University of Idaho
CTE 426 OCCUPATIONAL ANALYSIS AND CURRICULUM DEVELOPMENT
3 credits
Career and Technical Education/Professional-Technical Education Program
Department of Curriculum and Instruction
College of Education
Instructor
Robert G. Ketchum, Lecturer
Office
University of Idaho Coeur d'Alene Center
1031 N. Academic Way
Coeur d'Alene, ID 83814-2277
Office: Room 125
Voice: 208.667.2588
Email: robertk@uidaho.edu
Course Description
Instructional design systems and curriculum development as a systematic method of designing,
carrying out, and evaluating the total process of teaching and learning; based on research in human
learning and communication, employing a combination of human and non-human resources to bring
about effective instruction. Focus on secondary and post-secondary professional-technical education.
College Vision
The College of Education envisions being a leading, diverse, nationally recognized educational
community. Our caring faculty members and innovative curriculum are:
 Preparing professionals through integrated programs grounded in research
 Generating and evaluating knowledge through disciplinary and interdisciplinary scholarship
 Informing professional practice and community life through the exchange and utilization of
knowledge
Together, our college community is achieving this vision through a culture of openness, innovation,
and collaboration.
College Mission
The College of Education enriches lives by advancing excellence in research and practice in
education, leadership, and applied human arts and sciences (adopted January 27, 2005).
Conceptual Framework
University of Idaho educators CARE. Together we develop as scholar practitioners who value and
professionally apply and advance:
Cultural Proficiency;
Assessment, Teaching, and Learning;
Reflective Practice; and,
Engaging in Community Building & Partnerships.
Global Course Outcomes
CTE 426 Occupational Analysis & Curriculum Development
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Upon successful completion of this course, the learner will be able to:
1. Explain the role curriculum plays in an effective professional-technical education program.
2. Describe and apply a variety of curriculum development concepts, principles, and procedures.
3. Analyze an occupation, job, and/or task to identify occupational competencies.
4. Derive authentic learner outcomes and objectives for teaching occupational competencies.
5. Develop integrated, standards-based curriculum and instruction.
6. Develop and/or implement personalized learning programs: individualized educational plans
and learning contracts.
7. Evaluate textbooks, workbooks, and other vendor materials.
8. Explain curriculum development software and its role in the construction of courses, lessons,
and assessments.
Teacher Preparation Standards
1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and can create learning experiences that
make these aspects of subject matter meaningful for students.
2. Knowledge of Human Development and Learning: The teacher understands how children
learn and develop, and can provide learning opportunities that support their intellectual, social
and personal development.
3. Adapting Instruction for Individual Needs: The teacher understands how students differ in
their approaches to learning and creates instructional opportunities that are adapted to diverse
learners.
4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking, problem solving, and
performance skills.
5. Classroom Motivation and Management: The teacher uses an understanding of individual
and group motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject
matter, students, and curriculum goals.
8. Assessment of Student Learning: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and physical
development of the learner.
9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who
continually evaluates the effects of his/her choices and actions on others (students, parents,
and other professionals in the learning community) and who actively seeks out opportunities
to grow professionally.
10. Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies
in the larger community to support students’ learning and well-being.
Instructional Strategies
Outcomes, content topics, and learning activities will be delivered using web-assisted methodologies.
This will include various forms of individualized, group, and cooperative strategies suitable for
classroom, laboratory, clinical, studio, and production environments.
Accommodations
CTE 426 Occupational Analysis & Curriculum Development
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Reasonable accommodations are available for students who have documented temporary or
permanent disabilities. All accommodations must be approved through the University of Idaho’s
Disability Support Services in order to notify your instructor(s) as soon as possible regarding
accommodation(s) needed for the course.
 Idaho Commons Building, Room 306, Moscow Campus
 (208) 885-6307
 email: dss@uidaho.edu
 website: www.access.uidaho.edu
Prerequisite(s)
None
Course Website
https://bblearn.uidaho.edu
Textbook(s)
Finch, C. R., & Crunkilton, J. R. (1999). Curriculum development in vocational and technical
education: Planning, Content, and Implementation. 5th Edition. Boston: Allen and Bacon.
