2014 – 2015
Florida Department of Education
Curriculum Framework 

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

PSAV	
Program Number	P131299	
CIP Number	0713129902	
Grade Level	30, 31	
Standard Length	600 hours	
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 	
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 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.  

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.  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.

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	
A	EDG0312	Substitute Teacher	150 hours	25-9041	
B	EDG0317	Teacher Assisting	450 hours	25-9041	

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

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

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Teacher Assisting 
PSAV Number:	P131299

Course Number: EDG0312
Occupational Completion Point: A
Substitute Teacher – 150 Hours – SOC Code 25-9041	
01.0	Describe the role and career path of the substitute teacher and the regulations governing those in that occupation. – The student will be able to:	
01.01	Describe the code of ethics for the teaching profession and explain how it relates to the role of the substitute teacher/teacher assistant.	
01.02	Define the role and characteristics of an effective substitute teacher/teacher assistant.	
01.03	Describe the role of the substitute teacher/teacher assistant in relation to the roles of the teacher, school principal, counselor, and students.	
01.04	Describe the role and responsibility of a substitute teacher/teacher assistant in using public relations to build rapport and enhance the image of education.	
01.05	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.	
01.06	Identify and explain the provisions of existing local, state, and federal regulations governing the role of a substitute teacher.	
01.07	Describe the history of, emerging demand for, and career path of substitute teachers and teacher assistants.	
01.08	Identify the types of educational programs and agencies that employ substitute teachers and teacher assistants.	
02.0	Describe the role of education in the United States. – The student will be able to:	
02.01	Review the history of education in the United States.	
02.02	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)	
02.03	Identify legal provisions for education found in the Constitution (i.e. amendments #1, #10, and #14).	
02.04	Explain the rights of teacher’s tenure legislation.	
02.05	Identify Florida Title XLVIII Statutes governing education.	
02.06	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.	
02.07	Describe the role of the State Board of Education.	
03.0	Demonstrate the interpersonal skills required for successful employment as a substitute teacher and/or a teacher assistant. – The student will be able to:	
03.01	Interact in ethical, professional, courteous, and culturally respectful ways with teachers, principals, students, and other individuals and groups.	
03.02	Demonstrate responsible ways of dealing with criticism from supervisors, teachers, principals, students, and others in a school setting.	
03.03	Identify methods for conflict resolution between individuals and groups.	
03.04	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.).	
03.05	Identify the work, health, and grooming habits that facilitate positive interactions with individuals and ongoing employment as a teacher.	
03.06	Demonstrate professional attire that is appropriate for the classroom.	
03.07	Demonstrate the ability and willingness to follow oral and written instructions.	
04.0	Demonstrate the communication skills required to be an effective substitute teacher and/or a teacher assistant. – The student will be able to:	
04.01	Demonstrate active listening skills for various situations.	
04.02	Recognize and interpret various types of nonverbal communication.	
04.03	Use oral and written communication for self-expression and for conveying and following instructions and professional correspondence.	
04.04	Differentiate personal opinion from observations, actual events, and facts.	
04.05	Report observations and information objectively.	
04.06	Follow protocols for the use of the telephone, internet, text messaging, etc. in order to communicate appropriately and courteously to others.	
04.07	Prepare and relay messages accurately and in a timely manner from one person to another.	
04.08	Demonstrate effective techniques when communicating with parents or adult students.	
04.09	Create a communiqué to parents using a language other than English.	
05.0	Operate instructional technology. – The student will be able to:	
05.01	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.).	
05.02	Identify the components of instructional technology by name, function, and method of operation.	
05.03	Identify the safety measures required for operating instructional technology.	
05.04	Obtain, operate, and return technology equipment according to equipment specifications and school/classroom protocols.	
06.0	Arrange, organize, and perform educational support tasks. – The student will be able to:	
06.01	Identify the formats, styles, and forms required for different types of correspondence, records, reports, and other documentation that support classroom activities.	
06.02	Produce correspondence, reports, and other types of communication using the materials and directions provided by a teacher.	
06.03	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.	
06.04	Demonstrate security and virus-protection procedures for computer systems.	
06.05	Demonstrate the input of information and methods for saving, backing up, and printing files.	
07.0	Supervise the safety and health of students. – The student will be able to:	
07.01	Apply basic first aid and follow health and safety procedures.	
07.02	Explain cardiopulmonary resuscitation (CPR), airway obstruction, and the Heimlich maneuver.	
07.03	Supervise the playground and recreational activities of students.	
07.04	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) 	
08.0	Identify and report child abuse and substance abuse. – The student will be able to:	
08.01	Explain the state laws governing the identification and reporting of child abuse.	
08.02	Follow school protocol for providing information and referral for alcohol and other substance abuse.	
09.0	Support the learning activities of students. – The student will be able to:	
09.01	List the developmental stages of children and explain their relationship to learning.	
09.02	Describe the different learning styles of students and how data should drive instruction.	
09.03	Describe the function and components of a lesson plan.	
09.04	Create and implement a lesson plan.	
10.0	Establish and maintain appropriate student behaviors. – The student will be able to:	
10.01	Identify appropriate and inappropriate student behaviors and factors that affect student behavior.	
10.02	Describe the effects of school rules, regulations, and procedures on student behaviors.	
10.03	Create and implement a classroom management plan (suggested resource:  The First Days of School by Harry Wong).	
10.04	Identify techniques, including attention, praise, and other positive approaches, for motivating and reinforcing appropriate behavior of individuals and groups.	
10.05	Identify techniques for reducing or eliminating inappropriate behaviors.	
11.0	Recognize leadership and career and technical student organization (CTSO) activities. – The student will be able to:	
11.01	Describe the education and training CTSO events and activities available for students and schools.	
11.02	Identify the leadership opportunities available through CTSO events, competitions, and activities.	
11.03	Identify the benefits and awards provided through participation in CTSO activities.	
11.04	Identify additional student organizations that relate to education.	
11.05	Identify the various high school service clubs and CTE organizations and explain their role in enhancing education.	
NOTE:  Students should have completed 10 hours of field experience and/or observation at this point in the program.  Students also should have begun creating their portfolio (see remarks in Special Notes section).	
	
