FS53 – Teacher Training Program
Career & Technical Education
Course #: FS53
Course Name: Teacher Training Program
Prerequisites: FS52
Grade Level: 9-12
Level of Difficulty: Average
# of Credits: 1 year – 1 Credit
The following is a Career and Technical Education (CTE) class under the Education Professions program.
Teacher Training Units and Understanding Statements
Unit 1:
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Unit 2:
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Unit 3:
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Unit 4:
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Unit 5:
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Unit 6:
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Unit 7:
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You as a Teacher Trainer
A teacher and/or paraprofessional must fulfill several roles and develop characteristics that will lead to a successful career.
Physical Development
The environment, support systems, and educational experiences influence physical development in children.
Cognitive Development
The environment, support systems, and educational experiences influence cognitive development in children.
Psychosocial Development
The environment, support systems, and educational experiences influence psychosocial development in children.
Emotional Development
The environment, support systems, and educational experiences influence emotional development in children.
Moral Development
The environment, support systems, and educational experiences influence moral development in children.
Exceptional Learner
An exceptional learner has varying developmental levels in social, emotional, cognitive, and physical abilities, which must be
addressed by education professionals to insure success.
Unit 8: Teaching Methods

A variety of instructional methods and activities must be implemented to meet the needs of diverse learners through a program of
planning, implementing, observing, assessing, and reflecting.
Unit 9: Lesson Planning

State learning standards are the foundation from which to build effective, engaging lessons following a sequential series of
components inherent to the lesson plan.
Unit 10: Technology

The integration of technology allows for a variety of learning opportunities in the classroom and can be used as a resource for
planning and enhancing lessons, discovery, and assessment.
Unit 11: Discipline Strategies

The implementation of a variety of classroom management strategies enables students to learn and insures effective and
successful classrooms.
Unit 12: Diversity

A diverse classroom is comprised of students with varying developmental levels in social, emotional, cognitive, and physical
abilities, which must be addressed by education professionals to insure success for all students.
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
1
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Teacher Training Units and Understanding Statements (cont.)
Unit 13:
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Unit 14:
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Educational Roles
The educational system consists of a network of personnel that contribute to the success of a school system.
Economics of Education
The funding of education through local, state, and national monies contributes to the effectiveness of an educational system and to
the success of its students.
Unit 15: History of Education

Supported by local, state, and federal funds, education is directed by the constantly changing government, resulting in educational
philosophies differing between private and public education.
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
2
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
AZ COLLEGE & CAREER READY ENGLISH LANGUAGE ARTS CONNECTIONS
The following Reading and Speaking and Listening AZ College and Career Ready Standards are integrated as applicable in this course:
Reading:
Key Ideas and Details
Standard 1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Standard 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.
Standard 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.
Craft and Structure
Standard 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in specific scientific or technical
context relevant to grade specific texts and topics.
Standard 5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms
Integration of Knowledge and Ideas
Standard 9: 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.
Writing:
Production and Distribution of Writing
Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting and trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Standard 6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s
capacity to link other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
Standard 7: Conduct short as well as sustained research project to answer a 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.
Standard 8: 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.
Standard 9: Draw evidence from informational texts to support analysis, reflection, and research.
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
3
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
AZ COLLEGE & CAREER READY ENGLISH LANGUAGE ARTS CONNECTIONS (cont.)
The following Reading and Speaking and Listening AZ College and Career Ready Standards are integrated as applicable in this course:
Speaking and Listening:
Comprehension and Collaboration:
Standard 1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on gradelevel topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Standard 2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility of each source.
Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
Presentation of Knowledge and Ideas:
Standard 4: Present information, findings, and supporting evidence clearly, concisely, and logically such that the listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience, and task.
Standard 5: Make strategic use of digital media in presentation to enhance understanding of findings, reasoning, and evidence and to add interest.
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
4
Board Approved – December 9, 2014
FS53 – Teacher Training Program
Career & Technical Education
FS53 – Teacher Training Program
FS53 Teacher Training Program – Suggested Teaching Timeline
First Semester
August
Sept.
Oct.
Second Semester
Nov.
Dec.
Jan.
Feb.
March
April
Unit 1: You as a Teacher Trainer
3 weeks
Unit 2: Physical Development
1 week
Unit 3: Cognitive Development
2 weeks
Unit 4: Psychosocial
Development
1 week
Unit 5: Emotional Development
1 week
Unit 6: Moral Development
1 week
Unit 7: Exceptional Learner
3 weeks
Unit 8: Teaching Methods
4 weeks
Unit 9: Lesson Planning
5 weeks
Unit 10: Technology
2 weeks
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
5
Board Approved – December 9, 2014
FS53 – Teacher Training Program
May
Career & Technical Education
FS53 – Teacher Training Program
FS53 Teacher Training Program–Suggested Teaching Timeline
First Semester
August
Sept.
Oct.
Second Semester
Nov.
Dec.
Unit 11: Discipline Strategies
Jan.
Feb.
March
April
3 weeks
Unit 12: Diversity
2 weeks
Unit 13: Educational Roles
2 weeks
Unit 14: Economics of Education
3 weeks
Unit 15: History of Education
5 weeks
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
6
Board Approved – December 9, 2014
FS53 – Teacher Training Program
May
FS53 – Teacher Training Program
Career & Technical Education
Unit 1:
You as a Teacher Trainer
A teacher and/or paraprofessional must fulfill several roles and develop characteristics that will lead to a successful
career.
Knowledge and Skills
Knowledge:

