University of South Florida
College of Education
Dioan Johnson
University of South Florida
College of Education
Curriculum Vision
Dioan Johnson
University of South Florida
College of Education
Spring 2013
University of South Florida
College of Education
Introduction to the Curriculum Vision
The purpose of the curriculum vision is to describe teacher preparation within the career
and technical education program in school from pre k to post-secondary education. The
curriculum vision will also gage other important attributes that a teacher needs to have to be
successful. The vision will give clear guidance of expectations of teaching within CTE.
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College of Education
Table of Contents
Title Page………………………………………………………..…….Page 2
Introduction to Curriculum Vision……………………………….....Page 3
Table of Contents…………………………………………………..…Page 4
Mission of Initial Teacher Preparation……………………………...Page 5
Goals of Initial Teacher Preparation……………………………..…Page 6
Conceptual Framework for Goal #1………………………………....Page 7-11
Conceptual Framework for Goal #2…………………………………Page 11-13
Conceptual Framework for Goal #3…………………………………Page 14-16
Candidate Proficiencies for Goal #1…………………………………Page 22
Candidate Proficiencies for Goal #2…………………………………Page 23
Candidate Proficiencies for Goal #3…………………………………Page 24
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College of Education
MISISON OF INITIAL TEACHER PREPARATION
The mission of the Career and Technical Education program at University of South
Florida is to prepare a new generation of educators who understands interdisciplinary education
and work connection and serve as catalyst for change in K-12 and post-secondary education.
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Goals of Initial Teacher Preparation
The initial purpose is to develop educators with the CTE programs shows a need for
teachers to learn key practices to be a success. There are three goals of teacher preparation. (1)
Content and Professional knowledge of their specific content areas. (2) Teacher development in
public school, k-12 and post-secondary institutions. This can includes research, theories analysis
and has practices in place for productive learning. (3) Knowledge of course material and soft
skills such as communicating with different people. These goals can develop a teacher into wellrounded professional. The goals will be introduced as such:
Goal 1: Perspective teacher shall learn pedagogical knowledge including professional
knowledge and skills used to implement the subject material, and the teaching strategies.
Goal 2: Perspective teacher shall have content knowledge of communicating effectively,
implementation of a systematic order of classroom management and the support given to
teachers in CTE.
Goal 3: Perspective teacher shall have a vast knowledge of different cultures, races and an
understanding of diversity with an emphasis on student development.
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Conceptual Framework
The conceptual framework provides a strategic guideline of teacher preparation. There is
an enormous amount of material available for research and analysis in all areas of learning for
the perspective teacher. The framework will state the mission, vision and curriculum design for
education. The conceptual framework purpose is to show what are the important goals exist for
teacher preparation in CTE, it will also give all teachers the final expectations of educational
instruction within CTE and lastly it shows what is expected of the teachers as far as the
understanding and demonstrating knowledge of the specific subject matter and all professional
learning skills.
Goal 1: Perspective teacher shall learn pedagogical knowledge including professional
knowledge and skills used to implement the subject material, and the teaching strategies.
The perspective teacher can only be effective if there is a solid background. The
knowledge base is what will drive the teacher success. According to the Journal of Industrial
Teacher Education (JITE) the purpose of knowledge is to attain competence and develop
competitive workers for survival in the market. JITE (2008) knowledge base should consist of
economic environment, organizational dynamics, and individual cognitive process. These
components fall up under the academic standards. All aspects of this shows content knowledge
which is what the teachers are being trained for in all areas of schools from k-12 and postsecondary institutions.
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College of Education
Professional Knowledge
Knowledge of subject matter is a major requirement for a teacher. In the Journal of
Vocational Education Research (JVER) it states that the teacher education candidate should have
a specialized area of study. This specialization should be intense. The teacher main responsibility
is to gain as much knowledge of the specialized subject matter. The teacher should gain this
knowledge from other experienced teachers, literature and technology. JVER (2002) identifies
other specialization important to the skills need for teachers, human development, family
awareness, and authorities within work and communities. These additional skills can help a
teacher have a better understanding of issues that can arise with student learning.
All preparation should be geared toward student success. Teachers should be adaptable.
The Vocational as CTE was called previously shows a definite path of changing rapidly. There
are many trends and issues that have been addressed and many that have not. A teacher must
keep abreast of all changes. If there are significant changes that are not productive to learning,
then a teacher should be aggressively finding other methods of learning. In order to complete the
tasks teachers needs to be versatile.
Students will get more skills based on the quality of the teacher. The qualification should
be assess by observing and testing. Teacher should be able to pass the standardized test or
certification in order to be a qualified teacher. McCaslin & Parks (2002) indicated that the
National Board for Professional Teaching standards rewards teachers by meeting all
requirements. In order to stay qualified, a teacher must keep up with their development by both
furthering the education and enhancing their skill level. The Southern Regional Education Board
(SREB) states the purpose of teacher is to raise student academic, technical, intellectual and
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personal skills. Having teachers include this in the plan of training, is the only way to ensure that
it is being obtained. The need for continuous professional development is essential.
Teaching Strategies
In education, administrators can help to facilitate the enhancement of the information
provided for teacher to increase their skills. SREB (2011) have valid question to consider if what
is being taught is sufficient:

Where does the new information fit?

