inside
>Program Overview
and Requirements
>The Professional Development
Plan
>The Courses and the
Three-year Schedule
>The Level I Educator’s License
While Teaching
>Completing an Associates,
Bachelors or Masters degree
after completing this Program
802.728.1497
|
vtc.edu/cewd
Career and Technical
Teacher Education Program
CT Teacher Ed Program:
Straight from the field, become
certified to teach at a licensed regional career and technical center.
Vermont’s Regional
Career and Technical Centers
t h e r e a r e 17 c a r e e r a n d t e c h n i c a l
c e n t e r l o c at i o n s a c r o s s v e r m o n t
barre
Barre Technical Center
bennington
Southwest Vt. Career Development Center
River Bend Career and Technical Center
bradford
brattleboro
Burlington Technical Center
enosburg falls
Cold Hollow Career Center
essex jct.
The Center for Technology, Essex
hyde park
Green Mountain Tech and Career Center
lyndon center
randolph
rutland
Barre
Middlebury
Randolph
Rutland
Springfield
River Valley Technical Center
springfield
Northwest Technical Center
st. johnsbury
white river jct.
Bradford
White River
Jct.
Stafford Technical Center
st. albans
St. Johnsbury
Essex Jct.
Randolph Technical Career Center
Lyndon Center
Lyndon Institute
North Country Career Center
newport
Hyde Park
Burlington
Patricia A. Hannaford Career Center
middlebury
2
Newport
St. Albans
Windham Regional Career Center
burlington
Enosburg
Falls
St. Johnsbury Academy
Hartford Area Career and Technical Center
Bennington
Brattleboro
Program Overview
The Career and Technical
Teacher Education Program at
Vermont Technical College is an approved
Vermont Agency of Education (AOE)
alternative educational licensing route for
trades and industry teachers, primarily
in grades 11 through 12, at Vermont’s 17
regional career and technical centers.
Typically, once a teacher is hired at
a regional career and technical center, he
or she enters this three-year program to
complete the qualifications for a Level I
Educator License. The teacher-candidate
first obtains an Apprenticeship License from
the AOE, which requires at least a high
school diploma and six years of experience
in the trades or industry, or an associate’s
degree, or higher, and at least four years of
contents
experience. The teacher-candidate takes
education courses and receives support
during the next three years from the CT
Teacher Ed Program.
Similar to traditional apprenticeship
programs in the trades, career and
technical teachers in the CT Teacher Ed
Program receive support during class time
and during the school year. Observations
provide feedback so teachers can reflect
on, and improve, their teaching.
The CT Teacher Ed Program
is designed to meet teachers’
needs by offering courses on Saturdays
during the school year, during week-long
summer sessions, and online.
2
Center Locations
3
Program Overview
4
Program Requirements
5
Professional Development Plan
6
Required Coursework
Academic Support Services
7
Course Descriptions
Transferring Credits
8
Academic Skills Assessment
9
Educator Licensure Portfolio
Scoring the Portfolio
10
Earning an Associate’s Degree
11
Requesting an Extension
Degree completion options
12
Applying for the License
Career Clusters and Pathways
13
Endorsement Areas
14
Student Information
15
Career Technical Education
Endorsement
16
Standards & Learning Progressions for
Vermont Educators
18
Professional Ethics
3
Program Requirements
a t e a c h e r - c a n d i dat e
n e e d s to :
• At least six years
of experience in
endorsement area
• Complete 24 college credits in this program with at least a “B”
grade point average within three years.
s ta r t i n g w i t h :
• High school diploma
• No college credits
• Take the Praxis Core Exam during the first year, and pass it with
the AOE designated score within three years.
• Receive an overall rating of “pass” on the Level I Educator
Portfolio.
• Complete 24 additional college credits.
jargon &
acronyms
ct te acher ed
progr am
• At least six years
of experience in
endorsement area
• Complete 24 college credits in this program with at least a “B”
grade point average within three years.
• High school diploma
• Take the Praxis Core Exam during the first year, and pass it with
the AOE designated score within three years.
• Fewer than 24 college
credits
• Receive an overall rating of “pass” on the Level I Educator
Portfolio.
• Complete additional college courses to total 24 credits.