Diversity allows for people to learn from the
backgrounds, beliefs, and experiences of
others

Educators must be adaptable to different
situations to be effective in their profession

Individuals with positive self-esteems and selfconcepts are willing to try new things and
challenge themselves

Characteristics required for success in
education professions
Arizona CTE Standards
6.0 Analyze the roles and characteristics of teachers
and paraprofessionals
6.3 Identify the characteristics of the effective
teacher and paraprofessional
6.4 Evaluate self for characteristics that lead to
success as a paraprofessional and/or
teacher
Resources

Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
 Web Sites:
o http://www.howtolearn.com
o http://www.discoveries.org
Skills:

Analyze the roles and characteristics required
for success to teachers and paraprofessionals

Analyze the influence on self-esteem and
success as a paraprofessional and/or teacher

Identify characteristics that successful teachers
and paraprofessionals would need to develop
and possess

Compare one’s own characteristics to those of
successful education professionals
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
7
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 2:
Physical Development
The environment, support systems, and educational experiences influence physical development in children.
Knowledge and Skills
Knowledge:
 Vocabulary related to physical development
 Boys and girls physically develop at different
rates
 There are developmental tasks that can be
expected at certain ages
 Different stages of development require
differentiated instruction
Arizona CTE Standards
10.0 Comprehend the stages of human development
and their impact on learning and the classroom
10.1 Identify the stages of physical development
through adolescence


Skills:

Understand and use vocabulary related to
physical development

Compare and contrast physical development
of boys and girls from birth through childhood

List developmental changes of learners

Develop effective teaching strategies for
different stages of development
Arizona Department of Education - Career and Technical Education Standards
Resources

Arizona’s College and Career Ready Standards – ELA Technical Subjects
8
Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Articles:
o “What to Look for in a Preschool,”
by Naomi Karp, National Institute
on Early Childhood Development
and Education, 2000
http://sbceo.org/cirone/columns/1027-00.shtml
Book:
o The New Preschool, by Lyn Nell
Hancock and Pat Wingert
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 3:
Cognitive Development
The environment, support systems, and educational experiences influence cognitive development in children.
Knowledge and Skills
Arizona CTE Standards
Knowledge:
 Vocabulary related to cognitive development
 Basic information on Piaget and his Cognitive
Development Theory
 Piaget’s four stages of cognitive development
and the ages associated with each
 Children may be limited in what they can learn
until they reach the next stage of development
10.0 Comprehend the stages of human development
and their impact on learning and the classroom
10.2 Recognize cognitive development from birth
through adolescence


Skills:
 Apply vocabulary related to cognitive
development
 Evaluate Piaget’s Cognitive Development
Theory
 Define the four stages of Piaget’s Cognitive
Development Theory and the ages associated
with each stage
 Observe children and evaluate activities
appropriate for their stage of development
Arizona Department of Education - Career and Technical Education Standards
Resources
Arizona’s College and Career Ready Standards – ELA Technical Subjects
9
Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o http://www.childdevelopmentinfor.c
om/normaldevelopment.shtml
o http://www.piaget.org
o http://www.nifplay.org
o http://www.fisher-price.com
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 4:
Psychosocial Development
The environment, support systems, and educational experiences influence psychosocial development in children.
Knowledge and Skills
Arizona CTE Standards
Knowledge:
 Vocabulary related to psychosocial
development
 Four stages of Erikson’s theory
 The levels of Maslow’s Hierarchy and how
each level can be fulfilled.
 Basic information on Vygotsky and the
development of his theory
 The developmental characteristics of language
and social cognition
10.0 Comprehend the stages of human development
and their impact on learning and the classroom
10.3 Recognize psychosocial development
theory
Resources


Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o http://www.childdevelopmentinfor.c
om/normaldevelopment.shtml
o http://www.piaget.org
Skills:
 Define and use the terminology associated
with psychosocial development
 Illustrate the first four stages of Erikson’s
theories
 Elaborate on Maslow’s Hierarchy of Needs
 Compile a list of the basics of Vygotsky’s
Developmental Theory
 Relate Vygotsky’s theories to present
experiences
 Understand the importance of language in
teaching, cooperating and working with others
 Experiment with learning without the use of
language
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
10
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 5:
Emotional Development
The environment, support systems, and educational experiences influence emotional development in children.
Knowledge and Skills
Knowledge:
 Vocabulary related to emotional development
 Children develop at different rates
 There are popular researchers in child
development and each has his/her own
theories of emotional development
Arizona CTE Standards
10.0 Comprehend the stages of human development
and their impact on learning and the classroom
10.4 Recognize emotional development theory


Skills:
 Explain vocabulary related to emotional
development
 Recognize stages of emotional development in
children
 Identify popular theorists and their beliefs of
emotional development
Arizona Department of Education - Career and Technical Education Standards
Resources
Arizona’s College and Career Ready Standards – ELA Technical Subjects
11
Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o http://childdevelopmentinfo.com/childdevelopment/normaldevelopment/
o http://psychology.about.com/od/earlychild-development/a/social-andemotional-milestones.htm
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 6:
Moral Development
The environment, support systems, and educational experiences influence moral development in children.
Knowledge and Skills
Knowledge:
 Vocabulary related to moral development
 Kohlberg’s theory of stages and sub-stages
that are sequential and progressive for moral
development
Arizona CTE Standards
10.0 Comprehend the stages of human development
and their impact on learning and the classroom
10.5 Recognize character development theories


Skills:
 Summarize vocabulary related to moral
development
 Critique Kohlberg’s theory of moral
development
 Evaluate the stages and sub stages of
Kohlberg’s theory of moral development
 Explain vocabulary related to emotional
development
 Recognize stages of emotional development in
children
 Identify popular theorists and their beliefs of
emotional development
Arizona Department of Education - Career and Technical Education Standards
Resources
Arizona’s College and Career Ready Standards – ELA Technical Subjects
12
Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o http://psychology.about.com/od/develo
pmentalpsychology/a/kohlberg.htm
o http://www.simplypsychology.org/kohlb
erg.html
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 7:
Exceptional Learner
An exceptional learner has varying developmental levels in social, emotional, cognitive, and physical abilities, which
must be addressed by education professionals to insure success.
Knowledge and Skills
Knowledge:
 Vocabulary related to the exceptional learner
 Varying levels of social, emotional, cognitive,
and physical abilities occur with the
exceptional/gifted learner
 The purpose of the Individual Education Plans
(IEPs)
 When to use an IEP, accommodation,
modification and intervention
 The legal implications connected to an IEP
 Who identifies special needs
 The teacher’s responsibilities towards special
needs students, including the gifted learner
Skills:
 Explain vocabulary related to the
exceptional/gifted learner
 Explain the purpose of the Individual Education
Plans (IEPs)
 Compare and contrast the social, emotional,
cognitive, and physical abilities of the
exceptional learner
 Analyze examples of IEPs
 List the legal implications connected to an IEP
 Describe the responsibilities of a special
education teacher
 Evaluate the role of schools in educating
special needs students, including gifted
learners
Arizona Department of Education - Career and Technical Education Standards
Arizona CTE Standards
7.0
Comprehend the issues related to exceptional
learners
7.1 Explain the criteria and definitions related to
exceptional learners, including children with
disabilities and children who are gifted
7.2 Comprehend the use of developmentally
appropriate instructional interventions for
cognitive, motor, self-help, social, and
language activities
7.3 Identify the components of an Individual
Education Plan (IEP) including medical
needs, student goals, present level of
development, etc.
7.4 Identify the legal responsibilities associated
with student Individual Education Plans
7.5 Apply the knowledge of accommodations
and modifications for an exceptional learner
in adapting activities for individual student’s
goals
Arizona’s College and Career Ready Standards – ELA Technical Subjects
13
Resources



Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Books:
o Chicken Soup for the Soul: Children
With Special Needs, by Jack Canfield
o The Elephant in the Playroom, by
Denise Brodey
o Bodola Loves Chips and Pop, by
Christopher Chaplin
Web Sites:
o http://www.cec.sped.org/Special-EdTopics/Who-Are-Exceptional-Learners
o http://www.childrenwithspecialneeds.co
m/disability-info/
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 8:
Teaching Methods
A variety of instructional methods and activities must be implemented to meet the needs of diverse learners through a
program of planning, implementing, observing, assessing, and reflecting.
Knowledge and Skills
Knowledge:
 Gardner’s Multiple Intelligences
 The parts of a well-written objective
 The parts of a lesson plan
 Motivating students is essential to learning
 Assessment techniques
 When students are engaged they are
motivated to participate and learn
Skills:
 Design a lesson using several multiple
intelligences
 Write an effective lesson objective
 Create a lesson plan, implement it in the
classroom and assess the result
 Create motivating, engaging learning activities
 Evaluate assessments
 Incorporate student engagement strategies
Arizona Department of Education - Career and Technical Education Standards
Arizona CTE Standards
11.0 Identify instructional methods for student
learning
11.1 Investigate various methods of instruction
11.2 Identify teaching methods that
accommodate various learning styles
11.3 Describe strategies for addressing the
needs of unmotivated students and students
from challenging environments
11.4 Identify different assessment techniques for
feedback to students and/or guiding
instruction
Arizona’s College and Career Ready Standards – ELA Technical Subjects
14
Resources


Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o http://www.scholastic.com/teachers/arti
cle/clip-save-checklist-learningactivities-connect-multiple-intelligences
o http://www.educationworld.com/a_curr/
columnists/mcdonald/mcdonald007.sht
ml
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 9:
Lesson Planning
State learning standards are the foundation from which to build effective, engaging lessons following a sequential series
of components inherent to the lesson plan.
Knowledge and Skills
Knowledge:
 Teaching to an objective is critical to an
effective lesson
 Objectives must relate to state and district
standards
 The parts of a well written lesson plan
 Reflective evaluation techniques
Skills:
 Choose activities which relate to objectives
 Write measurable objectives aligned to
standards
 Complete a well-written lesson plan
 Teach the lesson to a group of students
 Evaluate a lesson
Arizona Department of Education - Career and Technical Education Standards
Arizona CTE Standards
12.0
Create a lesson plan and related activities to
meet the needs of learners
12.1 Develop objectives that are aligned with
state and district standards
12.2 Integrate the components of a lesson plan
with activities and instructional materials
12.3 Implement a lesson and a planned learning
activity
12.4 Conduct a reflective evaluation of the
implemented lesson plan
Arizona’s College and Career Ready Standards – ELA Technical Subjects
15
Resources


Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o http://www.crlt.umich.edu/gsis/p2_5
o http://k6educators.about.com/od/lesso
nplanheadquarters/tp/8_steps_lp.htm
o http://www.educationoasis.com/instruct
ion/bt/five_common_mistakes.htm
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 10: Technology
The integration of technology allows for a variety of learning opportunities in the classroom and can be used as a
resource for planning and enhancing lessons, discovery, and assessment.
Knowledge and Skills
Knowledge:
 Technology is available for the classroom
 Technology can be used to enhance learning
 Technology can be used to help design
lessons
 Technology can improve the teacher’s ability to
address different learning needs
 Technology can assist in planning instruction,
classroom management and communication
 Cyber learning can impact the future of
education
Skills:
 Evaluate personal experiences with
technology in education
 Analyze the use of certain types of technology
in education
 Plan and implement a lesson using
technology
 Evaluate a lesson using technology and how it
addresses different learning needs
 Explain how technology can assist in planning
instruction, classroom management and
communication
 Predict how cyber learning may impact the
future of education
Arizona Department of Education - Career and Technical Education Standards
Arizona CTE Standards
13.0
Apply technology for instruction and
management
13.1 Evaluate lessons to determine how
technology could improve the teacher's
ability to address different learning needs
13.2 Investigate a new technology application
that can be used to improve teaching and/or
learning
13.3 Identify digital resources that help teachers
in planning instruction, classroom
management, and communication
13.4 Apply knowledge and skills of technology to
integrate content areas with interactive
student learning activities
13.5 Integrate technology relevant to lesson
planning, teaching, and classroom
management and assessment
13.6 Identify the ways that virtual cyber learning
may impact the future of education
Arizona’s College and Career Ready Standards – ELA Technical Subjects
16
Resources


Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o http://www.teachhub.com/12-easyways-use-technology-your-classroomeven-technophobic-teachers
o http://www.slideshare.net/maganharrell
/integrating-technology-in-a-classroomlesson-stepbystep-instructions-on-howto-integrate-technology-in-aclassroom-lesson-15896527
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 11: Discipline Strategies
The implementations of a variety of classroom management strategies enable students to learn and insure an effective
and successful classroom.
Knowledge and Skills
Knowledge:
 The relationship between strategies,
objectives, student involvement and a wellmanaged classroom
 Strategies that can be used to help with a
positive classroom environment
 The relationship between learning and a wellmanaged classroom
 Effective discipline strategies
Skills:
 Compare the relationship between strategies,
objectives, student involvement and a wellmanaged classroom
 List strategies that can be used to help with a
positive classroom environment
 Compare the ability to learn in a well-managed
classroom
 Analyze effective discipline strategies
Arizona Department of Education - Career and Technical Education Standards
Arizona CTE Standards
9.0 Analyze the impact of classroom management
and discipline strategies on student learning
9.1 Identify the relationship between effective
instructional strategies and classroom
management
9.2 Identify discipline strategies needed in
various classroom situations
9.3 Analyze the relationship of instructional
strategies, learning objectives, and learner
involvement, and their impact on student
behaviors
Arizona’s College and Career Ready Standards – ELA Technical Subjects
17
Resources


Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o https://www.teachervision.com/classro
om-management/teaching-methodsand-management/26200.html
o http://www.theteachersguide.com/class
roommanagement.htm
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 12: Diversity
A diverse classroom is comprised of students with varying developmental levels in social, emotional, cognitive, and physical
abilities, which must be addressed by early childhood professionals to insure success for all students.
Knowledge and Skills
Knowledge:
 Individuals are diverse learners and
community members
 Appreciate diversity in others
 How to promote diversity in the classroom
 Characteristics of a diverse classroom
 The benefits of a diverse classroom
 The needs of multiple-language learners
 The challenges of a diverse classroom
Skills:
 Identify various groups within a classroom
 Examine and appreciate diversity in others
 Provide examples of how to promote diversity
in the classroom
 List characteristics of a diverse classroom
 Compare and contrast the benefits of a diverse
classroom
 Compile of list of needs of multiple-language
learners
 Identify the challenges of a diverse classroom
Arizona Department of Education - Career and Technical Education Standards
Arizona CTE Standards
8.0
Explain the issues relating to diversity and its
impact on teaching and learning
8.1 Identify the characteristics, the challenges,
and the opportunities for learning in a
diverse classroom
8.2 Explain the role of teacher expectation on
student performance and its impact on
teaching and learning in a diverse
classroom
8.3 Identify the needs of multiple-language
learners
8.4 Describe how cultural and ethnic differences
affect interpersonal interactions and
communications within a group
Arizona’s College and Career Ready Standards – ELA Technical Subjects
18
Resources


Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education
Web Sites:
o http://www.ncrel.org/sdrs/areas/iss
ues/educatrs/presrvce/pe300.htm
o http://www.ithaca.edu/wise/bilingua
l/
o https://www.teachervision.com/teac
hing-methods/resource/6039.html
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 13: Educational Roles
The educational system consists of a network of personnel that contribute to the success of a school system.
Knowledge and Skills
Knowledge:
 Vocabulary related to educational roles
 Key figures in the hierarchy of education and
their responsibilities
 How to become a board member
 The roles of the board of education,
superintendent, and school administrators
 The major differences between classified and
certified personnel
 Community resources
 Importance of every employee in the school
system
 The roles of the teacher and the
paraprofessional
Skills:
 Apply vocabulary related to educational roles
 Illustrate a flow chart of the hierarchy of
education and the duties involved with each
position
 Explain how to become a board member
 Compare and contrast the roles of the board of
education, superintendent, and school
administrators
 Compare and contrast classified duties from
those of certified personnel
 Locate examples of community resources and
explain how they can assist in supporting the
schools
 Distinguish between the duties and
responsibilities of paraprofessionals and
teachers
Arizona Department of Education - Career and Technical Education Standards
Arizona CTE Standards
4.0 Understand the roles of the governing board and
the administration in relation to schools
4.1 Explain the role of the governing board in
establishing policies and objectives for the
school district
4.2 Describe how schools carry out the
governing boards’ policies and meet state
mandates
4.3 Explain the roles and responsibilities of
district and building administrators
4.4 Explain the role of the district
superintendent and his/her school
administration
5.0 Explain the roles of support service personnel in
schools
5.1 Describe the roles of certified support
personnel (e.g., guidance and counseling,
psychological services, librarians/media
specialists, technology support, health care
providers, etc.)
5.2 Describe the roles of classified support
personnel (e.g., food service workers,
facility maintenance workers, transportation
personnel, teacher aides, after-school
program personnel, etc.)
5.3 Describe the role of community resources in
and out of the school to provide student
assistance
6.0 Analyze the roles and characteristics of teachers
and paraprofessionals
6.1 Examine the instructional and supervisory
roles of paraprofessionals
6.2 Examine instructional and supervisory roles
for of teachers
Arizona’s College and Career Ready Standards – ELA Technical Subjects
19
Resources

Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education

Website:
o http://www.mpsaz.org/
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 14: Economics of Education
The funding of education through local, state, and national monies contributes to the effectiveness of an educational
institution and to the success of it’s students.
Knowledge and Skills
Arizona CTE Standards
Knowledge:
 Vocabulary related to the economics of
education
 Role of the education industry in the economy
 Factors that contribute to an effective school
 The advantages and disadvantages of different
types of schools
 The financial policies and procedures of a
school district
 How taxes impact the school district’s ability to
meet state and federal mandates
1.0 Examine the role of the education industry in the
economy
1.1 Explain the role of education in the
economy: local, state, national, and
international
1.2 Recognize the factors that contribute to an
effective school.
1.3 Compare/contrast the financial advantages
and disadvantages of public, charter, and
private educational institutions
2.0 Recognize the financial policies and procedures
of a school district
2.1 Identify business and financial functions of
an educational institution
2.2 Explain how taxes impact the school
district’s ability to meet objectives and state
and federal mandates
Skills:
 Discuss vocabulary related to the economics of
education
 Explain the role of the education industry in the
economy
 Map out the basic functions and costs included
in running a school
 Compare the advantages and disadvantages
of different types of schools
 List the policies and procedures of a school
district
 Explain how taxes impact the school district’s
ability to meet state and federal mandates
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
20
Resources

Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education

Website:
o www.ed.gov
o www.ecs.org/
Board Approved – December 9, 2014
FS53 – Teacher Training Program
FS53 – Teacher Training Program
Career & Technical Education
Unit 15: History of Education
Supported by local, state, and federal funds, education is directed by the constantly changing government resulting in
educational philosophies differing between private and public education.
Knowledge and Skills
Arizona CTE Standards
Knowledge:
 Vocabulary related to the history of education
 The development of the educational system in
the United States
 Philosophies of education
 The roles of the state and federal government
regarding education
 Current issues in education
 Advantages and disadvantages of private and
public education
 The history of education in Arizona
 The history of education in the United States
 Education in other countries
3.0 Understand the history and structure of
education in the united states
3.1 Outline the historical development of U.S.
education
3.2 Identify major philosophies of education
3.3 Identify the roles of state and federal
government in education
3.4 Differentiate between private and public
educational approaches, including those of
charter and alternative schools
3.5 Examine current educational issues
3.6 Compare education in the United States
and in other countries
Resources

Textbooks:
o Experiencing Education, Tenth
Edition-Teacher Cadets
o Foundations of American
Education

Website:
o www.cloudnet.com/~rdrbsass/educ
ationhistorytimeline.html
o www.loc.gov/rr/print
o www.ed.gov
o www.education-world.com
o www.nctaf.org
Skills:
 Interpret vocabulary related to the history and
governance of education
 Diagram the development of the educational
system in the United States
 Examine philosophies of education
 Compare the roles of the state and federal
government with regards to education
 Explain current issues in education
 Compare/contrast private and public education
 Create a timeline of the history of education in
Arizona
 Examine the history of education in the United
States
 Compare/contrast education in the United
States and other countries
Arizona Department of Education - Career and Technical Education Standards
Arizona’s College and Career Ready Standards – ELA Technical Subjects
21
Board Approved – December 9, 2014
FS53 – Teacher Training Program