Grade: Click here to enter text.
Age: Click here to enter text.
Sex: M___ F___
TRAINING PLAN AGREEMENT
Unpaid Work-Based Instruction
Time of day related CTE class meets: Click
STUDENT: Click here to enter text.
SCHOOL DISTRICT: Click here to enter text.
TRAINING OBJECTIVE: Click here to enter text.
Education and Training
Career Cluster Focus
here to enter text.
CAMPUS NAME: Click here to enter text.
COMPANY NAME: Click here to enter text.
Instructional Practices in Education and Training
CTE course title
13014400
PEIMS Code
The student agrees to diligently perform the work-based training experiences and conscientiously pursue the coordinated classroom
course of study as outlined in the attached training plan. Work-based training experiences will be assigned by the training sponsor and
performed according to the same company policies and regulations applicable to regular employees. The student agrees to take
advantage of every opportunity to improve his or her efficiency, knowledge, and personal traits in order to pursue further education
and enter the chosen occupation as a desirable employee.
The company and school are responsible for providing students with opportunities for training in the basic skills of an occupation and
knowledge of related technical information. In order to provide a systematic plan for well-rounded training, a schedule of work-based
training experiences and a parallel classroom course of study have been coordinated and agreed upon by the training sponsor and
teacher-coordinator.
It is understood that the work-based training experiences will be unpaid. In order to qualify for an exemption from wage requirements,
all six of the following criteria must be met: 1) training, even though it includes actual operation of the facilities of the employer, is
similar to that which would be given in a career-technology program; 2) training is for the benefit of the students; 3) the students do not
displace regular employees, but work under their close observation; 4)the employer that provides the training derives no immediate
advantages from the activities of the students, and on occasion operations may actually be impeded; 5)the students are not
necessarily entitled to a job at the conclusion of the training period; and 6) the employer and the students understand that the students
are not entitled to wages for the time spent in training.
The training period begins the Click
extends through Click
here to enter text. day of Click here to enter text., 20Click here to enter text., and
here to enter text..
There will be a probationary period of Click here to enter text. days during which the interested parties may determine if the
student has made a wise choice of an occupational training area, and if the training should be continued.
This plan may be terminated for just cause by either party without recourse.
Is the training objective listed considered to be a hazardous occupation by the U. S. Department of Labor, Employment
Standards Administration and the Wage and Hour Division: YES ____ NO _____
If Yes, any exemption(s) for student-learners or apprentices will apply as described in the Youth Employment Provisions for
Nonagricultural Occupations Under the Fair Labor Standards Act - Child Labor Bulletin 101 or Child Labor Requirements in
Agricultural Occupations - Child Labor Bulletin 102. Current information for exemptions is available from the U. S.
Department of Labor in the Wage and Hour Division or the website at www.dol.gov/esa/whd listed in the Guides.
It is the policy of Click here to enter text. School District not to discriminate on the basis of race, color, national origin, sex or
handicap in its Career-Technology programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended;
Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.
Es norma de Click here to enter text. Distrito Escolar no discriminar por motivos de raza, color, origen national, sexo o
impedimento, en sus programas, servicios o activades vocacionales, tal como lo requieren el Título VI de la Ley de Deprechos Civiles
de 1964, según enmienda; el Título IX de las Emmiendas en la Educación, de 1972, y la Sección 504 de la Ley de Rehabilitación de
1973, según enmienda.
SIGNATURE APPROVALS
___________________________________
(Student)
Date
________________________________________
(Training Sponsor)
Date
___________________________________
(Parent or Guardian)
Date
________________________________________
(Teacher-Coordinator)
Date
(Note: Each party to this agreement should receive a signed copy. Keep the original or a copy with the students permanent record,
and for students with disabilities, the Individual Transition Plan.)
R09/10
Copyright © Texas Education Agency 2011. All rights reserved.
Description of Specific and Related Occupational Training
The occupational essential knowledge and skills listed below are provided as a convenience to promote quality standards in work-based training.
