2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Teacher Assisting
Program Type:	Career Preparatory
Career Cluster:	Education and Training	

Secondary – Career Preparatory	
Program Number	8909000	
CIP Number	0713129902	
Grade Level	9-12, 30, 31	
Standard Length	4 credits	
Teacher Certification	ANY FIELD WHEN CERT REFLECTS BACHELORS OR HIGHER	
CTSO	FPSA
FFEA	
SOC Codes (all applicable) 	25-9041 – Teacher Assistants	
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 	

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 Education and Training 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 Education and Training career cluster. 

The content includes but is not limited to competencies and skills needed to become a paraprofessional in the field of education.  This includes an understanding of education in the United States, the ability to work effectively with all students, educational technology, classroom management, student assessment, communication skills, and other skills needed to support the learning activities of students.  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 two occupational completion points.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A	8909010	Teacher Assisting 1	1 credit	25-9041	2	
B	8909020	Teacher Assisting 2	1 credit	25-9041	2	
B	8909030	Teacher Assisting 3	1 credit	25-9041	2	
B	8909040	Teacher Assisting 4	1 credit	25-9041	2	

This program should include the following components:  
•	10 hours of field experience and/or observation during Teacher Assisting 1
•	An additional 15 hours of field experience and/or observation during Teacher Assisting 2.  
•	Students will also successfully complete a Teacher Assisting practicum experience of 25 hours during Teacher Assisting 3
•	An additional 50 hours during Teacher Assisting 4  

Please see important information regarding the program structure in the Special Notes section on the “Additional Information” page at the end of this document.

Academic Alignment Table

Some or all of the courses in this program have been academically aligned to the Florida Standards for Mathematics and the Next Generation Sunshine State Standards (NGSSS) for Science.  The table below contains the results of the alignment efforts by both academic core and Career and Technical Education (CTE) professional educators.  Data shown in the table includes the number of academic standards in the CTE course and the percentage of alignment to the CTE course.

Courses	Algebra 1	Algebra 2	Geometry	Anatomy/ Physiology Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics	Marine Science 1 Honors	Physical Science	Physics 1	
Teacher Assisting 1	#	#	#	#	#	#	#	#	#	#	#	#	
Teacher Assisting 2	#	#	#	#	#	#	#	#	#	#	#	#	
Teacher Assisting 3	#	#	#	#	#	#	#	#	#	#	#	#	
Teacher Assisting 4	#	#	#	#	#	#	#	#	#	#	#	#	
^^	Alignment pending full implementation of the    					**   Alignment pending review    
	Florida Standards for Mathematics.						#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above.  These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.  It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program.  The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Florida Standards for Mathematics & Language Arts (FS-M/LA)

Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes.  Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.

Next Generation Sunshine State Standards (NGSSS) - Science 

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science. These standards are listed next to the content standards.

National Standards (NS)

This program has been aligned to the National Standards for Family and Consumer Sciences Education developed by the National Association of State Administrators of Family and Consumer Science (NASAFACS). The NASAFACS is an affiliate of the Family and Consumer Science division of the Association for Career and Technical Education (ACTE).  The NASAFACS and ACTE are members of the American Association of Family & Consumer Science’s (AAFCS) FCS Alliance.