Does something no longer fit?

What teaching methods need to be changed to deliver the new concepts?

What are realistic student performance outcomes?

What additional supplies or equipment needs to be secured to complement the
lessons?
CTE is geared toward getting students ready for the workforce. When thinking of the
teaching strategies, it should always be in lined with strengthening the thought processes and
instructional methods. Constructive learning suggest that learning is a self-regulated process that
occurs when teacher interact and integrate experiences into a cognitive structure. Teacher
strategies should allow for new innovative techniques because within CTE, the changing
environment around it will force change in certain practices. Evolving teacher strategies should
always be in the perspective teachers agenda.
Skills
In any profession, the skill level you have will show where you are and can grow professionally.
Jim Jacobs (2001) says that having a greater skill set such as knowledge of Technical training, is
seemingly a skill needed to compete. In CTE it I becoming increasingly relevant to go to
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business and organization and learned what these companies are looking for as far as employees.
This can guide what subject matter will be needed to fill jobs coming in the future. As a CTE
teacher based on the role, it is vital to have students prepared for the workforce and jobs that are
abundant in the labor market.
Conclusion
Teacher within Career and Technical education will need to have additional training to meet the
obstacle that will arise. Teaching strategies, a better skill set, and the professional knowledge that
is needed to apply in the classes and help with teacher performance.
Reference:
Rojewski, J. W. (2002). Preparing the Workforce of Tomorrow: A Conceptual Framework for
Career and Technical Education. Journal of Vocational Education Research, 27(1), 7-34.
Lee, H., & Roth, G. L. (2008). Knowledge Management: A Tripartite Conceptual Framework for
Career and Technical Teacher Educators. Journal of Industrial Teacher Education, 45(2), 5-26.
McCaslin, N. L., & Parks, D. (2002). Teacher Education in Career and Technical Education:
Background and Policy Implications for the New Millennium. Journal Of Vocational Education
Research, 27(1), 65-103.
Stephens, G. E, (2011). Teacher Internship as professional Development in Career and Technical
Education. Journal of Career and Technical Education, 26(2), 68-76.
Sturko, P. A., & Gregson, J. A. (2009). Learning and Collaboration in Professional Development
for Career and Technical Education Teachers: A Qualitative Multi-Case Study. Journal Of
Industrial Teacher Education, 45(3), 34-60.
Jacobs, J. (2001). What is the future for post-secondary occupational education?. Journal Of
Vocational Education Research, 26(2), 172-205.
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Conceptual Framework
Goal 2: Perspective teacher shall have content knowledge of communicating effectively,
implementation of a systematic order of classroom management and the support given to
teachers in CTE.
Communicating effectively is an important to most professions but teaching can be
tricky. There is a greater need for effective communication depending on the level of teaching.
Classroom management and effective communication should work adjacent to each other. The
Article “Fanning First-Year Fires” (1998), reports that a certain percent of teachers will leave
teaching within three years. There are several reports with the same type of statistics showing
teachers leaving based on different factors.
Communication
New teachers through different means learn public speaking and communication skills. Talking
to students, being able to talk about your subject matter and relay what is needed to learn to the
student is significant. The lack of communication can deter a student from wanting to learn. It
the same with any forming relationship, if we are not able to talk to one another and receive
different points of view in an organize fashion; the material is not getting to the student
effectively.
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Classroom Management
Order or Chaos, which sounds better? In the National Commission on Teaching and America’s
Future (1996) stated reason for why teachers were leaving the professions. The one that stands
out is teacher feel overwhelmed. In 1994, an IY TCM program was implemented to bridge issues
that may occur between, teachers, parents and the student, In every classroom there will be
problems, such as behavior, social and physical problems. The IY TCM (Incredible Years
Teacher Classroom Management) program is geared to curve issues from arising because the
parties involve will have a better understanding of each other. The personal lives of student or
social backgrounds can help keep order in a classroom. There are a lot of real life situation that
need to be address sometime for student success. Order and organization are key components
and if you cannot control the students then learning is not being done. Routine and instructional
guidelines should always be in place for the teacher to stay on top of the classroom.
Support
Teachers can be more affective with the help of the Administration. The working conditions help
correlation between a new teacher leaving or staying. Administrative support leads to job
satisfaction. Teaching with support helps to keep classroom management flowing and
communicating effectively.
Conclusion
The three components from Ingersoll and Smith (2003) shows working conditions include
Student discipline, lack of support from the administrator and lack of class management lead to
teacher attrition. CTE teachers cannot be effective unless teachers possess the resources needed.
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Reference
Yohon, T. (2005). Investigation of the Challenges, Mentoring Needs, and Support for Business
and Marketing Teachers. Delta Pi Epsilon Journal, 47(2), 53-66.