Additional space is available to add specific training opportunities not otherwise identified as essential knowledge and skills. NOTE: Occupational
training objectives having no state adopted essential knowledge and skills will require the training plans to be individually developed.
Essential Knowledge and Skills
for Training Objective
WorkBased
Instruction
(1) The student explores the teaching and training profession. The student is
expected to:
(A) demonstrate an understanding of the historical foundations of education and
training in the United States
(B) determine knowledge and skills needed by teaching and training professionals
(C) demonstrate personal characteristics needed by teaching and training
professionals
(D) identify qualities of effective schools
(E) investigate possible career options in the field of education and training
(2) The student understands the learner and the learning process. The student is
expected to:
(A) relate principles and theories of human development to teaching and training
situations
(B) relate principles and theories about the learning process to teaching and
training situations
(C) demonstrate behaviors and skills that facilitate the learning process
(D) explain the relationship between effective instructional practices and learning
differences, learner exceptionality, and special-needs conditions
(3) The student communicates effectively. The student is expected to:
(A) demonstrate effective verbal, non-verbal, written and electronic
communication skills
(B) communicate effectively in situations with educators and parents or guardians
(C) evaluate the role of classroom communications in promoting student literacy
and learning
(D) demonstrate effective communication skills in teaching and training
(4) The student plans and develops effective instruction. The student is expected to:
(A) explain the role of the Texas Essential Knowledge and Skills (TEKS) in
planning and evaluating instruction
(B) explain the rationale for having a fundamental knowledge of the subject matter
in order to plan and prepare effective instruction
(C) explain the rationale and process of instructional planning
(D) describe principles and theories that impact instructional planning
(E) create clear short- and long-term learning objectives that are developmentally
appropriate for students
(F) demonstrate teacher planning to meet instructional goals
(5) The student creates an effective learning environment. The student is expected
to:
(A) describe characteristics of safe and effective learning environments
(B) demonstrate teacher and trainer characteristics that promote an effective
learning environment
(C) identify classroom-management techniques that promote an effective learning
environment
(D) describe conflict-management and mediation techniques supportive of an
effective learning environment
(6) The student assesses teaching and learning. The student is expected to:
(A) describe the role of assessment as part of the learning process
(B) analyze the assessment process
(C) identify appropriate assessment strategies for use in an instructional setting
(7) The student understands the relationship between school and society. The
student is expected to:
(A) explain the relationship between school and society
(B) use school and community resources for professional growth
(C) use the support of family members, community members, and business and
industry to promote learning
Copyright © Texas Education Agency 2011. All rights reserved.
Individualized
Class Study
Specific Related
Study
Assignments
Essential Knowledge and Skills
for Training Objective
WorkBased
Instruction
Individualized
Class Study
Specific Related
Study
Assignments
(8) The student develops technology skills. The student is expected to
(A) describe the role of technology in the instructional process
(B) use technology applications appropriate for specific subject matter and
student needs
(C) demonstrate skillful use of technology as a tool for instruction, evaluation, and
management
(9) The student understands the ethics and legal responsibilities in teaching and
training. The student is expected to:
(A) describe teacher and trainer characteristics that promote ethical conduct
(B) analyze ethical standards that apply to the teaching and training profession
(C) analyze situations requiring decisions based on ethical and legal
considerations
(D) analyze expected effects of compliance and non-compliance
(10) The student participates in field-based experiences in education and training.
The student is expected to:
(A) apply instructional strategies and concepts within a local educational or
training facility
(B) document, assess, and reflect on instructional experiences
Advanced Occupationally Specific
Knowledge and Skills
Work-Based
Instruction
Individualized
Class Study
Specific Related
Study Assignments
NOTE: The above should serve as a suggested format. Space allowances should be expanded to accommodate inclusion of appropriate information.
R09/10
Copyright © Texas Education Agency 2011. All rights reserved.