2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Public Administration Supervision
Program Type:	Career Preparatory
Career Cluster:	Government & Public Administration

PSAV	
Program Number	P440401	
CIP Number	0744040101	
Grade Level	30, 31	
Standard Length	1125 hours	
Teacher Certification	PUB ADM   7  G
PUB SERV  7  G	
CTSO	N/A	
SOC Codes (all applicable) 	11-1021 General and Operations Managers	
Facility Code	http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm 	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	
Basic Skills Level	Mathematics:	10
Language:	10
Reading:	10	

Purpose

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Government and Public Administration career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Government and Public Administration career cluster. 

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of one occupational completion points.

This program is comprised of courses which have been assigned course numbers in the SCNS (Statewide Course Numbering System) in accordance with Section 1007.24 (1), F.S.  Career and Technical credit shall be awarded to the student on a transcript in accordance with Section 1001.44(3)(b), F.S.

The following table illustrates the post-secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	
	PAD0875	Human Resources Manager 1	375 hours	11-1021	
	PAD0876	Human Resources Manager 2	375 hours	11-1021	
A	PAD0877	Human Resources Manager 3	375 hours	11-1021	

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Describe the organizational structure and management controls of a city, a county, and a state.
02.0	Discuss the needs of the health department.
03.0	Describe the legislative processes of a city, county, and state.
04.0	Demonstrate knowledge of the tax base and structure.
05.0	Discuss planning versus crisis management.
06.0	State the mission of each public agency.
07.0	Demonstrate employability skills.

08.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Public Administration Supervision
PSAV Number:	P440401

Course Number:  PAD0875
Occupational Completion Point:  none
Human Resources Manager 1 – 375 Hours – SOC Code 11-1021	
01.0	Describe the organizational structure and management controls of a city, a county, and a state--The student will be able to:	
01.01	Describe the three primary governing bodies of state government.	
01.02	Identify and describe several major forms of city and/or county governments.	
01.03	Describe the form of his/her city and county governments.	
01.04	Identify the major elected and appointed officials of his/her city, county, and state and their respective roles.	
01.05	Identify the means by which elected, appointed and public employees are selected.	
01.06	Identify a selected number of career jobs related to city, county and state governments.	
01.07	Identify and describe the services offered by city, county, and state governments.	
02.0	Discuss the needs of the health department--The student will be able to:	
02.01	Demonstrate knowledge of solutions to air, water and food pollution.	
02.02	Demonstrate knowledge of the health department's role in contagious disease control.	
02.03	Describe model medical facilities and free clinics administered by health departments.	
03.0	Describe the legislative processes of a city, county, and state--The student will be able to:	
03.01	Discuss the difference between unicameral and bicameral legislatures.	
03.02	Discuss the requirements of legislators.	
03.03	Discuss legislator's responsibilities.	
03.04	Discuss ways in which the public can influence laws.	
03.05	Discuss the content and purpose of state and local constitutions.

Course Number:  PAD0876
Occupational Completion Point:  none
Human Resources Manager 2 – 375 Hours – SOC Code 11-1021	
04.0	Demonstrate knowledge of the tax base and structure--The student will be able to:	
04.01	Discuss state, county, and city real, property and sales taxes.	
04.02	Discuss engineering, permit, filing, licensure, motor vehicle, liquor, trailer and tobacco fees and taxes.	
04.03	Discuss franchise, gas and inheritance taxes.	
04.04	Discuss special assessments levied to pay costs of improvements.	
04.05	Discuss service charges and court fines as a source of revenue.	
04.06	Discuss federal aid to states through grants-in-aid and revenue sharing.	
04.07	Discuss methods of tax collection.	
05.0	Discuss planning versus crisis management--The student will be able to:	
05.01	Discuss how crisis management subverts rather than deals with multi-dimensional problems.	
05.02	Discuss how long range planning may threaten vested power interacts.	
05.03	Discuss how coordination between agencies can improve trust and, in turn, planning.	
05.04	Describe how crisis management at the top can lead to destructive handling of field problems.	
05.05	Discuss how through long range planning a bureaucracy is better able to respond innovatively to system-wide problems.	
05.06	Discuss the importance of dynamic organizational planning.	
06.0	State the mission of each public agency--The student will be able to:	
06.01	Discuss the transportation department's role in safety, highway management, aeronautics and waterway management.	
06.02	Discuss health and welfare agencies' roles in domestic relations, veterans' benefits, the establishment of food and drug standards, and communicable disease control.	
06.03	Discuss the role of public protection agencies in civil defense, law enforcement, fire prevention, safety, prisons, and courts.	
06.04	Discuss the role of natural resource management in the maintenance of agriculture, forestry, parks, environment, and conservation.	
06.05	Discuss the role of regulatory agencies in management of labor, banking, commerce, insurance, liquor, and public utilities.	
06.06	Discuss the responsibilities of educational agencies in maintaining facilities, personnel, transportation and curriculum.	
06.07	Discuss the role of planning and development agencies in managing resources, urban renewal, training and employment of the government's labor force.	

Course Number:  PAD0877
Occupational Completion Point:  A
Human Resources Manager 3 – 375 Hours – SOC Code 11-1021	
07.0	Demonstrate employability skills--The student will be able to:	
07.01	Conduct a job search.	
07.02	Secure information about a job.	
07.03	Documents that may be required when applying for a job.	
07.04	Complete a job application.	
07.05	Demonstrate competence in job interview techniques.	
07.06	Identify or demonstrate appropriate responses to criticism from employer, supervisor, or other persons.	
07.07	Identify acceptable work habits.	
07.08	Demonstrate knowledge of how to make job changes appropriately.	
07.09	Demonstrate acceptable employee health habits.	

Additional Information

Laboratory Activities

Laboratory activities are an integral part of this program.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students. 

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Basic Skills (if applicable)

In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C., the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are:  Mathematics 10, Language 10, and Reading 10.  These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination.  

Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040).  Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement.  Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.

Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.)  Exemptions from state, national or industry licensure are limited to the certifications listed at http://www.fldoe.org/workforce/dwdframe/rtf/basicskills-License-exempt.rtf.  

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

This program has no statewide articulation agreement approved by the Florida State Board of Education.  However, this does not preclude the awarding of credits by any college through local agreements. 

For details on statewide articulation agreements which correlate to programs and industry certifications, refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.