ISBN: 0-205-27902-3.
The textbook is available through the U of I Bookstore or online sellers such as Amazon.com.
Other Materials
Participants are required to provide their own materials for the completion of individual and group
assignments (e.g., binders, transparencies, vendor materials, etc.).
Schedule of Meetings and Topics (This course will be fully online through BbLearn)
Course Requirements/Assignment Specifications
Reflective Commentaries: Each participant will prepare a reflective commentary covering the
content, discussions, and/or presentations of each class session. The commentary is to be
posted on the designated online discussion board. The commentary is to be written in two
parts: Part 1 is to focus on one or two points of particular interest (i.e., something that caught
your attention, caused you to reconsider something, or clarified something you did not
understand previously). Here, “reflective” is referring to a habit of mind that questions why,
what, and how one goes about doing what one does, with an eye toward making "what is,"
better. It is a reflective critique of what has been learned and/or observed. As teachers, we all
need to reflect on what we do and why we do it. Reflection is a vital part of improving
instruction and learning. Part 2 is to focus on application; that is, on how the session materials
can be put to use in “your” classroom or situation. Again, this is a reflective process looking
for ways of applying what has been learned. The commentary is due within the week
following the given session. Participants are expected to engage in online discussions of the
commentaries.
Readings & Quizzes: Each participant is required to complete a series of quizzes based on
readings in the textbook. All quizzes will be completed online through the assessment link on
BbLearn.
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Signature Assignment 1 Industry Analysis: Each teacher will meet with someone from industry in
the content area for which he or she is teaching. This assignment is designed for the teacher to use the
Job Analysis Cycle for the specific content area. From the conversation, the teacher should prepare a
report that includes the following:
1. Jobs in content area, develop a short description for each job
2. Tasks for specific jobs (use provided task analysis process and documents)
3. Skills necessary to successfully perform jobs
4. The courses that are being offered to prepare students with necessary skills
The assignment must be submitted electronically at the course website on BbLearn.
Peer Observation: Each teacher is to take a professional day and observe another class member’s
teaching, if another class member is not available in your district, choose another PTE teacher in your
or a neighboring district. After you have observed the peer, you are to prepare a 2-3 page reflection
paper. The paper should have to following components:
1. School and teacher observed
2. Classes observed with an explanation of the objectives for each class
3. Three teaching methods that you believed were highly effective and why
4. Two points of constructive criticism and suggestions for the teacher to improve
5. Your overall impression of your peer’s program and teaching methods.
The assignment must be submitted electronically at the course website on Blackboard Bblearn.
Textbook Evaluation: Each participant will select and evaluate a textbook through the use of an
instructional module (i.e. a Learning Activities Packet [LAP]) located on Blackboard
Curriculum Software: The development of courses, lessons, and assessments is a time consuming
process. Today, there is software available to assist in the process. Each participant will
provide evidence that they are familiar with a curriculum development software package. An
evaluation form for this assignment will be available on BbLearn.
Signature Assignment 2 Curriculum Portfolio: Each participant will develop a curriculum
portfolio for his or her program.
The portfolio should be designed as a guide that can provide stakeholders and the public with
valuable information concerning the purpose and curriculum for the program. See the
attachment for more information. This assignment will be due by the last class meeting and it
must be submitted electronically at the course website on Blackboard BbLearn
Participation: Active participation is a proven enhancement strategy for learning. The synergy that
presents itself through guided and free discussion is rich in learning potential, especially with
adult learners. Such learning opportunities are formed out of the sharing of experience and
ideas. Every class is made up of planned and unplanned, active and inactive, learning
experiences. One must, however, be present to engage or witness these experiences: they
cannot be recreated or made-up later. Therefore, credit for participation is based on one's inclass/on-line presence. Simply put: One cannot participate if one is not present. Participation
also includes online activities. It is important that all teachers actively engage in the dialogue
on the discussion boards in order to make the online portion of the course rewarding.
