Competencies and Suggested Objectives

1.   Describe local program and center expectations, policies, and procedures. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.       Describe local program, career-center, and student-organization (e.g., Educators Rising) policies and procedures, including dress code, attendance, academic requirements, discipline, clinical (field experience) rules and regulations (including confidentiality agreements), and transportation regulations.

b.      Give a brief overview of the course. Explain what Teacher Academy is, why it is important, and how it will be delivered. 

c.       Compare and contrast local program and school policies to expectations of employers.

d.      Create and maintain a teaching and learning portfolio (ongoing).

2. Examine the Mississippi Educator Code of Ethics standards. ^{NBS 1, NBS 2, NBS 3, NBS 4, NBS 5, P3}

       a. Conduct and abide by these standards as a Teacher Academy student.

3. Apply safety procedures in the Teacher Academy classroom and lab. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

1. Discuss the proper classroom and lab safety procedures.
2. Demonstrate proper care and use of various equipment in the Teacher Academy classroom and lab.

4.   Analyze the importance of using technology appropriately. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.       Examine acceptable use policies for technology in schools, including strategies for addressing safety. 

b.      Advocate and practice safe, legal, and responsible use of technology (e.g., copyright, plagiarism, fair use).

5.   Recognize and discuss professional learning in the field of education. ^{NBS 1, NBS 2, NBS 3, NBS 4, P3,}

1. Identify the purpose of the INTASC (Interstate New Teacher Assessment and Support Consortium) national standards for new teachers.
2. Identify the purpose of the NBS (National Board of Professional Teaching Standards) five core propositions. 
3. Identify the purpose of Educators Rising standards.

Clinicals: It is highly encouraged to give Teacher Academy students as many varied experiences in the field as possible. The recommended total hours for Year 1 and Year 2 is 75. It is recommended to divide the hours between Year 1 and Year 2 if the opportunity is present (ongoing).

6.   Participate in an elementary and secondary clinical experience. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.  Work under the guidance of the Teacher Academy instructor and the classroom teacher.

b.  Display effective interpersonal skills.

c.  Demonstrate the ability to relate to students in a classroom setting.

d.  Exercise tact, discretion, and confidentiality.

e.  Submit an introductory letter, use presentation software or photo resume to the supervising teacher prior to beginning clinicals.

f. Observe and record the classroom teacher’s actions, the students’ progress, and classroom procedures.

g.  Discuss assigned duties with classroom teacher.

h.  Prepare lesson materials, bulletin boards, displays, and instructional games.

i. Tutor and assist students individually or in small groups, as directed by the teacher.

j.   Distribute teaching materials to students (e.g., textbooks, papers, and supplies).

k.  Assist students with technology in the classroom.

l. Provide extra assistance to students with special needs (e.g., those with physical or mental disabilities; non-English speaking students).

Competencies and Suggested Objectives

1.   Identify the requirements and opportunities available in the field of education. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.  Introduce and explore career opportunities in education:

·         Preschool, elementary, middle, secondary (including CTE and elective), postsecondary

·         Administrator, counselor, coach (teaching emphasis required), librarian

·         Special education (gifted, inclusion, mild/moderate, severe/profound, behavior modification)

·         Child life specialist, educational specialist

b. List the requirements to become a certified teacher in the state of Mississippi (degree, certification exams, licensing, CEUs).

2.   Determine skills and dispositions needed to work in the teaching profession. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.       List dispositions of effective teachers.

b.      Discuss the importance of being a lifelong learner (not tested on CPAS2).

c.       Exhibit collaboration and team building among colleagues.

3. Identify, demonstrate, and evaluate communication skills in the field of education.  ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.       Become familiar with and practice active-listening skills.

b.       Explore and practice the various ways to communicate effectively:

·         Verbal

·         Nonverbal

·         Written

Competencies and Suggested Objectives

1.   Compare and contrast the cognitive, physical, and social-emotional development characteristics of the learner from birth to adolescence.  ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.  Examine the developmental characteristics of the learner from birth to age 4 years.

b.  Examine the developmental characteristics of the learner from ages 5 to 10 years.

c.  Examine the developmental characteristics of the learner from ages 11 to 18 years.

2.   Discuss developmental theories related to human growth and development. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.  List important human growth and development theorists.

·         Pavlov

·         Piaget

·         Skinner

·         Erickson

·         Maslow

·         Bandura

·         Vygotsky

b.  Connect theorists and their theories to the learning environment.

Competencies and Suggested Objectives

1.   Understand how the historical and social contexts of education have influenced contemporary schools.  ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.  Identify historical figures and summarize their contributions to education (e.g., Benjamin Franklin, Thomas Jefferson, Horace Mann, Friedrich Froebel, John Dewey, Maria Montessori).

b. Understand the evolution of the educational system:

·         Dame school

·         One-room school

·         Common school

·         Magnet school

·         Charter school

·         Early college high school

c. Discuss the events that have influenced educational reform in America:

·         Desegregation (Brown v. Board Education; Civil Rights Act of 1964)

·         Equal Opportunity in Education Act (Title IX)

·         Elementary and Secondary Education Act

·         No Child Left Behind Act

·         Every Student Succeeds Act

·         Individuals with Disabilities Education Act (IDEA)

·         Americans with Disabilities Act (ADA

2.   Discuss the relationship of school and society. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.       Explain governance of schools at the following levels:

·         Federal – U.S. Department of Education

·         State – State Department of Education

·         Local – School board

·         Building – Administrator/director

b.      Examine current trends and issues that affect the future of education in different types of educational settings (not tested on CPAS).

Competencies and Suggested Objectives

1.   Analyze characteristics, skills, and resources necessary for an effective learning environment^{. NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

a.       Identify how to maintain student attention and engage students in active learning through intrinsic and extrinsic motivational strategies.

b.      Distinguish between an effective and ineffective cultural learning climate.

c.       Discuss and design an effective physical classroom setting.

2.   Identify and discuss classroom-management styles and strategies. ^{NBS 1, NBS 2, NBS 3, NBS 4, P1, P2, P3, P4}

1. Explain time on task and how it relates to instructional pacing.
2. Establish classroom rules, routines, and procedures.
3. Differentiate between authoritative, authoritarian, permissive, and indulgent classroom-management styles.
4. Research and analyze effective teaching styles (e.g., formal authority, demonstrator, facilitator, and delegator).