The program shall require knowledge of and demonstrated competence in teaching and assessing:

1. (i) active listening strategies in various situations;
2. (ii) oral communication processes; and
3. (iii) listening to comprehend, apply, synthesize, and evaluate oral information.

(d) Standard IV. Speaking. The program shall require knowledge of and demonstrated competence in teaching and assessing:

1. (i) oral communication processes;
2. (ii) various modes of speaking;
3. (iii) speaking to various audiences in various settings for various purposes, informally and formally; and
4. (v) effective presentation skills and techniques.

(e) Standard V. Integration. The program shall require knowledge of and demonstrated competence in teaching and assessing:

1. (i) integration of reading, writing, listening, and speaking;
2. (ii) study of the history, role, and use of language in reading, writing, listening, and speaking;
3. (iii) integration of other disciplines with reading, writing, listening, and speaking;
4. (iv) integration of life goals with reading, writing, listening, and speaking;
5. (v) research and inquiry processes; and
6. (vi) integration of various forms of artistic expression, multi-media, and technology for products, presentations, and performances.

Section 7. Family and Consumer Science Program Approval Standards. The following standards pertain to programs for preparing family and consumer science teachers.

(a) Standard I. The program shall require knowledge of the factors that influence personal and family relationships, including the developmental processes of children, family interaction, parenting practices and contemporary social issues relating to societal and technological change.

(b) Standard II. The program shall require knowledge and demonstrated competence in consumer education to include managing individual and family resources.

(c) Standard III. The program shall require knowledge and demonstrated competence in selecting, planning, preparing and serving foods according to nutritional, cultural and socioeconomic needs of individuals, families and groups.

(d) Standard IV. The program shall require knowledge and demonstrated competence in the selection, care and use of clothing and textiles that satisfy the needs of individuals and families.

(e) Standard V. The program shall require knowledge and demonstrated competence in satisfying the needs of individuals and families relative to housing, equipment and home furnishings.

(f) Standard VI. The program shall require knowledge of career opportunities in the field of family and consumer science.

(g) Standard VII. The program shall require appropriate documented work experience in the field of family and consumer science.

(h) Standard VIII. The program shall require knowledge of the history, philosophy, objectives and trends in vocational education.

(i) Standard IX. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.

(j) Standard X. The program shall require interdisciplinary study and multi-agency experiences.

(k) Standard XI. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in family and consumer science education.

(l) Standard XII. The program shall require skills in organizing and working with a local advisory committee.

(m) Standard XIII. The program shall require demonstrated competence in planning, organizing and administering the cooperative vocational education program in family and consumer science education.

Section 8. Industrial Education Program Approval Standards. The following standards pertain to programs for preparing teachers of industrial technology education.

(a) Standard I. The program shall require knowledge of the history, foundations, philosophy, principles and methods of industrial technology and vocational education used in schools at the elementary, middle, secondary and adult levels.

(b) Standard II. The program shall require knowledge of the role of industrial technology in relation to vocational education, technical education and other general components of the general school program.

(c) Standard III. The program shall require knowledge of the historical development of technology and its present and future impact on the individual and society.

(d) Standard IV. The program shall require knowledge of areas of communications, construction, manufacturing, transportation, power and energy and principles of technology.

(e) Standard V. The program shall require demonstrated competence in designing, constructing and testing individual projects and processes using tools and materials related to those used by modern technology in each of the general areas in Standard IV.

(f) Standard VI. The program shall require demonstrated competence in the management, maintenance and safety of industrial technology education programs.

(g) Standard VII. The program shall require knowledge of technology oriented career opportunities.

(h) Standard VIII. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.

(i) Standard IX. The program shall require appropriate documented work experience in industrial technology.

(j) Standard X. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in industrial technology education.

(k) Standard XI. The program shall require skills in organizing and working with a local advisory committee.

Section 9. Journalism Program Approval Standards. The following standards pertain to programs for preparing teachers of journalism.

1. (a) Standard I. The program shall require knowledge of journalism concepts, including:
2. (i) journalistic theories of communication and their practical applications;
3. (ii) function of the individual as an initiator and receiver of journalistic communication.
4. (b) Standard II. The program shall require knowledge of various journalistic media, including:
5. (i) the changing nature of journalism as a result of technological and social development;
6. (ii) the various ways different forms of media enable and constrain communication;
7. (iii) consideration of various communication genre.
8. (c) Standard III. The program shall require knowledge of critical skills associated with journalism, including describing and differentiating critical stances and identifying the social value of criticism.
9. (d) Standard IV. The program shall require demonstrated competence as a writer.
10. (e) Standard V. The program shall require knowledge of the philosophies of communication which assign central importance to ethical consciousness, fairness, honest objectivity and recognition of legal ramifications.
11. (f) Standard VI. The program shall require knowledge and demonstrated competence in the ability to use and direct practical journalistic skills related to newspaper publication, yearbook publication, television, radio, film, print and organizational communication.
12. (g) Standard VII. The program shall require knowledge of and demonstrated competence in journalistic composition, including:
13. (i) types and elements of editorial, news, and feature writing;
14. (ii) rhetorical and editorial elements;
15. (iii) research skills;
16. (iv) the relationship of the study of grammar to the writing process;

(vi) methods of evaluation.