TaskStream
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The University of Idaho, College of Education has adopted the TaskStream assessment software for
teacher preparation programs of which Career and Technical Education belongs. This is an online system
of submitting and evaluating teacher preparation assignments and activities. Teachers will submit the
Curriculum Portfolio project through TaskStream as a Signature Assignment in addition to the projects
primary submission through BbLearn. If you have used TaskStream this year, you already have an
account. If you have not used TaskStream this year you must create an account as described in the
Appendix at the end of the syllabus. The website for TaskStream is www.taskstream.com.
Mid-Semester and Final Dispositions on TaskStream
Each student will be required to submit a self-assessment at the midterm and end of the semester. This
activity will be completed and submitted through TaskStream. The assessment is comprised of questions
related to teaching behaviors and dispositions
Expectations:
Plagiarism: All assignments are to be original to the student. Most of the written materials you develop
will use other sources. Whenever you use another person's ideas in assignments, that person must be
cited. Whenever you use another person's words, you must quote and credit the source.
Professionalism: This semester is part of your continual preparation in one of the world's great
professions. The attitudes you exhibit in this course should reflect your seriousness about this profession.
As an in-service or pre-service teacher, consider what you expect of your students.
Attendance and Participation: This online course require consistent and active participation in the
Discussion Boards. Each student is expected to participate in the online discussions. Regular
participation is considered an indication of your professionalism as well as your dedication to, and interest
in education as a profession. For online assignments, establish a schedule to complete assignments in a
timely fashion. Do not put assignments off until the end of the semester. You will not have enough hours
in the day to complete course work if you put things off to the second half of the semester, and your
instructor cannot guarantee time to complete scoring of all work.
Assignments: Assignments shall be submitted electronically through Bblearn. The instructor
understands that the students enrolled in the course are busy. Beginning teachers and pre-service
teachers face many challenges meeting job and family obligations. The assignments have been
designed for practical application with teaching responsibilities. Because of the nature of an online
course, the instructor is flexible with assignment deadlines. However, assignments submitted after an
established or agreed upon deadline will have ten percent deducted from the final points for the
assignment. If there are circumstances that will result in a late assignment, contact the instructor.
Timely Completion and Incomplete Grades: A final grade of “incomplete” will be given only for
extenuating circumstances. We live in an uncertain world. From time to time we all encounter
unexpected events. If you find that you cannot make a certain due date, please contact the instructor.
Prior approval is required to submit a late assignment. Missing assignments at the end of the course
does not qualify one for an incomplete grade without prior approval and extenuating circumstances.
Extenuating Circumstances and Special Needs: Components of this course may change due to the
extenuating circumstances or learner needs. When and if that happens, those changes will not
jeopardize the student in terms of required time to complete assignments. Students who have special
needs (academic, physical, psychological, or health require special consideration or adaptation of
course requirements, expectations, or field replacement) must notify the instructor verbally and then
in writing at the beginning of the term.
CTE 426 Occupational Analysis & Curriculum Development
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Academic Integrity: The University of Idaho has as one of its core values the ideal of academic
honesty and integrity. University of Idaho students live and work in a collegiate community which
emphasizes their responsibility for helping to determine and enforce appropriately high standards of
academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest
standards of academic honesty, and to refrain from any action, which infringes upon academic
freedom of other members of the community. Please refer to the University of Idaho - Student Code
of Conduct Article II-Academic Honesty.