Vermont Technical
College’s Career and
Technical Teacher
Education Program
aoe
Vermont Agency
of Education
endorsement
• At least four years
of experience in
endorsement area
• An associate’s degree or
higher
• Complete 24 college credits in this program with at least a “B”
grade point average within 3 years.
• Take the Praxis Core Exam during the first year, and pass it with
the DOE designated score within three years.
• Receive an overall rating of “pass” on the Level I Educator
Portfolio.
area
The grade level and field
in which an educator
is authorized to teach,
specifically the trades or
industries identified in
Section 5445 of the DOE
rules (listed on page 17).
pdp
Professional Development
Plan
vermont tech
Vermont Technical College
CT Teacher Ed Program
Faculty Nov. 2014
4
The Professional Development Plan
and Educator Apprenticeship License
The CT Teacher Ed Program at Vermont Tech guides teacher-candidates’
education using a professional development plan. This plan is created soon
after the teacher-candidate is hired, and coursework starts right away, to help
prepare teacher-candidates to enter the classroom and effectively teach.
1) Once the teacher-candidate is hired, the career
and technical center director sends Step 1 of the
apprenticeship license packet to the Vermont
Agency of Education, typically by email or fax.
a) Approval is received via email.
b) The AOE sends the apprenticeship license
application to the teacher-candidate.
2) The technical center director contacts the CT
Teacher Ed Program director that a new teacher
has been hired. The program director meets with
the teacher-candidate about the program and to
develop their professional development plan (PDP).
3) The teacher-candidate sends step 2 of the
apprenticeship license application and required
documentation to the AOE.
4) The AOE will issue an apprenticeship license
valid for three years (if the license is applied for in
the middle of the year, teachercandidates should note the
expiration date when the license
arrives).
a) The teacher-candidate sends
a copy of the license to the CT
Teacher Ed Program director.
5
Required Coursework
The CT Teacher Ed Program consists of courses totaling 24 credits at Vermont Tech.
Teacher-candidates must maintain a 3.0
grade point average in the program.
The goal is for these courses to be taken
in sequence, which assures teachercandidates have initial skills before entering
the classroom. If a new teacher is hired after
the summer session begins, an alternative
schedule will be developed to meet that
teacher’s needs.
will be performed with the Program Director
at the initial meeting when the Professional
Development Plan is created.
If a teacher-candidates has courses from
another institution they wish to use in the
CT Teacher Ed Program, a transcript review
Academic Support Services
As Vermont Tech students, teacher-candidates may take advantage of the free
assistance offered by the Center for Academic Success. Tutoring is available in
subjects such as math and reading, and assistance in writing is available through
the Writing and Communications Center.
Tutoring services are located not only on the Randolph and Williston campuses
but also around the state. The writing center is located at each campus.
Contact the academic skills coordinator for tutoring:
802.728.1396 in Randolph or 802.879.2329 in Williston.
Teacher-candidates should have a suspected learning disability documented.
This may be completed by their school or by an outside organization. This is
important so that accommodations may be requested, not only for coursework,
but also for the Praxis Core Assessment.
6
Course Descriptions
t e a c h i n g m e t h o d s (4 courses, 12 credits)
instruction for students with special needs
A high-quality teacher workforce is an essential component
of improving the achievement, engagement, and transition of
secondary Career and Technical Education (CTE) students.
Being a CTE teacher in the 21st century carries new demands
and responsibilities—from integrating grade-level literacy and
numeracy that will support increased student achievement to
designing intellectually challenging projects and real-world
problems that will engage an increasingly diverse population
of learners. New CTE teachers need the crucial skills to meet
these demands and challenges so that their students gain
the full benefits of CTE programs—increased achievement,
high school completion, and successful preparation for the
workplace. In addition to developing their teaching skills, new
CTE teachers need adequate support to meet the challenges
of the first few years of teaching so that they will remain in the
profession and hone their expertise.
(3 credits)
This course is designed to inform technical educators about
students who are members of special populations, including
methods of identification and assessment, modifications and
accommodations provided to these individuals, and the role of
the technical educator in these processes.
The Teaching Methods courses are designed to improve the
competence, self-efficacy, and career commitment of new CTE
teachers entering from their professions so that their students
are engaged in rich, academically rigorous activities in which
they develop 21st century skills. The curriculum was developed
by the Southern Regional Education Board as a partner of the
National Research Center for Career and Technical Education.
