Standard #6: Instruction Standard Statement: Career-Technical Education programs promote high academic achievement, technical knowledge and skill development of all students. Standard Definition: Educators develop differentiated instructional plans that are rigorous and relevant, and represent real-work knowledge and skills. The rigor of instruction represents current industry needs and prepares students for workplace and post-secondary options. Instruction incorporates core academic requirements and promotes academic and technical skill attainment. Quality Indicator Exemplary Effective minimal UNSATIsFACTORY Instruction balances between A documented balance There is an attempt to One component of the None of these components inquiry-based classroom and exists between balance inquiry-based curriculum clearly is are apparent in the laboratory instruction, classroom and classroom and laboratory dominating the instruction. instruction. experiential learning, and laboratory instruction, instruction, experiential The instructor(s) has a plan engagement in the Career experiential learning and learning, and engagement in to bring deficient areas into Technical Student engagement in the student the student organization, but balance. Organization.* organization. two of the three components dominate the instruction. Lesson plans are based on Lesson plans directly Lesson plans address both Minimal lesson plans are No formal lesson plans exist. approved pathway courses in correlate to the program of knowledge and developed for each unit of the career-technical study and career field skill. instruction. program.* technical content standards. Instructional activities provide Instructional activities Instructional activities Instructional activities Students are not provided opportunities for students to promote the transfer of require students to apply require students to opportunities to master master technical skills and knowledge and higher order technical skills. demonstrate knowledge and skills. develop critical higher-order skill to different situations application-based technical thinking. and applications. skills. Evidence :( i.e., lesson plans) Instruction reinforces the Instruction consistently Instruction focuses on Instruction focuses on Instruction does not address application of relevant and incorporates related academic skills and academic skills. academic skills. rigorous career-technical technical learning standards. connects with learning standards. technical learning standards. Evidence :( i.e., lesson plans) Instructional program uses Curriculum materials Curriculum materials are Curriculum material Curriculum materials are current materials and with current current, but not aligned with upgrades are in progress. outdated. resources. business/industry practices. business/industry practices. Evidence :( i.e., lesson plans) *Quality Indicator does not apply to Career-Based Intervention Programs
Standard #6: Instruction Standard Statement: Career-Technical Education programs promote high academic achievement, technical knowledge and skill development of all students. Standard Definition: Educators develop differentiated instructional plans that are rigorous and relevant, and represent real-work knowledge and skills. The rigor of instruction represents current industry needs and prepares students for workplace and post-secondary options. Instruction incorporates core academic requirements and promotes academic and technical skill attainment. Quality Indicator Exemplary Effective minimal UNSATIsFACTORY Instruction balances between inquiry-based classroom and laboratory instruction, experiential learning, and engagement in the Career Technical Student Organization.* A documented balance exists between classroom and laboratory instruction, experiential learning and engagement in the student organization. There is an attempt to balance inquiry-based classroom and laboratory instruction, experiential learning, and engagement in the student organization, but two of the three components dominate the instruction. One component of the curriculum clearly is dominating the instruction. The instructor(s) has a plan to bring deficient areas into balance. None of these components are apparent in the instruction. Lesson plans are based on approved pathway courses in the career-technical program.* Lesson plans directly correlate to the program of study and career field technical content standards. Lesson plans address both knowledge and skill. Minimal lesson plans are developed for each unit of instruction. No formal lesson plans exist. Instructional activities provide opportunities for students to master technical skills and develop critical higher-order thinking. Evidence :( i.e., lesson plans) Instructional activities promote the transfer of knowledge and skill to different situations and applications. Instructional activities require students to apply higher order technical skills. Instructional activities require students to demonstrate knowledge and application-based technical skills. Students are not provided opportunities to master skills. Instruction reinforces the application of relevant and rigorous career-technical learning standards. Evidence :( i.e., lesson plans) Instruction consistently incorporates related learning standards. Instruction focuses on academic skills and connects with learning standards. Instruction focuses on academic skills. Instruction does not address academic skills. Instructional program uses current materials and resources. Evidence :( i.e., lesson plans) Curriculum materials with current business/industry practices. Curriculum materials are current, but not aligned with business/industry practices. Curriculum material upgrades are in progress. Curriculum materials are outdated. *Quality Indicator does not apply to Career-Based Intervention Programs technical technical
CTE-Quality-Program-Standards-v1-01062016.docx