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	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Teacher Assisting. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Teacher Assisting.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Teacher Assisting.
04.0	Describe the role and career path of the substitute teacher and the regulations governing those in that occupation.
05.0	Describe the role of education in the United States.
06.0	Demonstrate the interpersonal skills required for successful employment as a substitute teacher and/or teacher assistant.
07.0	Demonstrate the communication skills required to be an effective substitute teacher and/or teacher assistant.
08.0	Operate instructional technology.
09.0	Arrange, organize, and perform educational support tasks.
10.0	Supervise the safety and health of students.
11.0	Identify and report child abuse and drug abuse.
12.0	Support the learning activities of students.
13.0	Establish and maintain appropriate student behaviors.
14.0	Recognize leadership and Career and Technical Student Organization (CTSO) activities.
15.0	Describe key events and factors that influence education in the United States.
16.0	Demonstrate the methods for creating and interpreting assessments.
17.0	Identify the responsibilities involved when supervising students.
18.0	Analyze the effects of child abuse and drug abuse on student academic achievement and behavior.
19.0	Demonstrate methods of supporting the learning activities of students.
20.0	Demonstrate the ability to work effectively with exceptional students.
21.0	Demonstrate an awareness of diversity in education.
22.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Teacher Assisting.
23.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Teacher Assisting.
24.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Teacher Assisting.
25.0	Define multiple intelligences
26.0	Recognize a balanced literacy classroom.
27.0	Demonstrate the methods for administering and grading assessments.
28.0	Prepare visual aids.
29.0	Demonstrate skills needed for employment in the field of education.
30.0	Support cooperative relationships between home and school.
31.0	Develop intrapersonal skills.
32.0	Demonstrate professionalism.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Teacher Assisting 1  
Course Number: 	8909010
Course Credit:	1 credit

Course Description:

This course is designed to develop competencies related to the role, regulations, and career path of teacher assistants; the role of education; leadership and CTSO activities; instructional technology; academic skills; interpersonal and communication skills; maintaining appropriate student behavior; and educational support tasks.  During this course students must participate in and document a minimum of 10 hours of field experience and/or observation and will begin creating their portfolio.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Teacher Assisting.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Teacher Assisting.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Teacher Assisting.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts 
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	
04.0	Describe the role and career path of the substitute teacher and the regulations governing those in that occupation. – The student will be able to:		
04.01	Describe the code of ethics for the teaching profession and explain how it relates to the role of the substitute teacher/teacher assistant.	LAFS.910.W.1.2	
04.02	Define the role and characteristics of an effective substitute teacher/teacher assistant.	LAFS.910.W.1.2	
04.03	Describe the role of the substitute teacher/teacher assistant in relation to the roles of the teacher, school principal, counselor, and students.	LAFS.910.W.1.1	
04.04	Describe the role and responsibility of a substitute teacher/teacher assistant in using public relations to build rapport and enhance the image of education.	LAFS.910.W.1.1	
04.05	Describe tasks that a substitute teacher /teacher assistant will and will not perform to assist a teacher, the school principal, students, and other individuals in the school system.	LAFS.910.W.1.1	
04.06	Identify and explain the provisions of existing local, state, and federal regulations governing the role of a substitute teacher.	LAFS.910.W.1.2	
04.07	Describe the history of, emerging demand for, and career path of substitute teachers and teacher assistants.	LAFS.910.W.1.3	
04.08	Identify the types of educational programs and agencies that employ substitute teachers and teacher assistants.	LAFS.910.W.1.1	
05.0	Describe the role of education in the United States. – The student will be able to:		
05.01	Review the history of education in the United States.	LAFS.910.W.1.3	
05.02	Identify key Supreme Court decisions affecting teachers and the current    educational setting (i.e. Brown vs. Board of Education, Public Law 94-142, IDEA, and ADA)	LAFS.910.RI.3.9
	