Nondiscrimination Policy: The University of Idaho has a policy of nondiscrimination on the basis of
race, color, religion, national origin, sex, age, disability or status as a Vietnam era veteran. This
policy applies to all programs, services, and facilities, and includes, but is not limited to, applications,
admissions, access to programs and services, and employment. Such discrimination is prohibited by
titles VI and VII of the Civil Rights Act of 1964, title IX of the Education Amendments of 1972,
sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment
Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment
Act Amendments of 1978, the Americans With Disabilities Act of 1990, the Civil Rights Act of
1991, the Rehabilitation Act Reauthorization of 1992 and other state and federal laws and
regulations. Sexual harassment violates state and federal law and policies of the Board of Regents,
and is expressly prohibited, as stated in Faculty Staff Handbook (FSH) 3220. The University of Idaho
also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215. The entire
FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or concerns about the
content and application of these laws, regulations or University policy may be directed to: April
Preston, Human Rights Compliance Officer (885-4213); Gloria Jensen, Coordinator of Disability
Support Services (885-7200); Regional Office for Civil Rights, U.S. Department of Education in
Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206220-6883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of
Labor in San Francisco (415-848-6969). Complaints about discrimination or harassment should be
brought to the attention of the UI Human Rights Compliance Office (885-4212 or
anbutler@uidaho.edu). Retaliation for bringing forward a complaint is prohibited by FSH 3810.
Library Resources: As a UI student, you not only have access to valuable print and electronic
resources from the university's library, but you also have the access to personalized assistance from
the librarians. If you have assignments or research questions and aren’t sure how to make the most of
library resources from off campus, feel free to contact the College of Education liaison librarian with
questions. Help may be obtained via email or phone. Rami Attebury, 208-885-2503,
rattebur@uidaho.edu . As always, you may also call the main reference desk anytime Monday to
Thursday 9 to 9, Friday 9 to 5, and Sunday 1-9, 208-885-6584, or visit http://www.lib.uidaho.edu for
email or IM assistance.
University of Idaho Incomplete Policy
F - Grades of Incomplete
F-1. A grade of "Incomplete" is assigned only when the student has been in attendance and has done passing work up to a time within
three weeks of the close of the semester, or within one week of the close of the summer session. It may be assigned only upon
agreement of the student and course instructor when extenuating circumstances make it impossible for the student to complete course
requirements on time (Extenuating circumstances include serious illness, car accidents, death of a family member, etc. It does not include
lateness due to procrastination, the student's desire to do extra work to raise his/her grade, allowing a student to retake the course, etc.).
Graduate students on probation, see College of Graduate Studies section on Probation, Disqualification, and Reinstatement (Part 4). If a
CTE 426 Occupational Analysis & Curriculum Development
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grade of "Incomplete" is submitted, the instructor will assign a reversion grade in the event the missing work is not completed. The
instructor must also specify conditions and requirements for completing the deficient work, as well as any deadline shorter than the
maximum time period allowed in F-2. At the end of each semester, the Registrar's Office will send an Incomplete Grade Report (IGR) to
departmental administrators detailing every I grade submitted by their faculty that semester and the conditions for student completion.
F-2. Completion of "Incomplete" Grades. Final grades for incompletes received in the Fall semester or Intersession, must be
assigned by the last day of the following Summer semester. Final grades for incompletes received in the Spring semester or Summer
Session, must be assigned by the last day of the following Fall semester. When a student has completed the deficient work, the instructor
will assign a final grade. An incomplete that is not completed within the time limit specified above would automatically be changed to the
reversion grade assigned by the instructor at the time the incomplete was submitted. Instructors may assign a final grade anytime within
the time period specified above. In the event the instructor leaves the university, the departmental administrator may assign the final
grade. An incomplete remains on the student's permanent record and is accompanied by the final grade (i.e. I/A, I/B, I/C).
F-3. "Incomplete" Grades on Record at End of Final Term. A student cannot graduate with a grade of "Incomplete" on his or her
record. At the end of the term in which the student will graduate, a grade of "Incomplete" in any UI course on that degree level
(undergraduate, graduate, law, etc.) reverts to the grade that the instructor had specified on the on-line grade roster (see F-1). Reverted
grades are included in the computation of the student's cumulative grade-point average at graduation. Nonetheless, a student who has
graduated may make up the incomplete work within the usual time limit in an effort to raise the grade on the permanent record.