The curriculum is divided into four modules:
e d u c at i o n e x t e r n s h i p (1 credit)
Instructional Planning: Create short-term and long-term
standards-based instructional plans based on varying learning
needs of students.
Research-based Instructional Strategies: Use instructional
strategies that actively engage students in learning and
encourage the development of problem-solving, critical thinking,
and teamwork skills
Classroom Management: Create a learning environment
that encourages student motivation, positive behavior, and
collaborative social interaction.
Classroom Assessment: Use formal and informal assessment
strategies to evaluate student progress toward learning goals
and provide feedback to improve student learning.
e d u c at i o n p s y c h o l o g y (3 credits)
This is a study of the psychological constructs surrounding
instruction and learning in the classroom. Concepts and
principles to be addressed include personality theory,
motivation, cognition, and a variety of developmental issues.
Knowing how to create healthy relationships will be a central
focus of the course. The course will also examine the dynamics
of such issues as family systems, class discipline, hope, anger,
sexuality, gender, change, collegiality, and parental interaction.
This course strives to further develop understanding of best
practices in teaching and learning and application to teachercandidates’ content area education. The thread throughout is
to apply feedback through an observation and class session
in order for the teacher to modify their teaching and improve
student learning.
i s s u e s a n d t r e n d s i n t e c h n i c a l e d u c at i o n
(3 credits)
This course is designed to provide in-depth coverage of current
issues and trends in career and technical education. Issues
are examined from a historical and sociocultural perspective.
There is also an emphasis on issues and applications for rural
career and technical centers, as well as a focus on relevant
federal and state laws.
t e c h n o l o g y i n t h e c l a s s r o o m (1 credit)
This course explores the use of computers as an instructional
aid in the classroom. The course allows students to use
software packages, and access the Internet to locate, review
and apply information.
c a p s t o n e : p o r t f o l i o (1 credit)
This course will assist students in developing the Portfolio
required for licensure. Students will demonstrate reflective
practice through the artifacts that are included in the portfolio.
Transferring Credits into the Program
It is possible to transfer course credits into the CT Teacher Ed Program. Teacher-candidates should talk with the
program director immediately upon entering the program so the professional development plan can include the
transferred courses. Because the Level I Licensure Portfolio is created during coursework over the three years, it is
the teacher-candidate’s responsibility to create those entries if they use transfer credits (see page 9).
7
Academic Skills Assessment
All teacher-candidates seeking level
I educator licensure in Vermont are
required to obtain passing scores
established by the Standards Board for
Professional Educators on the Praxis
Core Assessments. The Praxis Core is
designed to assess levels of knowledge
and skills in reading, writing and
mathematics.
passing scores :
Teacher-candidates must take the
Praxis Core Assessments in their first
year. If extra assistance or course work
in an area is needed, this will give
them time to complete that work and
take the Praxis Core again before their
license expires. One possible venue for
assistance is tutoring through Vermont
Tech or courses through the Community
College of Vermont. The CT Teacher
Ed Program Director can help teachercandidates locate the appropriate
resources.
Core if the teacher-candidate meets
Teacher-candidates must meet the
three individual Praxis Core tests
scores: Reading–156, Writing–162, and
Mathematics–150.
alternatives to praxis
C ore :
Qualifying SAT, GRE or ACT scores
may be submitted instead of the Praxis
the combined and minimum scores
required, and were taken before August
31, 2014. For more information about
this, see the Praxis I Transition Plan at
the AOE website listed below.
to register :
For more information about the Praxis
Core, preparation materials, and to
register, go to www.ets.org/praxis
For additional information about Vermont’s testing requirements, go
to http://education.vermont.gov/licensing/testing-requirements
8
Portfolio Entry Alignment
e n t ry
course
Start in Teaching Methods I;
Finalize in Issues & Trends
e n t ry 1
Analyzing the Learning
Environment
e n t ry 2
Accommodating Students
Identified as Having
Special Needs
Instruction for Students with Special
Needs
e n t ry 3 A
Colleagueship
Teaching Methods 2
ENTRY 3 B
Advocacy
Education Psychology
e n t ry 4
Teaching Episodes
Start in Teaching Methods and
Finalize in Education Externship
e n t ry 5
Teaching Over Time
Start in Instruction for Students with
Special Needs;
Finalize in Capstone Course
e n t ry 6
Reflection and Vision
Capstone Course
Level I Educator
Licensure Portfolio
The AOE requires the development of a Level I
Licensure Portfolio by each teacher-candidate
in the CT Teacher Ed Program. Portfolio
development is a dynamic process for teachercandidates, allowing them to grow in their
understanding of themselves as professional
educators and in their understanding of
students as learners.