Section 10. Drama (Theatre) Program Approval Standards. The following standards pertain to programs for preparing teachers of drama (theatre).

(a) Standard I. The program shall require knowledge of theatre as a social and aesthetic experience and as a reflection of culture, including a broad view of the history of theatre and acquaintance with representative plays of past and present.

(b) Standard II. The program shall require knowledge and competencies needed to direct a theatrical production with artistic integrity, including the following:

(i) selection, analysis, casting, conducting rehearsals,

(ii) performance supervision and all other elements of direction; (iii) basic acting skills and techniques necessary to promote, stimulate guide the efforts of the individual as well as the interpreting group, whether in a creative dramatic context or a cast in a theatrical production;

(iv) technical skills needed in theatrical production including effective planning and execution of scenery, lights, make-up, sound, properties, costume and special effects;

(v) evaluation of productions or activities;

(vi) organization of an academic or non-academic production or program including audience services within the context of the school time, facilities and monies and augmentation of existing facilities and materials in an order of significant priority;

(vii) promoting and publicizing an activity or production in order to the attention and support of the school and community in relationship to the development of appreciation of theatre in school and community audiences.

(c) Standard III. The program shall require demonstrated competencies for serving as a resource person within a school system in the development of facilities, the preparation of classroom projects, assembly programs, or activities in which elements of theatre are found and assist in the organization of a comprehensive theatre or other fine arts curriculum including experiences in music, film, literature, art and dance.

(d) Standard IV. The program shall require knowledge of a representative body of English, American and world literature.

(e) Standard V. The program shall require demonstrated competence in using practical communication skills related to academic offerings and co-curricular activities.

Section 11. Marketing Education Program Approval Standards. The following Standards pertain to programs which prepare teachers in marketing education.

(a) Standard I. The program shall require knowledge in foundations, philosophy and principles of marketing and cooperative education.

(b) Standard II. The program shall require study in the following:

1. (i) salesmanship and sales presentation;
2. (ii) retailing;
3. (iii) marketing and merchandising;
4. (iv) personnel management;
5. (v) management;
6. (vi) accounting;
7. (vii) finance (managerial and banking systems);
8. (viii) economics;
9. (ix) business law;
10. (x) advertising.

(c) Standard III. The program shall require appropriate documented work experience in the field of marketing education.

(d) Standard IV. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.

(e) Standard V. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in marketing education.

(f) Standard VI. The program shall require skills in organizing and working with a local advisory committee.

(g) Standard VII. The program shall require demonstrated competence in planning, organizing and administering the cooperative vocational education program in marketing education.

(h) Standard VIII. The program shall require knowledge of the history, philosophy, objectives and trends in vocational education.

Section 12. Mathematics Program Approval Standards. The following Standards pertain to programs which prepare teachers of mathematics. The program shall require an understanding and knowledge of mathematics beyond that which the student is expected to teach.

(a) Standard I. The program shall require knowledge of computational techniques, algebraic principles, geometric, and trigonometric concepts; calculus, probability and data analysis; and contemporary applications of mathematics.

(b) Standard II. The program shall require knowledge of how mathematical ideas interconnect and build on one another to produce a coherent whole as well as identify and apply mathematics in the contemporary world.

(c) Standard III. The program shall require knowledge of the historical and cultural significance of mathematics and its aesthetic qualities.

(d) Standard IV. The program shall require demonstrated competence in illustrating mathematical concepts and procedures with appropriate examples, models, manipulatives, and technology.

(e) Standard V. The program shall require demonstrated competence to develop and solve problems involving mathematical concepts and principles; apply and adapt a variety of appropriate problem solving strategies and communicate, evaluate, and reflect on the process.

(f) Standard VI. The program shall require demonstrated competence in communicating mathematical thinking coherently and clearly using appropriate terminology and symbols.

(g) Standard VII. The program shall require demonstrated competence in selection and use of various types of logical reasoning as well as understanding, creating and investigating mathematical proofs.

(h) Standard VIII. The program shall require demonstrated competence in the collection, organization, analysis, and interpretation of data.