05.03	Identify legal provisions for education found in the Constitution (i.e. amendments #1, #10, and #14).	LAFS.910.RI.3.9	
05.04	Explain the rights of teacher’s tenure legislation. 	LAFS.910.W.1.2	
05.05	Identify Florida Title XLVIII Statutes governing education.	LAFS.910.RI.3.9	
05.06	Describe the role of the Florida Department of Education in governing education at the state level and any recent changes in the Department affecting the future of education in Florida.	LAFS.910.W.1.3	
05.07	Describe the role of the State Board of Education.	LAFS.910.W.1.3	
06.0	Demonstrate the interpersonal skills required for successful employment as a substitute teacher and/or a teacher assistant. – The student will be able to:		
06.01	Interact in ethical, professional, courteous, and culturally respectful ways with teachers, principals, students, and other individuals and groups.	LAFS.910.SL.1.1	
06.02	Demonstrate responsible ways of dealing with criticism from supervisors, teachers, principals, students, and others in a school setting.	LAFS.910.SL.1.3	
06.03	Identify methods for conflict resolution between individuals and groups.	LAFS.910.SL.1.3	
06.04	Describe safe and responsible ways of responding to expressions of hostility or threats, including the use of security procedures and systems (school protocol for fire drills, lock downs, etc.).	LAFS.910.W.1.2	
06.05	Identify the work, health, and grooming habits that facilitate positive interactions with individuals and ongoing employment as a teacher.	LAFS.910.SL.1.2	
06.06	Demonstrate professional attire that is appropriate for the classroom.	LAFS.910.SL.2.5	
06.07	Demonstrate the ability and willingness to follow oral and written instructions.	LAFS.910.SL.1.1	
07.0	Demonstrate the communication skills required to be an effective substitute teacher and/or a teacher assistant. – The student will be able to:		
07.01	Demonstrate active listening skills for various situations.	LAFS.910.SL.1.1	
07.02	Recognize and interpret various types of nonverbal communication.	LAFS.910.SL.1.1	
07.03	Use oral and written communication for self-expression and for conveying and following instructions and professional correspondence.	LAFS.910.W.2.4	
07.04	Differentiate personal opinion from observations, actual events, and facts.	LAFS.910.W.1.1	
07.05	Report observations and information objectively.	LAFS.910.W.1.3	
07.06	Follow protocols for the use of the telephone, internet, text messaging, etc. in order to communicate appropriately and courteously to others.	LAFS.910.SL.1.2	
07.07	Prepare and relay messages accurately and in a timely manner from one person to another.	LAFS.910.SL.1.1	
07.08	Demonstrate effective techniques when communicating with parents or adult students.	LAFS.910.SL.1.1	
07.09	Create a communiqué to parents using a language other than English.	LAFS.910.W.2.6	
08.0	Operate instructional technology. – The student will be able to:		
08.01	Identify different types of current instructional technology and research various reference websites on the Internet valuable to educators (thinking.org, Gale Reference Library, teachertube.com, etc.).	LAFS.910.W.3.8	
08.02	Identify the components of instructional technology by name, function, and method of operation.	LAFS.910.L.2.3
LAFS.910.L.3.4	
08.03	Identify the safety measures required for operating instructional technology.	LAFS.910.L.3.6	
08.04	Obtain, operate, and return technology equipment according to equipment specifications and school/classroom protocols.	LAFS.910.SL.2.5	
09.0	Arrange, organize, and perform educational support tasks. – The student will be able to:		