As a licensure requirement, the portfolio
also provides teacher-candidates with the
opportunity to document their qualifications for
becoming licensed educators. The portfolio
entries are embedded in the courses required
as part of the program.
p o r t f o l i o o r g a n i z at i o n :
The chart at left illustrates how the portfolio
is organized. More information on the Level I
Licensure Portfolio may be found on the AOE
website.
Scoring the Portfolio
The State requires Vermont Tech to use
the scoring rubrics provided for each
entry when assessing teacher-candidates’
portfolio. The rubrics are based upon
criteria derived from the statement of
purpose, required evidence, prompting
questions, and the principles.
There are four assessment ratings for
each criterion: no evidence, emergent,
approaching standard, and meets
standard. A comment section has been
provided in each rubric for assessors to
provide further feedback to candidates.
Each part of the portfolio will be evaluated
separately by two qualified assessors. A
final composite score will be calculated
by combining the three scores. In order to
achieve a “pass” on the licensure portfolio,
a teacher-candidate must achieve an
overall rating of “pass” on all six entries. To
achieve a “pass” on an entry, a candidate
must have a rating of meets standards
in the majority of cells, with no ratings of
emergent.
Because entries are developed during
coursework in the CT Teacher Ed Program,
teacher-candidates have the opportunity
to submit draft entries for feedback and
re-writes as needed before the entry is
submitted as their final version.
Note that the Portfolio is currently being
revised to meet the new Teaching
Standards, which replaced the Principles.
9
Earning An Associate’s Degree or the Equivalent
Teacher-candidates must have
a minimum of 48 credits or an
associate’s degree to qualify for the
Level I Educator License, of which
24 credits are earned by taking the
required program courses. The CT
Teacher Ed Program director will
work with teacher-candidates to
develop a plan to ensure that they
meet this requirement.
Because the program coursework
takes three years, a two-year
extension may be requested to
complete the additional coursework.
The director meets with teachercandidates to create a plan to
complete either the 48 credits or
obtain an associate’s degree within
this five-year period. (See page 11
for more information on requesting
an extension.)
Career and technical teachers are
good candidates for the Vermont
State Colleges course “Assessment
of Prior Learning,” offered at
Community College of Vermont
locations around the state. This
course leads participants through
documenting their experience
in terms of college courses in a
portfolio. Portfolios are submitted to
the Vermont State Colleges Office of
External Programs (OEP). The OEP
assembles advanced
standing
committees to
assess
the portfolios
and recommend
college course
credit.
For more information about the Assessment of Prior Learning course, go to the Community
College of Vermont website: http://ccv.edu/explore-ccv-programs/credit-for-what-you-know/
10
Castleton CTE Bachelor’s Degree
The Castleton Bachelors in Applied Science in Career and
Technical Education was created through a partnership between
Vermont Tech and Castleton State College as a degree
completion program for practicing CTE educators who hold a level
I or II license with a CTE endorsement in Vermont. Prospective
candidates must have completed the Career Technical Teacher
Education Program.
Requesting a
License Extension
vermont regulation 5340.5
states that the :
“Apprenticeship license shall not be
extended unless the standards board,
or its designee, determines extenuating
circumstances exist that prevented the
holder from satisfactorily completing an
associate’s degree, or the equivalent, or
the technical development plan, within the
three (3) years. Under these conditions, the
apprenticeship license may be extended for
one additional two (2)-year period.”
To request an extension, the technical
center director needs to write a letter to
the AOE explaining the circumstances why
the requirements were not met and an
explanation of how they will be completed
within the two year extension.