Section 13. Modern Foreign Language Program Approval Standards. The following Standards pertain to programs that prepare secondary teachers of foreign language.

(a) Standard I. The program shall require demonstrated knowledge of and competence in the components/elements of the target language, including:

1. (i) a diverse active and extensive passive vocabulary;
2. (ii) essential idiomatic usage;
3. (iii) applied grammar and syntax;
4. (iv) the phonetics of the language;
5. (v) those non-verbal elements of the language essential to communication; and
6. (vi) comparing and contrasting the foreign language with English in terms of vocabulary, usage, grammar, syntax, phonetics, and non-verbal elements.

(b) Standard II. The program shall require demonstrated competence in advanced communication in the target language, including:

1. (i) understanding native speech in routine social contexts, in common situations and in extended presentations;
2. (ii) speaking the foreign language with sufficient command of vocabulary, phonology, and syntax to communicate in social situations, in discussion of concrete topics relating to particular interests and fields of competence and to conduct classes in the target language;
3. (iii) reading with comprehension authentic printed material, edited textual material within a familiar context, and in non-technical prose; and
4. (iv) writing about most common topics and topics of personal interest with sufficient precision and detail so as to be comprehensible to a native reader.

(c) Standard III. The program shall require demonstrated knowledge of and competence in a variety of social practices associated with culture(s) of the target language, including:

(i) the principal ways in which the culture(s) and social practices resemble and differ from those of the United States; and

(ii) the significant aspects of geography, history, social custom, literature, art, economics, and music and their role in the contemporary civilization of the culture(s).

(d) Standard IV. The program shall require demonstrated knowledge of recent research about and competence in teaching and assessing student learning of the target language, including:

(i) methods of instruction, monitoring, documenting, assessing, and evaluating reading, writing, speaking, and listening in the target language;

(ii) the appropriate selection, use, teaching, and evaluation of instructional materials and technology; and

(iii) the development, implementation, and evaluation of a variety of assessment instruments and their application to the improvement of student learning and instruction of the target language.

(e) Standard V. The program shall require demonstrated knowledge of recent research and competence in teaching and assessing the practices of the culture(s) of the target language.

Section 14. Psychology Program Approval Standards. The following Standards pertain to programs which prepare teachers of psychology.

(a) Standard I. The program shall require knowledge of:

(i) the major systems and viewpoints of psychology;

(ii) the physiological, affective and cognitive foundations of behavior;

(iii) the social basis of behavior;

(iv) developmental behavior;

(v) abnormal psychology;

(vi) ethical Standards.

(b) Standard II. The program shall require knowledge of emerging areas of psychology.

(c) Standard III. The program shall require knowledge of basic principles of psychology as a science.

(d) Standard IV. The program shall require knowledge of the practical application of psychology to contemporary life and the contribution of psychology to improving the quality of human life.

(e) Standard V. The program shall require knowledge of human service resources.

(f) Standard VI. The program shall require demonstrated competence in designing and conducting basic psychological experiments for use in the classroom.

(g) Standard VII. The program shall require active participation in experimental situations.

Section 15. Science Program Approval Standards. The following Standards pertain to all programs for preparing teachers of science.

(a) Standard I. The program shall require knowledge of unifying scientific concepts and processes as well as demonstrated competence in performing and teaching scientific inquiry.

(b) Standard II. The program shall require knowledge of the interrelationships among the sciences, the nature of science, its history, and science as a human endeavor.

(c) Standard III. The program shall require knowledge of personal, social, ethical and environmental implications of the various disciplines of science.

(d) Standard IV. The program shall require knowledge of mathematics appropriate to the subject area.

(e) Standard V. The program shall require knowledge of and demonstrated competence in use and management of resources and equipment for laboratory and field activities in science.

(f) Standard VI. The program shall require demonstrated competence in safety procedures in classrooms, stockrooms, laboratories and other areas related to instruction of science, including the legal requirements of proper disposal of hazardous waste.

(g) Standard VII. The program shall require knowledge of the relationship between science and technology as well as the human, economic and environmental impact of technology to the quality of life.

(h) Standard VIII. The program shall require demonstrated competence in the teaching of communication of knowledge gained through research and experimentation using oral, written, and visual means.

(i) Standard IX. The program shall require demonstrated knowledge of one or more of the following endorsement areas:

(i) Biology:

(A) laboratory and field experiences using living materials; (B) matter, energy, and chemical processes; (C) ecology, adaptation, and evolution; (D) structure, function, and classification; and (E) genetics and reproduction.