09.01	Identify the formats, styles, and forms required for different types of correspondence, records, reports, and other documentation that support classroom activities.	LAFS.910.W.1.1	
09.02	Produce correspondence, reports, and other types of communication using the materials and directions provided by a teacher.	LAFS.910.W.2.4	
09.03	Utilize technology to create seating charts, record attendance and grades, maintain a classroom inventory, schedule appointments on an electronic calendar, create a power point presentation, create a Word document, and an excel file.	LAFS.910.SL.2.5	
09.04	Demonstrate security and virus-protection procedures for computer systems.	LAFS.910.SL.1.3	
09.05	Demonstrate the input of information and methods for saving, backing up, and printing files.	LAFS.910.SL.1.3	
10.0	Supervise the safety and health of students.  --The student will be able to:		
10.01	Apply basic first aid and follow health and safety procedures.	LAFS.910.SL.1.3	
10.02	Explain cardiopulmonary resuscitation (CPR), airway obstruction, and the Heimlich maneuver.	LAFS.910.W.1.2	
10.03	Supervise the playground and recreational activities of students.	LAFS.910.SL.2.4	
10.04	Understand the “Right to Know” law as stated in Department of Labor Regulations (Standards–29CFR) 1910.1200. http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=standards&p_id=10099)	LAFS.910.W.3.9	
11.0	Identify and report child abuse and substance abuse. – The student will be able to:		
11.01	Explain the state laws governing the identification and reporting of child abuse.	LAFS.910.RI.3.9	
11.02	Follow school protocol for providing information and referral for alcohol and other substance abuse.	LAFS.910.W.1.3	
12.0	Support the learning activities of students. – The student will be able to:		
12.01	List the developmental stages of children and explain their relationship to learning.	LAFS.910.W.1.3	
12.02	Describe the different learning styles of students.	LAFS.910.W.1.2	
12.03	Describe the function and components of a lesson plan.	LAFS.910.W.1.3	
12.04	Create and implement a lesson plan.	LAFS.910.W.3.7	
13.0	Establish and maintain appropriate student behaviors. – The student will be able to:		
13.01	Identify appropriate and inappropriate behaviors.	LAFS.910.SL.2.4	
13.02	Describe the effects of school rules, regulations, and procedures on student behaviors.	LAFS.910.SL.2.4;
LAFS.910.W.1.3	
13.03	Create and implement a classroom management plan (suggested resource:  The First Days of School by Harry Wong).	LAFS.910.W.2.4	
13.04	Identify techniques, including attention, praise, and other positive approaches, for motivating and reinforcing appropriate behavior of individuals and groups.	LAFS.910.SL.2.4	
13.05	Identify techniques for reducing or eliminating inappropriate behaviors.	LAFS.910.SL.2.4	
14.0	Recognize leadership and career and technical student organization (CTSO) activities. – The student will be able to:		
14.01	Describe the education and training CTSO events and activities available for students and schools.	LAFS.910.SL.1.1	
14.02	Identify the leadership opportunities available through CTSO events, competitions, and activities.	LAFS.910.SL.1.1	
14.03	Identify the benefits and awards provided through participation in CTSO activities.	LAFS.910.SL.1.1	
14.04	Identify additional student organizations that relate to education.	LAFS.910.SL.1.1	
14.05	Identify the various high school service clubs and CTE organizations and explain their role in enhancing education.	LAFS.910.SL.1.1	
NOTE:  Students should have completed 10 hours of field experience and/or observation at this point.  Students also should have begun creating their portfolio (see remarks in Special Notes section).		