Course Number: EDG0317 
Occupational Completion Point: B 
Teacher Assistant – 450 Hours – SOC Code 25-9041	
12.0	Describe key events and factors that have influenced education in the United States. – The student will be able to:	
12.01	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)	
12.02	Identify legal provisions for education or provided for found in the Constitution (i.e. amendments #1, #10, and #14).	
12.03	Explain the rights of teacher’s tenure legislation (i.e. Right to bargain collectively, etc.).	
12.04	Identify Title XLVIII Statutes governing education.	
12.05	Describe the role of the Florida Department of Education in governing education at the state level.	
12.06	Describe the role of the State Board of Education.	
13.0	Demonstrate the methods for creating and interpreting assessments. – The student will be able to:	
13.01	Describe the procedures required for the administration of standardized and other tests.	
13.02	Identify types of assessments.	
13.03	Develop criteria for various assessments and create a rubric.	
13.04	Calculate and record test results.	
13.05	Read and interpret assessment scores (percentile rank, scale scores, etc.).	
14.0	Identify the responsibilities involved when supervising students. – The student will be able to:	
14.01	Supervise students in various situations (traditional classroom, playground, laboratories, computer labs, etc.)	
14.02	Identify issues of liability concerning the safety, health, and welfare of students.	
14.03	Describe FERPA (Family Educational Rights and Privacy Act) and the importance of confidentiality when dealing with student records.	
15.0	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:	
15.01	Identify the types, signs, symptoms, and prevalence of child abuse and the possible effects of abuse on student performance.	
15.02	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.	
NOTE:  Students should have completed an additional 15 hours of field experience and/or observation at approximately this point in the program.  Students also should continue working on their portfolio (see remarks in Special Notes section).	
16.0	Demonstrate methods of supporting the learning activities of students. – The student will be able to:	
16.01	Demonstrate the methods for working individually with students who have special needs and exceptionalities.	
16.02	Assist absentees in completing missed or "makeup" assignments.	
16.03	Explain the importance of handwriting skills.	
16.04	Use reading formulas, provided by a teacher or reading specialist, to determine reading levels and make appropriate decisions about reading assignments for students.	
16.05	Prepare developmentally appropriate educational games and puzzles.	
16.06	Define differentiated instruction and describe the importance of varying instructional materials.	
17.0	Demonstrate the ability to work effectively with exceptional students.–The student will be able to:	
17.01	Recognize the meanings of acronyms used to classify ESE students.	
17.02	Explain purpose of the IEP (Individualized Education Plan).	
17.03	Distinguish between a modification and accommodation and the related legal requirements of the educator.	
17.04	Identify characteristics of varying exceptionalities.	
17.05	Define the autism spectrum disorder and analyze the recent increase in autism diagnoses.	
17.06	Explain effective strategies for working with students.	
18.0	Demonstrate an awareness of diversity in education. – The student will be able to:	
18.01	Identify laws and regulations governing ESOL students.	
18.02	Identify various strategies and methods for teaching ESOL students and requirements for instructors.	
18.03	Identify key/famous Americans of various ethnic backgrounds who made an impact on education.	
18.04	Recognize and choose classroom literature promoting positive multicultural relationships.	
18.05	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.	
19.0	Define multiple intelligences. – The student will be able to:	
19.01	Identify the multiple intelligences and characteristics designated by Howard Gardner.	
19.02	Conduct a self-analysis to determine the intelligences one possesses.	
19.03	Create a learning activity appropriate for each intelligence.	
