Wyo. Code R. 019-0001-6
Teaching Standards Board, Professional
Chapter 6: Secondary Programs
Effective Date: 08/13/1998 to 11/24/1999
Rule Type: Superceded Rules & Regulations
Reference Number: 019.0001.6.08131998
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:
(d) Standard IV. The program shall require demonstrated competence in one or more of the following occupational areas:
(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.
(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:
(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 widely-used, high-level, structured programming languages, including the ability to:
(i) read programs;
(ii) design/write programs;
(iii) use the recursive process;
(iv) test programs;
(v) debug programs;
(vi) document programs.
(b) Standard II. The program shall require demonstrated competence in the programming, discipline and design of large programs.
(c) Standard III. The program shall require demonstrated competence in problem solving methods, criteria for choosing an algorithm and structured programming techniques.
(d) Standard IV. The program shall require knowledge of various data structures and competence in their manipulation including operations within the environment of a data-base management system.
(e) Standard V. The program shall require demonstrated competence in the organization of computer languages to include the run-time behavior of computer programs and operating system characteristics.
(f) Standard VI. The program shall require demonstrated competence in basic concepts of computer systems, computer architecture and assembly language.
(g) Standard VII. The program shall require demonstrated competence in simple troubleshooting and basic maintenance of computer equipment commonly found in an educational setting.
(h) 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. The program shall require knowledge of language, including the following:
(b) Standard II The program shall require knowledge of and demonstrated competence in teaching of language, including the following:
(c) Standard III. The program shall require knowledge of and demonstrated competence in teaching composition, including the following:
(d) Standard IV. The program shall require knowledge of and demonstrated competence in composition, including the following:
(e) Standard V. The program shall require knowledge of literature, including representative works of the following:
(i) English, American and world literature; (ii) major writers; (iii) minority and contemporary literature; (iv) adolescent literature and young adult literature; (v) all literary genres.
(f) Standard VI. The program shall require knowledge of and demonstrated competence in teaching literature, including the following:
(i) various methods of analysis, interpretation, and evaluation (ii) value of literature as an art
(g) Standard VII. The program shall require demonstrated competence in establishing a relationship between English and other fields of knowledge, to include;
(i) understanding the cultural and historical context of literary works (ii) collaborating with teachers of other classes, including other disciplines in integrating and coordinating instruction and curriculum (iii) emphasizing oral communication
(h) Standard VIII. The program shall require demonstrated competence in instructional technology, to include;
(i) evaluation and selection of instructional materials (ii) use of word processing software for the writing process (iii) implementation of technology within the language arts curriculum.
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.
(a) Standard I. The program shall require knowledge of journalism concepts, including:
(i) journalistic theories of communication and their practical applications;
(ii) function of the individual as an initiator and receiver of journalistic communication.
(b) Standard II. The program shall require knowledge of various journalistic media, including:
(i) the changing nature of journalism as a result of technological and social development;
(ii) the various ways different forms of media enable and constrain communication;
(iii) consideration of various communication genre.
(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.
(d) Standard IV. The program shall require demonstrated competence as a writer.
(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.
(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.
(g) Standard VII. The program shall require knowledge of and demonstrated competence in journalistic composition, including:
(i) types and elements of editorial, news, and feature writing;
(ii) rhetorical and editorial elements;
(iii) research skills;
(iv) the relationship of the study of grammar to the writing process;
(v) 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:
(i) salesmanship and sales presentation;
(ii) retailing;
(iii) marketing and merchandising;
(iv) personnel management;
(v) management;
(vi) accounting; (vii) finance (managerial and banking systems); (viii) economics; (ix) business law; (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 the relationships and applications of mathematics to 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 and manipulative devices.
(e) Standard V. The program shall require demonstrated competence in identifying, solving and developing problems involving mathematical concepts, principles and the use of appropriate problem solving strategies.
(f) Standard VI. The program shall require demonstrated competence in use of mathematical terminology and symbols, and efficient and effective mathematical techniques.
(g) Standard VII. The program shall require demonstrated competence in recognizing and constructing mathematical and logical proofs.
(h) Standard VIII. The program shall require demonstrated competence in the organization, analysis and interpretation of data.
Section 13. Modern Foreign Language Program Approval Standards. The following Standards pertain to programs that prepare teachers of foreign language.
(a) Standard I. The program shall require knowledge of the components/elements of the language, including:
(b) Standard II. The program shall require knowledge of the target culture, wherever possible in the target language, 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 of and demonstrated competence in the target language, including:
(i) understanding native speech in routine social contexts, in common situations and in extended presentations;
(ii) speaking the 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;
(iii) reading with comprehension simple authentic printed material, edited textual material within a familiar context and extracting factual information in non-technical prose;
(iv) writing about most common topics and topics of personal interest expertise with sufficient precision and detail so as to be comprehensible to a native reader.