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Teacher Assisting 2
Course Number: 	8909020
Course Credit:	1 credit

Course Description:

This course is designed to develop competencies in the legal factors related to education; creating assessments; the supervision of student health and safety; the reporting of child abuse and drug abuse; working with exceptional students; diversity awareness; and strategies to support students’ learning activities.  During this course students must participate in and document a minimum of 15 hours of field experience and/or observation (this is in addition to the 10 hours completed during Teacher Assisting 1) and should continue developing their portfolio.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Teacher Assisting.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Teacher Assisting.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Teacher Assisting.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts 
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	
15.0	Describe key events and factors that have influenced education in the United States. – The student will be able to:		
15.01	Identify key Supreme Court decisions affecting teachers and the current    educational setting (i.e. Brown vs. Board of Education, Public Law 94-142, IDEA, and ADA)	LAFS.1112.RI.3.9	
15.02	Identify legal provisions for education or provided for found in the Constitution (i.e. amendments #1, #10, and #14).	LAFS.1112.RI.3.9
	
15.03	Explain the rights of teacher’s tenure legislation (i.e. Right to bargain collectively, etc.).	LAFS.1112.W.1.2	
15.04	Identify Title XLVIII Statutes governing education.	LAFS.1112.RI.3.9	
15.05	Describe the role of the Florida Department of Education in governing education at the state level.	LAFS.1112.W.1.3	
15.06	Describe the role of the State Board of Education.	LAFS.1112.W.1.3	
16.0	Demonstrate the methods for creating and interpreting assessments. – The student will be able to:		
16.01	Describe the procedures required for the administration of standardized and other tests.	LAFS.1112.W.1.3	
16.02	Identify types of assessments.	LAFS.1112.L.3.6	
16.03	Develop criteria for various assessments and create a rubric.	LAFS.1112.W.1.1	
16.04	Calculate and record test results.		
16.05	Read and interpret assessment scores (percentile rank, scale scores, etc.).	LAFS.1112.RI.1.1	
17.0	Identify the responsibilities involved when supervising students. – The student will be able to:		
17.01	Supervise students in various situations (traditional classroom, playground, laboratories, computer labs, etc.)	LAFS.1112.SL.2.4	
17.02	Identify issues of liability concerning the safety, health, and welfare of students.	LAFS.1112.SL.2.4;
LAFS.1112.W.3.9	
17.03	Describe FERPA (Family Educational Rights and Privacy Act) and the importance of confidentiality when dealing with student records.	LAFS.1112.SL.2.4;
LAFS.1112.W.3.9	
18.0	Analyze the effects of child abuse and substance abuse and other barriers to learning on student achievement and behavior. – The student will be able to:		
18.01	Identify the types, signs, symptoms, and prevalence of child abuse and the possible effects of abuse on student performance.	LAFS.1112.W.3.8	
18.02	Identify the types, signs, symptoms, and prevalence of alcohol and other drug abuse and the possible effects of alcohol and other drug abuse on student performance.	LAFS.1112.W.3.8	
19.0	Demonstrate methods of supporting the learning activities of students. – The student will be able to:		
19.01	Demonstrate various methods for working individually with students who have special needs and exceptionalities.	LAFS.1112.SL.1.1	
19.02	Assist absentees in completing missed or "makeup" assignments.	LAFS.1112.SL.2.4	
19.03	Explain the importance of handwriting skills.	LAFS.1112.L.1.1	
19.04	Use reading formulas, provided by a teacher or reading specialist, to determine reading levels and make appropriate decisions about reading assignments for students.	LAFS.1112.RL.1.1 	
19.05	Prepare developmentally appropriate educational games and puzzles.	LAFS.1112.W.3.8	
19.06	Define differentiated instruction and describe the importance of varying instructional materials.	LAFS.1112.L.3.6	
20.0	Demonstrate the ability to work effectively with exceptional students. – The student will be able to:		
20.01	Recognize the meanings of acronyms used to classify ESE students.	LAFS.1112.L.3.6	
20.02	Explain purpose of the IEP (Individualized Education Plan).	LAFS.1112.W.1.2	
20.03	Distinguish between a modification and accommodation and the related legal requirements of the educator.	LAFS.1112.L.3.5	
20.04	Identify characteristics of varying exceptionalities.	LAFS.1112.L.3.4	
20.05	Define the autism spectrum disorder and analyze the recent increase in autism diagnoses.	LAFS.1112.L.3.6;
LAFS.1112.W.3.7	
20.06	Explain effective strategies for working with students.	LAFS.1112.W.4.10	
21.0	Demonstrate an awareness of diversity in education. – The student will be able to:		
21.01	Identify laws and regulations governing ESOL students.	LAFS.1112.RI.3.9	
21.02	Identify strategies and methods for teaching ESOL students and requirements for instructors.	LAFS.1112.RI.3.8	
21.03	Identify key/famous Americans of various ethnic backgrounds who made an impact on education.	LAFS.1112.RI.3.9	
21.04	Recognize and choose classroom literature promoting positive multicultural relationships.	LAFS.1112.RL.1.1	
21.05	Discuss similarities and differences in educational philosophies among countries and cultural groups and discuss creative ways for other students to make school orientation simple and meaningful for new ESOL students.	LAFS.1112.SL.1.1	
NOTE:  Students should have completed an additional 15 hours of field experience and/or observation at this point.  Students also should also continue developing their portfolio (see remarks in Special Notes section).

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Teacher Assisting 3
Course Number: 	8909030
Course Credit:	1 credit

Course Description:

This course is designed to develop competencies related to supporting the learning activities of students that involve literacy and multiple intelligences; it includes job related math skills and the ability to prepare classroom materials.  During this course students must participate in and document 25 hours of a practicum and continue developing their portfolio.