(ii) Chemistry:

(A) systematic and quantitative study of the fundamental principles of chemistry, to include chemical and nuclear changes of matter and energy; (B) background in the interrelationships among the various areas of chemistry; and (C) laboratory experiences in chemistry.

(iii) Earth and Space Science:

(A) knowledge of the interrelationships of earth and space sciences to humans and the natural environment; (B) knowledge of changes relative to the natural cycles of earth and space science, to include interpretations of past, present, and future earth processes; and (C) laboratory and field experiences in earth and space science.

(iv) Physical Science:

(A) a systematic and quantitative study of the fundamental principles of chemistry, to include chemical and nuclear changes of matter and energy; (B) a systematic and quantitative study of the fundamental principles of physics, to include physical laws and principles of forces and motion; and

(C) laboratory experiences in both chemistry and physics.

(V) Physics:

(A) a systematic and quantitative study of the fundamental principles of physics, to include physical laws and principles of forces and motion;

(B) background in the interrelationships among the various areas of physics; and

(C) laboratory experience in physics.

Section 16. Social Studies Program Approval Standards. The following standards pertain to all programs for preparing teachers of social studies.

(a) Standard I. Teaching Processes and Skills. The program shall require knowledge, capabilities, and strategies to organize and provide instruction and assessment of learning in the various disciplines of social studies including the following:

(i) The Research Process.

(A) form questions that require different levels of cognitive responses such as recall, application, analysis, synthesis, and evaluation;

(B) acquire information from a variety of sources to make conclusions about social studies problems;

(C) compile, organize, analyze, evaluate, and interpret qualitative information;

(D) use basic methods of quantitative analysis found in the social sciences; and

(E) present findings in oral, text, and graphic formats.

(ii) Interdisciplinary Approaches to Social Studies Curriculum.

(A) controversial issues in past and contemporary societies;

(B) policy issues and current events;

(C) diversity in relation to race, ethnicity, sex, gender, religious, and various subcultures and their contributions within local and global societies;

(D) analysis of mass media, information networks and technological change in past and contemporary societies; and

(E) recognition of the human society and its cultural development as manifested through the arts and humanities.

(b) Standard II. The program preparing teachers for a specific subject certification must demonstrate knowledge of one or more specified area(s):

(i) World History:

(A) origins and historical development of various cultures and

(B) the interplay of forces shaping those cultures.

(ii) United State History:

(A) origins and historical development of American culture and

(B) the interplay of forces shaping American culture, including the ideals and institutions of the United States.

(iii) Political Science:

(A) comparative political systems;

(B) law and justice systems;

(C) legal documents;

(D) citizenship; and

(E) ideals, principles, and practices of various governments.

(iv) Economics:

(A) principles and processes underlying production, distribution, and consumption in various economic systems; and

(B) application of social controls to the economic systems.

(v) Anthropology:

(A) physical and cultural development of people;

(B) influence of environmental factors on cultural values; and

(C) cross-cultural and comparative studies.

(vi) Sociology:

(A) social groups and the interaction between groups and individuals and

(B) nature and analysis of social problems in society.

(vii) Geography:

(A) relationships between people and their environment;

(B) earth’s natural resources;

(C) economic and political power; and

(D) use of spatial relationships to understand the influence of geography

on society.

(viii) Psychology:

(A) human and animal behavior and

(B) scientific methods used in psychology.

(c) Standard III. Comprehensive. The program shall require:

(i) knowledge and demonstrated competence in world history, United States History, political science, economics, anthropology, sociology, geography, and psychology;

(ii) knowledge must be beyond the introductory level; and

(iii) a concentration in at least one area of (c)(i).

Section 17. Speech Program Approval Standards. The following Standards pertain to programs for preparing teachers of speech.

(a) Standard I. The program shall require knowledge of communication concepts, including:

(i) various theories of communication and their application to a variety of communicative acts;

(ii) function of the individual as an initiator and receiver of communication;

(iii) language acquisition and development along with fundamental socio-linguistic and psycholinguistic factors.

(b) Standard II. The program shall require knowledge of the various media of communication, including:

(i) the changing nature of speech as a result of technological and social development;

(ii) the way different forms of media enable and constrain communication; consideration of various communication genres.

(c) Standard III. The program shall require demonstrated competence in the application of the various critical stances to a variety of communicative acts.

(d) Standard IV. The program shall require knowledge of philosophies of communication which assign central importance to ethical consciousness with recognition of legal ramifications.

(e) Standard V. The program shall require demonstrated competence in the use of practical communication skills related to academic offerings and to co-curricular activities.

(f) Standard VI. The program shall require knowledge of composition as identified in Standard III of the English Standards.

(g) Standard VII. The program shall require knowledge of language as identified in Standard I of the English Standards.