Castleton CTE Master’s Degree
The Castleton “Master of Arts in Education: Curriculum and
Instruction with a Concentration in Career and Technical
Education” has been developed for practicing CTE educators who
hold a Bachelor’s degree. CTE coursework has been developed
to support educators with current pedagogical skills, practices and
state and Federal requirements. This 36 credit Master’s Degree
program combines required, elective and transfer course options
offered in a variety of formats, including face-to-face instruction
and hybrid delivery models.
The CT Teacher Ed Program courses may be taken for graduate
credit and transferred into this master’s degree program.
there are many options
for teacher-candidates who need
additional coursework to meet the 48
credits required for licensure. Vermont
and SUNY institutions offer a wide range
of choices.
11
Applying for
the Educator
Level I License
Once teacher-candidates have
successfully completed the
requirements of the CT Teacher
Ed Program, they qualify to
apply for a Level I Educator
License. To qualify for this
license, the apprenticeship
license holder must:
Successfully complete the
CT Teacher Ed Program,
including development and
review of a culminating
portfolio, and
Complete the requirements
for an associate’s degree or
the equivalent (48 college
credits).
The apprenticeship license
expires on June 30, and
application for the level I
license should start in the
winter before expiration to
ensure everything is submitted
before the license expires. The
requirements and process are
described on the
AOE website (see link below).
12
Applicants should pay close
attention to all the pieces that
must be submitted together.
This includes official transcripts
from all institutions of
higher education.
The program
courses end by
mid-May, so
teacher-candidates
have time to
obtain an
official
Vermont
Tech
transcript
before the
June 30
submission
deadline.
Career Clusters and Pathways
agriculture and natural
engineering and technical
resources
systems
• Agricultural Mechanics
• Diversified Agriculture
• Environmental Technology
• Forestry and Natural Resources
•Horticulture
• Business Administration Information Support
• Business Financial Support
Occupations
• Business Management
• Culinary Arts
• Culinary Management
• International Business
•Marketing
• Travel and Tourism
• Auto Body Repair
• Automotive Technology
• Aviation Technology
•Carpentry
• Construction Site Management
• Diesel/Truck Mechanic
• Drafting and Design
• Electrical Engineering Technology
• Electricity/Electronics Occupations
• Engineering Technician
• Heating, Ventilation and
Air Conditioning
• Heavy Equipment
• Industrial Maintenance
• Industrial Mechanics
• Precision Machining Technology
• Welding/Metal Fabrication
•Woodworking
health and human services
arts and communications
•Cosmetology
• Child Care Human Services
• Dental Assisting
• Early Childhood Education
• Health Careers
• Human Services
• Medical Records
• Salon Management
• Animation and Web Design
• Communications Technology
• Computer Network Management
• Computer Programming
• Design Visual Communication
• Graphic Design
• Performing Arts
• Performing Arts – Dance
•Printing
• Video Production
• Web/Multimedia Management
business systems
public service
• Emergency and Fire Management
• Law Enforcement
• Legal Services
licensure application forms and online directions
AOE website: http://education.vermont.gov/licensing
are on the
The 13 Endorsement Areas for Technical Educators
icons are
being used with permission from the
state’s Career Cluster Initiative, 2009.
www.careerclusters.org
t he care e r clus t e r
Planning, managing and providing education
and training services, and related learning
support services.
The production, processing, marketing,
distribution, financing, and development
of agricultural commodities and resources
including food, fiber, wood products, natural
resources, horticulture, and other plant and
animal products/resources.
Planning, managing, and providing
therapeutic services, diagnostic services,
health informatics, support services, and
biotechnology research and development.
Careers in designing, planning, managing,
building and maintaining the built environment.
Encompasses the management, marketing
and operations of restaurants and other food
services, lodging, attractions, recreation
events and travel related services.
Designing, producing, exhibiting, performing,
writing, and publishing multimedia content
including visual and performing arts and
design, journalism, and entertainment
services.
Careers encompassing planning, organizing,
directing and evaluating business functions
essential to efficient and productive business
operations. The career opportunities are
available in every sector of the economy.
(Vermont includes Marketing in this
endorsement.)
Planning, managing, and providing legal,
public safety, protective services and
homeland security, including professional and
technical support services.
Planning, managing and performing the
processing of materials into intermediate or
final products and related professional and
technical support activities such as production
control, maintenance and manufacturing/
process engineering.