Florida Standards	Correlation to CTE Program Standard #	
22.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Teacher Assisting.		
22.01	Key Ideas and Details		
22.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
22.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
22.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
22.02	Craft and Structure		
22.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
22.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
22.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
22.03	Integration of Knowledge and Ideas		
22.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
22.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
22.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
22.04	Range of Reading and Level of Text Complexity		
22.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
22.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
23.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Teacher Assisting.		
23.01	Text Types and Purposes		
23.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
23.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
23.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.1112.WHST.1.3		
23.02	Production and Distribution of Writing		
23.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
23.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
23.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
23.03	Research to Build and Present Knowledge		
23.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
23.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
23.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
23.04	Range of Writing		
23.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
24.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Teacher Assisting.		
24.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
24.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
24.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
24.04	Model with mathematics.
MAFS.K12.MP.4.1		
24.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
24.06	Attend to precision.
MAFS.K12.MP.6.1		
24.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
24.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts 
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	
25.0	Define multiple intelligences. – The student will be able to:		
25.01	Identify the multiple intelligences and characteristics designated by Howard Gardner.	LAFS.1112.L.3.6	
25.02	Conduct a self-analysis to determine the intelligences one possesses.	LAFS.1112.W.2.6;
LAFS.1112.W.3.7	
25.03	Create a learning activity appropriate for each type of intelligence.	LAFS.1112.W.3.8	
26.0	Recognize a balanced literacy classroom. – The student will be able to:		
26.01	Define balanced literacy and identify components of a balanced literacy classroom.	LAFS.1112.L.3.6	
26.02	Explain the benefits of learning centers in a classroom.	LAFS.1112.W.1.2	
26.03	Identify developmentally age-appropriate literature genres.	LAFS.1112.L.3.6	
26.04	Describe the basic principles of research-based reading instruction.	LAFS.1112.RI.2.5	
27.0	Demonstrate the methods for administering and grading assessments. – The student will be able to:		
27.01	Read and interpret assessment data on graphs, reports, charts, and tables and explain how to utilize data for class/student use.	LAFS.1112.W.1.2	
27.02	Generate percentages from test scores and other numbers.		
28.0	Prepare visual aids. – The student will be able to:		
28.01	Identify principles for the visual design and layout of educational materials.	LAFS.1112.L.3.6	
28.02	Prepare posters and bulletin boards using lamination and other visual-preparation techniques.		
28.03	Prepare materials for projection on the LCD projector and other classroom technology and computer technology.		
28.04	Prepare exhibits and displays.		
NOTE:  Students should have completed a practicum experience of 25 hours at this point in the program.  Development of portfolio should continue.	LAFS.1112.L.3.6	

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Teacher Assisting 4
Course Number: 	8909040
Course Credit:	1 credit

Course Description:

This course is designed to develop competencies related to employability skills; developing relationships between school and the home; intrapersonal skills and professionalism.  During this course students must participate in and document a 50 hour practicum (this is in addition to the 25 hour practicum in Teacher Assisting 3).  A formal observation of the student must be conducted by the instructor during the latter part of the practicum experience.  The student must submit a completed portfolio to the instructor by the end of this course.