(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 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. The science program may follow one of two patterns: 1) the subject-major pattern emphasizing one science area, supplemented by work in other science areas; or 2)
the comprehensive major pattern, embracing a balanced study in the sciences which prepares the individual to teach in any of the science areas offered in the public school curriculum. The program preparing students in the subject- major pattern must meet the appropriate section of Standard I and Standards III through IX. The curriculum leading to the comprehensive major must meet Standards II through IX.
(a) Standard I. (Subject-Majors) The program shall require demonstrated competence in one or more of the following major areas:
(i) Biology:
(A) laboratory and field experiences using living materials;
(B) identifying appropriate biological phenomena;
(C) describing the characteristics of living organisms and their relationship with their physical and biotic environments;
(D) areas related to the biological sciences, including chemistry and environmental science;
(ii) Chemistry:
(A) systematic and quantitative study of the fundamental principles of chemistry, interrelated and illustrated with descriptive and historical material;
(B) balanced background in areas of chemistry;
(iii) Earth and Space Science:
(A) the interrelationships and the interdisciplinary nature of earth and space sciences to humans and the natural environment;
(B) specialization in one of the earth and space sciences with support in at least two of the other fields of science;
(iv) General Science. A balanced integrated program with broad preparation in the basic principles and techniques of biology, chemistry, earth and space science and physics;
(v) Physical Science:
(A) chemistry and physics at the appropriate level which the student is expected to teach;
(B) at least two areas of earth and space science;
(vi) Physics:
Section 16. Social Studies Program Approval Standards. The program may follow one of two patterns: 1) the subject-major pattern emphasizing one or more specified subject areas in social studies and supplemented by work in cognate areas; or 2) the comprehensive-major pattern, embracing a broad base of social studies. The program preparing students in the subject-major pattern must meet the appropriate sections (i through viii) of Standard I and Standards III - X. The program preparing students in the comprehensive-major pattern must meet the criteria in Standard II and Standards III - X.
(a) Standard I. (Subject Majors) The program shall require knowledge of and demonstrated competence in one or more of the following areas:
(i) World History: origins and historical development of various cultures and the interplay of forces shaping those cultures;
(ii) United States History: origins and historical development of American culture and the interplay of forces shaping American culture, including the ideals and institutions of the United States;
(iii) Political Science: comparative political systems; law and justice systems; ideals, principles and practices of American government;
(iv) Economics: principles and processes underlying current problems and practices in various economic systems; application of social controls to the economic systems;
(v) Anthropology: the physical and cultural development of people and the influence of environmental factors on their cultural values emphasis on cross-cultural and comparative studies;
(vi) Sociology: knowledge of social groups and the interaction between groups and individuals, the nature and analysis of social problems society;
(vii) Geography: the relationships between people and their environment, the earth’s natural resources, economic and political power and the use of spatial relationships to understand the influence of geography on society.
(viii) Psychology: the knowledge of human and animal behavior and scientific methods used in psychology.
(b) Standard II. (Comprehensive-Major) The program shall require knowledge and demonstrated competence balanced among all items i-viii in Standard I with a concentration in one field, interdisciplinary course work involving items i-viii in Standard I, and knowledge beyond the introductory sequence for subject-majors in all of the areas i-viii in Standard I.
(c) Standard III. The program shall require knowledge of the structure, key concepts, methodology and generalizations in the various disciplines of social studies.
(d) Standard IV. The program shall require demonstrated competence in:
(i) forming questions that require different levels of cognitive responses such as recall, application, analysis, synthesis and evaluation;
(ii) teaching students to make conclusions about social studies problems with support for those conclusions from appropriate teaching students to develop data-processing skills, including how acquire information from a variety of sources;
(iii) how to compile, organize, analyze, evaluate and interpret the information;
(iv) teaching students to develop basic properties and symbols of quantitative analysis used in science, math and the behavioral disciplines.
(e) Standard V. The program shall require knowledge of controversial issues in past and contemporary societies.
(f) Standard VI. The program shall require knowledge of policy issues and demonstrated competence in contemporary history and current events.
(g) Standard VII. The program shall require knowledge of the contributions of the different racial, ethnic, sex and religious groups within the world society.
(h) Standard VIII. The program shall require demonstrated competence in analyzing mass media, information networks and technological change in a modern society.
(i) Standard IX. The program shall require knowledge of the interdisciplinary approach in social studies curricula.
(j) Standard X. The program shall require knowledge of the human society and the roles reflected by the humanities with global and historical perspectives.
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.