2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Educational Assisting	
Career Cluster:	Education and Training

CCC	
CIP Number	0713150100	
Program Type	College Credit Certificate (CCC)	
Program Length	15 credit hours	
CTSO	N/A	
SOC Codes (all applicable) 	25-9031 – Instructional Coordinators	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	

Purpose

This certificate program is part of the Instructional Services Technology AS degree program (1713129901).  

A College Credit Certificate consists of a program of instruction of less than sixty (60) credits of college-level courses, which is part of an AS or AAS degree program and prepares students for entry into employment (Rule 6A-14.030, F.A.C.).

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 purpose of this program is to prepare students for employment as educational paraprofessionals, instructional coordinators (SOC 25-9031), substitute teachers, and other positions that provide educational assistance in an instructional setting, or to provide supplemental training for persons currently employed in this occupation.

The content includes but is not limited to general education and philosophy; child growth and development theories; psychological and sociological aspects of teaching all children including the disadvantaged, the English Language Learner, and the handicapped; concepts and values of diversity in the classroom; behavior analysis; education processes and theories of learning; school procedures; school resources; educational clerical processes; test construction, interpretation, evaluation, and grading; technology proficiency; assistive technology; instructional delivery utilizing updated technology resources; leadership and human relations skills; and health and safety.   Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Standards

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

01.0	Demonstrate an understanding of education from an historical perspective.
02.0	Demonstrate an understanding of the sociological trends and their influence on education.
03.0	Demonstrate an understanding of human growth and development.
04.0	Demonstrate an understanding of behavior management in the classroom.
05.0	Demonstrate an understanding of educational media and educational technology.
06.0	Demonstrate an understanding of diverse populations in the classroom.

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Educational Assisting 
CIP Number:	0713150100
Program Length:	15 credit hours	
SOC Code:	25-9031

This certificate program is part of the Instructional Services Technology AS degree program (1713129901).  At the completion of this program, the student will be able to:	
01.0	Demonstrate an understanding of education from an historical perspective. – The student will be able to:	
01.01	Discuss the social, historical, and philosophical foundations of education.	
01.02	Discuss important current and historical issues that changed the development of the educational system.	
01.03	Trace the development of public schooling in Florida.	
01.04	Discuss the legal and financial elements of education.	
02.0	Demonstrate an understanding of sociological trends and their influence on education. – The student will be able to:	
02.01	Discuss public attitudes about instruction, curriculum, school management, and the role of educators.	
02.02	Discuss the role of the parent in the education of his child and identify the teacher’s role in working with parents.	
02.03	Discuss the challenges and rewards of providing multilingual/multicultural education in Florida.	
02.04	Discuss the importance of early education and evaluation.	
02.05	Demonstrate an understanding of exceptional students and role of the State of Florida in providing for these students.	
02.06	Discuss the values of diversity in the classroom.	
02.07	Explain the sociological aspects of poverty, substance abuse and suicide as they relate to education and the schools.	
02.08	List the symptoms and intervention techniques for suicide prevention.	
02.09	List indicators of child abuse and recognize the educational, legal and the ethical imperative to report it.	
02.10	Demonstrate an understanding of forces and factors that effect change within the family.	
02.11	Identify and list the effects of the increase of one-parent households on the schools, particularly K-12.	
03.0	Demonstrate an understanding of human growth and development. – The student will be able to:	
03.01	Identify characteristics of typical and non-typical human development.	
03.02	Discuss normative physical, cognitive, psychological development of the child from birth to adolescence, citing significant factors on development at each level.	
03.03	Discuss major theories of development and the theorists who proposed them.	
03.04	Demonstrate proficiency in utilizing appropriate vocabulary in instruction.	
03.05	Demonstrate, in individual and group settings, knowledge of human development in relation to age and culture appropriate settings and programs.	
04.0	Demonstrate an understanding of behavior management in the classroom. – The student will be able to:	
04.01	Identify and define the components of the four theoretical models of behavior management.	
04.02	Identify, define synthesize and apply the techniques of basic behavior and cognitive behavioral models.	
04.03	Demonstrate appropriate behavior management techniques in and outside of the classroom environment.	
04.04	List the stress producers in a classroom setting.	
04.05	Demonstrate mastery of classroom behavior management techniques and discuss those most appropriate.	
04.06	Identify, define and synthesize the causes of dysfunctional behavior.	
04.07	List and explain legal responsibilities within the profession.	
04.08	Demonstrate appropriate time management techniques.	
04.09	Demonstrate mastery in using positive reinforcement as a method of improving student behavior and academic performance.	
04.10	Recognize the importance of planning for each class period.	
04.11	Prepare a lesson plan with written objectives.	
05.0	Demonstrate an understanding of educational media and educational technology. – The student will be able to:	
05.01	Discuss the development and delivery of improved instruction with the use of technology, to a diverse student population.	
05.02	Prepare appropriate audio visual aids as instructional resources for all students.	
05.03	Demonstrate proficiency in maintaining, operating, and storing media equipment.	
05.04	Prepare educational or graphic material using media equipment.	
05.05	Discuss and demonstrate a proficiency in the use of computer based instruction in a variety of subjects, settings and grade levels.	
05.06	Demonstrate proficiency of computer knowledge when working with students.	
06.0	Demonstrate an understanding of diverse populations in the classroom. – The student will be able to:	
06.01	Demonstrate the understanding in the value of diverse cultures in the classroom.	
06.02	Discuss the manifestation of diversity in the United States and the response of the educational system.	
06.03	Discuss attitudes toward racial, ethnic, language, gender, exceptionality, religious, occupational, socio-economical ageism and cultural diversity, demonstrating understanding of how positive regards for differences can translate into a better climate in the school, workplace, and society itself.	
06.04	Identify and discuss successful instructional practices for the diverse student populations.	
06.05	Demonstrate proficiency in using appropriate teaching techniques, including but not limited to questioning, practice and feedback.	
06.06	Demonstrate proficiency in providing small group tutoring and instructional assistance to a diverse student body with the use of various educational materials.	
06.07	Demonstrate proficiency in using anti-bias strategies when working with students of diverse populations.	
06.08	Identify the cultural factors involved in classroom management.	
06.09	Discuss and identify instructional modifications used when working with students with diverse abilities, learning characteristics and motivational styles.	

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 focuses on planning, management, technical and production skills, underlying principles of classroom technology, reading and learning strategies and methods, and other educational issues.

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.

Articulation

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