Florida Standards	Correlation to CTE Program Standard #	
22.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Teacher Assisting.		
22.01	Key Ideas and Details		
22.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
22.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
22.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
22.02	Craft and Structure		
22.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
22.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
22.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
22.03	Integration of Knowledge and Ideas		
22.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
22.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
22.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
22.04	Range of Reading and Level of Text Complexity		
22.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
22.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
23.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Teacher Assisting.		
23.01	Text Types and Purposes		
23.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
23.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
23.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.1112.WHST.1.3		
23.02	Production and Distribution of Writing		
23.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
23.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
23.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
23.03	Research to Build and Present Knowledge		
23.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
23.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
23.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
23.04	Range of Writing		
23.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
24.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Teacher Assisting.		
24.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
24.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
24.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
24.04	Model with mathematics.
MAFS.K12.MP.4.1		
24.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
24.06	Attend to precision.
MAFS.K12.MP.6.1		
24.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
24.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts 
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	
29.0	Demonstrate skills needed for employment in the field of education. – The student will be able to:		
29.01	Identify advanced career options and training opportunities in the teaching profession.	LAFS.1112.L.3.6;
LAFS.1112.RI.1.3	
29.02	Conduct a job search and identify the training, experience, and certification requirements for different positions.	LAFS.1112.W.3.8	
29.03	Secure information about a job.	LAFS.1112.W.3.8	
29.04	Create a job resume with an educational focus.	LAFS.1112.W.4.10	
29.05	Complete a job application (online as well as paper/pencil format).	LAFS.1112.W.4.10	
29.06	Demonstrate effective in job-interview techniques.	LAFS.1112.SL.2.5	
29.07	Describe how to make job changes and pursue career advancement appropriately.	LAFS.1112.SL.2.4	
29.08	Review the interpersonal skills, work habits, and ethics necessary for ongoing employment in a culturally diverse environment.	LAFS.1112.SL.2.4	
29.09	Demonstrate professional attire appropriate for an interview and for the workplace.	LAFS.1112.SL.2.5	
30.0	Support cooperative relationships between home and school. – The student will be able to:		
30.01	Identify motivational literature of a personal nature (i.e. Stephen Covey, etc.).	LAFS.1112.RL.1.1	
30.02	Develop a personal plan for improving one or more areas of a personal weakness.	LAFS.1112.W.1.3	
31.0	Develop intrapersonal skills. –  The student will be able to:		
31.01	Describe how family background, cultural diversity, roles, and relationships influence student learning and behavior.	LAFS.1112.RI.3.7;
LAFS.1112.W.4.10	
31.02	Use communication strategies to develop effective relationships with parents and families.	LAFS.1112.SL.2.4	
32.0	Demonstrate professionalism. – The student will be able to:		
32.01	Participate in mentoring and/or community service activities related to education.		
32.02	Demonstrate the ability to collaborate with other teachers (team-teaching, co- teaching).		
32.03	Research paraprofessional organizations and professional teacher organizations.	LAFS.1112.W.3.7	
32.04	Create a professional portfolio.	LAFS.1112.W.4.10	
NOTE:  Students should have completed a practicum experience of 50 hours during this course (this is in addition to the 25 hour practicum in Teacher Assisting 3).  A formal observation of the student during the latter part of the practicum must be conducted by the instructor.  		

Additional Information

Laboratory Activities

Laboratory investigations, including the use of scientific research, measurement, and laboratory technologies are an integral part of this course.  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.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

The purpose of this program is to prepare students for employment as substitute teachers and teacher assistants (SOC 25-9041).  This is a job-preparatory career and technical program.  To be enrolled a student's status in school and schedule must allow sufficient time for the student to be able to complete the program.  The Teacher Assisting program is designed to support teaching activities for students in classroom settings.  It is not a program to provide clerical support to faculty or office/administrative personnel.

This program should include the following components:  
•	10 hours of field experience and/or observation during Teacher Assisting 1
•	An additional 15 hours of field experience and/or observation during Teacher Assisting 2.  
•	Students will also successfully complete a Teacher Assisting practicum experience of 25 hours during Teacher Assisting 3
•	An additional 50 hours during Teacher Assisting 4  

Students in this program will be required to create a portfolio which should be developed on a continuous basis throughout all courses in this program and submitted to the instructor during the final semester of the program.  The portfolio should include the following:

•	Survey of professional educators and summary of findings
•	Current event article summaries pertaining to education
•	Research and evaluate teaching strategies observed during practicum
•	Picture display of involvement during activities at practicum (*NOTE this should include research on legal ramifications of use of student pictures in displays, websites, etc.)
•	Development and application of learning tool during practicum
•	Journal entries reflecting on practicum experiences
•	Personal accomplishments (awards, transcripts, talents, club memberships and office(s) held, letters of recommendation, community service involvement, etc.)
•	Documentation of required hours of observation/field experience and practicum

Career and Technical Student Organization (CTSO)

FPSA (Florida Public Service Association, Inc.) and FFEA (Florida Future Educators Association) are the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

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. 

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

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

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation (http://www.fldoe.org/articulation/CCD/files/pacourses1314.pdf).  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).