Planning, managing, and providing scientific
research and professional and technical
services (e.g. physical science, social science,
engineering) including laboratory and testing
services, and research and development
services.
Encompasses careers relating to families and
human needs.
Building linkages in IT Occupations
Framework: for entry level, technical,
professional careers related to the design,
development, support and management of
hardware, software, multimedia, and systems
integrations.
Planning, managing, and moving people,
materials, and goods by road, pipeline,
air, rail and water and related professional
and technical support services such as
transportation infrastructure planning and
management, logistics services, mobile
equipment and facility maintenance.
13
Paying for Your Vermont Tech Course
Each Career and Technical Center has a different agreement
with their teachers’ union concerning course tuition payments.
Some centers require teacher-candidates to pay for courses,
while others are able to request reimbursement for some or all
of them; in some cases the center pays directly for the courses.
Teacher-candidates need to check with their director or office
staff about the process for course approval. There is usually an
approval process for each course. Vermont Tech accounts must
be paid in full before teacher-candidates are allowed to register
for the next semester’s course.
Student Information for Teacher-candidates
Vermont Tech, along with colleges and universities around the globe, has gone “green” in its
communications with students. Rather than sending out paper documentation, the college
provides important student information through a web-based course management system.
Here are instructions for finding basic information online.
activating your
downloading your
vermont tech account
tuition invoices
Go to the Vermont Tech website: www.
vtc.edu
Click on VSC Portal on the bottom
right of the screen
On the Central Authentication Services
page, click on New users: Activate
your account here
If you don’t know your College ID, follow
the What’s my college ID? Link
on the left side of the screen then return
to the CAS page.
Complete your information to activate
your account.
Create a password, following the
instructions listed. Do not lose this
password. Add answers to the three
questions that only you will know. These
will help you reset your password, if
needed.
Vermont Tech does not send invoices for
tuition; instead teacher-candidates must
go online to get them. Vermont Tech also
does not send invoices to schools; it is the
responsibility of teacher-candidates to print
the invoice and give it to their school if the
school is paying for the course. Follow these
directions to get their invoice:
Log onto the portal
Click on VSC Web Services on the
right side of the screen, you will have to
log in again.
Click on Students on the right side of
the screen.
Click on the appropriate link under
Student Billing/Financials
You will have to log in again into that
system.
Tip: If you bookmark the financial log in page, you will not need to go
through the portal and web services to get there again.
14
Accessing Courses
on Moodle
Teacher-candidates should see their
courses in the middle of the main page if the
instructor has designated an online component of the course.
Downloading
Your Grades and
Transcripts
Teacher-candidates should follow the same
directions for obtaining their Vermont Tech
invoice, but in the Students section of Web
Services, select Grades in the Academic
Profile section. To request an official
transcript, select Transcript in the Academic
Profile section.
5440-17 Career and Technical Education Endorsement
From the Vermont Standards Board for Professional Educators Rules Governing the Licensing of Educators:
The holder is authorized to teach one or more career cluster area courses of study offered by a Career Technical
center in grades 7-12 as specified on the endorsement.
In order to qualify for this endorsement, a candidate must demonstrate the following:
core knowledge standards
core performance standards
The educator demonstrates knowledge of how to plan,
deliver, and evaluate instruction as reflected in the
standards approved by the State Board of Education
for students, and student, community and workforce
needs, including industry standards and procedures.