Did you know that this course is one of 5 courses that apply to the Technical Workforce Training
Academic Certificate? The required courses for this certificate are the following:
AOLL 473 Foundations of Adult Education and Adult Development (3 credits)
CTE 420 Evaluation in Professional-Technical Education (3 credits)
CTE 426 Occupational Analysis and Curriculum Development (3 credits)
CTE 447 Diverse Populations and Individual Differences (3 credits)
CTE 472 Teaching and Learning in Occupation Education (3 credits)
Credits to total 15 for the Technical Workforce Training Academic Certificate. If you are
interested, contact Dr. John Cannon.
Course Bibliography
Blank, W. E. (1982). Handbook for developing competency-based training programs.
Englewood Cliffs, NJ: Prentice-Hall.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom. Washington, DC: Association for the Study of Higher Education, The George
Washington University.
Bott, P. A. (1998). Teaching your occupation to others: A guide to surviving the first year
(2nd ed.). Boston, MA: Allyn and Bacon.
Bottoms, G., Pucel, D., & Phillips, I. (1997). Designing challenging vocational courses: A
guide to preparing a syllabus. Atlanta, GA: Southern Regional Education Board.
Duenk, L. G. (Ed.). (1993). Improving vocational curriculum. South Holland, IL:
Goodheart-Willcox.
Goldstein, I. R. (1993). Training in organizations: Needs assessment, development, and
evaluation (3rd. Ed.). Pacific Grove, CA: Brooks/Cole Publishing.
Goodheart-Willcox. (1990). A guide to selecting and using textbooks. South Holland, IL:
Author.
CTE 426 Occupational Analysis & Curriculum Development
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Hodell, C. (2000). ISD from the ground up: A no-nonsense approach to instructional
design. Alexandria, VA: American Society for Training and Development.
Jacobs, H. H. (Ed.). (1989). Interdisciplinary curriculum: Design and implementation.
Alexandria, VA: Association for Supervision and Curriculum Development.
Knowles, M. S. (1990). The adult learner: A neglected species (4th ed.). Houston, TX:
Gulf Publishing Co.
Leatherman, D. (1990). The training trilogy: Designing programs. Amherst, MA: Human
Resource Development Press.
Lee, H. D., & Nelson, O. W. (2006). Instructional Analysis and Course Development.
Homewood, IL: American Technical Publishers. ISBN: 0-8269-4061-7.
Mager, R. F. (1984). Goal analysis (2nd ed.). Belmont, CA: Lake Publishing.
Mager, R. F., & Pipe, P. (1984). Analyzing performance problems. Belmont, CA: Lake
Publishing.
Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Michalak, D., & Yager, E. (2001). Making the training process work. Carlsbad, CA:
Writers Club Press.
Norton, R. E. (1985). DACUM handbook (Leadership training series #67). Columbus,
OH: National Center for Research in Vocational Education, The Ohio State University.
Performance-Based Teacher Education Materials. (1997/98 Catalog). A series of
performance-based instructional modules and support materials for teacher and administrator
training. Address: AAVIM, 220 Smithonia Road, Winterville, GA, 30683-9527. Phone: (800)
228-4689.
Piskurich, G., Beckschi, P., & Hall, B. (Eds.). (2000). ASTD handbook of training design
and delivery: A comprehensive guide to creating and delivering training programs, instructorled, computer-based, or self-directed. New York, NY: McGraw-Hill.
Posner, G.J. (2004). Analyzing the curriculum (3rd Ed.). Boston: McGraw-Hill. ISBN:007-282327-5,
Pucel, D. J. (1989). Performance-based instructional design. New York: McGraw-Hill.
Sarkees-Wireenski, M. & Scott, J. L. (1995). Vocational special needs. Homewood, IL:
American Technical Publishers.
Seels, B., & Glasgow, Z. (1998). Making instructional design decisions (2nd Ed). Upper
Saddle River, NJ: Printice-Hall. ISBN 0-13-520602-2.