20.0	Recognize a balanced literacy classroom. – The student will be able to:	
20.01	Define balanced literacy and identify components of a balanced literacy classroom.	
20.02	Explain the benefits of learning centers in a classroom.	
20.03	Identify developmentally age-appropriate literature genres.	
20.04	Describe the basic principles of research-based reading instruction.	
21.0	Demonstrate the methods for administering and grading assessments. – The student will be able to:	
21.01	Read and interpret assessment data on graphs, reports, charts, and tables and explain how to utilize data for class/student use.	
21.02	Generate percentages from test scores and other numbers.	
22.0	Prepare visual aids. – The student will be able to:	
22.01	Identify principles for the visual design and layout of educational materials.	
22.02	Prepare posters and bulletin boards using lamination and other visual-preparation techniques.	
22.03	Prepare materials for projection on the LCD projector and other classroom technology and computer technology.	
22.04	Prepare exhibits and displays.	
23.0	Demonstrate skills needed for employment in the field of education. – The student will be able to:	
23.01	Identify advanced career options and training opportunities in the teaching profession.	
23.02	Conduct a job search and identify the training, experience, and certification requirements for different positions.	
23.03	Secure information about a job.	
23.04	Create a job resume with an educational focus.	
23.05	Complete a job application (online as well as paper/pencil format).	
23.06	Demonstrate effective job-interview techniques.	
23.07	Describe how to make job changes and pursue career advancement appropriately.	
23.08	Review the interpersonal skills, work habits, and ethics necessary for ongoing employment in a culturally diverse environment.	
23.09	Demonstrate professional attire appropriate for an interview and for the workplace.	
24.0	Support cooperative relationships between home and school. – The student will be able to:	
24.01	Describe how family background, cultural diversity, roles, and relationships influence student learning and behavior.	
24.02	Use communication strategies to develop effective relationships with parents and families.	
25.0	Develop intrapersonal skills. – The student will be able to:	
25.01	Identify motivational literature of a personal nature (i.e. Stephen Covey, etc.).	
25.02	Develop a personal plan for improving one or more areas of a personal weakness.	
26.0	Demonstrate professionalism. – The student will be able to:	
26.01	Participate in mentoring and/or community service activities related to education.	
26.02	Demonstrate the ability to collaborate with other teachers (team-teaching, co- teaching).	
26.03	Research paraprofessional organizations and professional teacher organizations.	
26.04	Create a professional portfolio.	
NOTE:  Students must complete 75 hours of a practicum and portfolio should be complete by the end of OCP B.	

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. 

Special Notes

This program should include the following components:  
•	10 hours of field experience and/or observation during OCP A 
•	An additional 15 hours of field experience during the early part of OCP B 
•	Students will also successfully complete a Teacher Assisting practicum experience of 75 hours during the remainder of OCP B.  This will involve direct student contact in a classroom at an elementary school, a middle school, or a high school.  (These can be academic classrooms, CTE classrooms, ESE classrooms or an adult classroom – a variety of experiences will be beneficial to the student).  
•	In schools with block scheduling, it may be helpful to include Teacher Assisting 2 and 3 courses in the same year.  This arrangement would support the time management required for students to incorporate the practicum experience into their program of studies.  
•	There must be at least one formal observation of the student during the latter part of the final 50 hours of the practicum, conducted by the instructor.

NOTE:  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. 

Basic Skills

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.