Webster-Stratton, C., Reinke, W., Herman, K., & Newcomer, L. (2011). The Incredible Years
Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of
Training Delivery. School Psychology Review, 40(4), 509-529.
Benjamin R., T., Mido, C., & Sunha, K. (n.d). Administrative support and its mediating
effect on US public school teachers. Teaching And Teacher Education, 27342-349.
doi:10.1016/j.tate.2010.09.002
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College of Education
Conceptual Framework
We live in a melting pot, so it only right that teachers know a little about diversity.
Teachers will deal with far more cultures and races. To understand different people can lead to
better student development and overall success. The learning environment should always be safe
for student and teachers.
Goal 3: Perspective teacher shall have generic pedagogical knowledge of different cultures,
races and gender and an understanding of being diverse with an emphasis on student
development.
In order for student success, teachers have to understand different backgrounds of the
students. Teachers need diversity. In our country where all types of cultures and races intertwine,
social acceptance is vital to a student’s emotional state. The teacher that is diverse can learn
different teaching strategies to adaptive to different situation that may occur. Teachers must be
impartial and non judgmental.
Diversity
Rehm, (2008) sates that CTE teachers face numerous obstacle in understanding cultural
diversity. Behavioral and emotional problems would seem a strong issue but having so many
different types of student in a classroom can be a challenge. Teacher will have a sense of
accomplishment when they can have every student cohabitating and learning from one another.
The word teamwork works best in this situation. In some cases teachers will have language
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barriers and it can be very demanding for the teacher to address this problem. There should be a
level of respect for all backgrounds. Diversity training is essential and not having this leads to
poor student performance and poor teacher evaluations. In Multicultural Education (2011) states
that the student and teacher cultural differences are growing and teachers need to learn skills to
combat the division.
Student Development
It is essential to keep learning in the classroom. The perspective student is developing
with the information given by the teacher. Teachers that have the communicative and the
diversity levels that are needed can help to facilitate the positive development of students. The
subject matter and personal connection guides a student to a positive experience that ultimately
leads to student success. The teachers should find themselves learning ways to develop the
relationship skills to foster a more teacher and student interactions.
Conclusion
The generic content knowledge is the groundwork for the accomplishing these practices.
Assessment and implementation is significant to CTE and an overall balanced education. The
development of student and teacher to progress all inequalities and negativity is non-existent.
Achievement of shared views is attainable for both student and teacher when collaboration
exists. According to (Delpit, 1995) schools of all levels, k-12, post-secondary and vocational
centers should help to develop more candidates that are diverse.
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College of Education
Reference
Reference:
Rojewski, J. W. (2002). Preparing the Workforce of Tomorrow: A Conceptual Framework for
Career and Technical Education. Journal of Vocational Education Research, 27(1), 7-34.
Lee, H., & Roth, G. L. (2008). Knowledge Management: A Tripartite Conceptual Framework for
Career and Technical Teacher Educators. Journal of Industrial Teacher Education, 45(2), 5-26.
McCaslin, N. L., & Parks, D. (2002). Teacher Education in Career and Technical Education:
Background and Policy Implications for the New Millennium. Journal Of Vocational Education
Research, 27(1), 65-103.
Stephens, G. E, (2011). Teacher Internship as professional Development in Career and Technical
Education. Journal of Career and Technical Education, 26(2), 68-76.
Sturko, P. A., & Gregson, J. A. (2009). Learning and Collaboration in Professional Development
for Career and Technical Education Teachers: A Qualitative Multi-Case Study. Journal Of
Industrial Teacher Education, 45(3), 34-60.
Jacobs, J. (2001). What is the future for post-secondary occupational education?. Journal Of
Vocational Education Research, 26(2), 172-205.
2nd goals section
Yohon, T. (2005). Investigation of the Challenges, Mentoring Needs, and Support for Business
and Marketing Teachers. Delta Pi Epsilon Journal, 47(2), 53-66.
Webster-Stratton, C., Reinke, W., Herman, K., & Newcomer, L. (2011). The Incredible Years
Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of
Training Delivery. School Psychology Review, 40(4), 509-529.
Benjamin R., T., Mido, C., & Sunha, K. (n.d). Administrative support and its mediating
effect on US public school teachers. Teaching And Teacher Education, 27342-349.
doi:10.1016/j.tate.2010.09.002
Section 3
Rehm, M. L. (2008). Career and Technical Education Teachers' Perceptions of Culturally
Diverse Classes: Rewards, Difficulties, and Useful Teaching Strategies. Career & Technical
Education Research, 33(1), 45-64.
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Reiter, A. B., & Davis, S. N. (2011). Factors Influencing Pre-Service Teachers' Beliefs about
Student Achievement: Evaluation of a Pre-Service Teacher Diversity Awareness Program.
Multicultural Education, 19(3), 41-46.
Delpit, Lisa. (1995). Other people’s children: Cultural conflict in the classroom. New York: The
New Press.
Candidate Proficiencies
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College of Education
Career and Technical Education teacher will be proficient in understanding all aspect of teaching
based upon several competencies.