Shambaugh, R. N., & Magliaro, S. G. (1997). Mastering the possibilities: A process
approach to instructional design. Boston, MA: Allyn & Bacon.
Swanson, R. A. (1994). Analysis for improving performance: Tools for diagnosing
organizations and documenting workplace expertise. San Francisco, CA: Berritt-Koehler.
Tileston, D. W. (2004). What every teacher needs to know about instructional planning.
Thousand Oaks, CA: Corwin Press. ISBN: 0-7619-3120-1.
* * * * *
Do you check your VandalMail regularly? You should. It is the official
CTE 426 Occupational Analysis
& Curriculum
communications
tool ofDevelopment
the University of Idaho. Your VandalMail
username and password also serve as your login for many university
services, including Blackboard.
8
CTE 426 Occupational Analysis & Curriculum Development
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Appendix A
Curriculum Portfolio
CTE 426 Occupational Analysis and Curriculum Development
Purpose:
Each participant will develop a major curriculum project built around a selected employment
position or subject area. The task is to provide written documentation concerning the purpose
and curriculum of the teacher’s specific program. The portfolio should be in the format below.
Format:
1.
Title Page
a. Course Title
b. Instructor’s Name
c. School
d. Program
e. Date of Completion
2.
Table of Contents
3.
Board Resolution (If applicable)
There should be on file at your school a board resolution authorizing your course/program
4.
School Philosophy
5.
Program Philosophy/Vision/Mission Statement
6.
Program Goals
What is the program attempting to do?
7.
Program Description
a. Location
b. School District (high school, vocational center)
c. Demographics of Location (ethnicity, gender, socio-economic, industry, education) can be found
on US Census Bureau website
8.
Curriculum
a. Courses
b. Course Description
c. Course Objectives
d. Units
e. Lessons/Competencies
f. Lesson Objectives
g. Aligned with Standards
9.
Evaluation
a. Student Assessment
b. Program Evaluation (How will you evaluate the program)
Appendix B
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Follow these instructions to create a TaskStream account if you are new to U of I’s
College of Education. The TaskStream account is paid by student fees.
Using your TaskStream Key Code
For Students
You have been selected to receive a TaskStream account. The key code that has been issued to you is intended for your
use only. Follow the directions below to create/renew your account on TaskStream ‘Advancing Education Excellence’.
1.
Go to www.taskstream.com
2.
On the TaskStream home page click the Create or Renew Account link located on
purple area on the top left side of the screen.
3.

Select the appropriate subscription option:
Create a new TaskStream subscription should be selected if you are
creating an account for the first time.
Renew my TaskStream subscription if you would like to extend a
previously created TaskStream account.

the
4. Enter the key code specified below in Option 2 and click the Continue button to proceed.
Key Code: AZ2GDY - 23VERM
5. Complete Steps 2 and 3. During step 3, make sure to note the
username and password that you have chosen. This will be the username and password you will use to access
TaskStream.
6. Confirm your registration information in Step 4. If you need to edit
any of the information you have entered click the Edit button.
Otherwise click Continue to complete your registration.
7. The next page will display a link to take you to the home
page where you can enter your username and password to login and begin using your TaskStream
account.
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Appendix C
Once the TaskStream account has been created (as explained in Appendix B) use these instructions to log into the CTE
area of TaskStream.
Follow the directions below to enroll yourself into a
TaskStream program.
Step 1: Log In
Go to www.taskstream.com and log into your
TaskStream account.
Step 2: Find the Self-Enrollment Area
From the home page, click the Enter Code button.
Step 3: Enter Your Code
Enter the program code specified below in the
appropriate field, and then click the Search
button.
Your Program Code: occed
You will be able to review the program
information that corresponds to the code that you entered. To be enrolled in the program, click the Enroll button. If you
do not wish to be enrolled in the program at this time, click the Cancel - Do Not Enroll button.
Note: If you enroll yourself into an inactive program, the program will not show up on your home page until the Program
Manager activates the program.
CTE 426 Occupational Analysis & Curriculum Development
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