Specifically, the educator understands:
The educator implements a comprehensive, standardsbased curriculum that incorporates industry skill
standards and enables students to acquire the
knowledge, skills, and attitudes that will prepare them to
succeed in the chosen trade or industry. Specifically, the
educator:
The legal and ethical requirements and safety issues pertaining to
the specific trade or industry
Integrates the teaching of Vermont’s standards, Grade-Level
Expectations, and the Common Career Technical Core Standards
throughout all instructional activities
Career and technical education curriculum and assessment
strategies and instructional methods that enable integration,
via applied learning opportunities and activities, of Vermont’s
standards, Grade Level Expectations, and the Common Career
Technical Core Standards with the industry skills necessary for
success in the specific career cluster area of study and related
pathway(s)
Equity issues in career and technical education including
occupational stereotypes and strategies to break down barriers
to opportunities for male and female students in non-traditional
occupations
Skills, techniques, and procedures for effectively integrating students
with special needs, including individuals with disabilities, individuals
from economically disadvantaged families, individuals preparing for
non-traditional fields, etc. in career and technical education settings
The career development/planning process and how to integrate
employability skills into the curriculum
The significant role in career and technical education of partnerships
and collaborative relationships with industry, organized labor, parents,
community agencies, and post-secondary institutions in delivering the
curriculum, and how to form advisory committees that include these
parties
How to foster the development of students’ leadership skills through
delivery of the curriculum, and incorporation of appropriate Career
Technical student organization standards into the curriculum
Creates instructional activities that provide students with the
knowledge and skills to successfully complete the program of study
assessments within the particular trade or industry
Collaborates with the CTE Special Needs Coordinator to effectively
integrate students with special needs, including individuals with
disabilities, individuals from economically disadvantaged families,
individuals preparing for non-traditional fields, etc., into his/her
classroom and to meet each student’s individual learning needs
Consults with industry advisory committees, colleagues, the
community, and parents to maximize curricular and instructional
resources, and develops experiential learning opportunities for
students
Plans, organizes, and manages laboratories/technical facilities for
instruction so that activities are carried out in accordance with state
and national safety guidelines and in compliance with all local,
state, and federal regulatory codes governing the trade or industry
Demonstrates sensitivity to inequities in technical education
learning and career opportunities by incorporating specific
instructional activities that promote equity
Fosters the development of students’ leadership, teamwork,
and effective communication skills, and teaches deportment in a
manner appropriate to the industry
Advises students in the career planning process that teaches
employability skills as indicated in the program core competencies
developed by industry and education
15
Standards and Learning Progressions for Educators:
In 2011, The Vermont Standards Board for Professional Educators (VSBPE) adopted the Interstate Teacher Assessment and Support Consortium
(InTASC) Model Core Teaching Standards. These professional educator standards include performances, essential knowledge, and dispositions
that every teacher should strive toward to ensure student learning. To further support educator growth, the VSBPE also adopted the InTASC
Learning Progressions which describe the developmental levels of effective practice for each standard. The goal of the CT Teacher Ed Program is
to support every teacher in meeting the “basic competence” level described by the Progressions.
Progression for Standards #1 & #2: Learner Development and Learning Differences
The teacher understands how learners grow and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging learning experiences.
The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
1. The teacher uses understanding of how learners grow and develop (in cognitive, linguistic, social, emotional,
and physical areas) to design and implement developmentally appropriate and challenging learning experiences.
2. The teacher uses understanding of learners’ commonalities and individual differences within and across
diverse communities to design inclusive learning experiences that enable each learner to meet high standards.
Progression for Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and
that encourage positive social interaction, active engagement in learning, and self-motivation.
1. The teacher collaborates with others to build a positive learning climate marked by respect, rigor, and
responsibility.
2. The teacher manages the learning environment to engage learners actively.
Progression for Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful
for learners to assure mastery of the content.
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches.
2. The teacher creates learning experiences that make the discipline accessible and meaningful for learners to
assure mastery of the content.
Progression for Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic local and global issues.
1. The teacher connects concepts, perspectives from varied disciplines, and interdisciplinary themes to real
world problems and issues.
2. The teacher engages learners in critical thinking, creativity, collaboration, and communication to address
authentic local and global issues.
Progression for Standard #6: Assessment
The teacher understands and uses multiple methods
of assessment to engage learners in their own growth,
to monitor learner progress, and to guide the teacher’s
and learner’s decision making.
1. The teacher uses, designs or adapts multiple
methods of assessment to document, monitor, and
support learner progress appropriate for learning goals
and objectives.
2. The teacher uses assessment to engage learners in
their own growth.
3. The teacher implements assessments in an ethical
manner and minimizes bias to enable learners to display
the full extent of their learning.
16
Progression for Standard #7: Planning for Instruction
The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing
upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge
of learners and the community context.
1. The teacher selects, creates, and sequences
learning experiences and performance tasks that
support learners in reaching rigorous curriculum goals
based on content standards and cross-disciplinary
skills.
2. The teacher plans instruction based on information
from formative and summative assessments as well as
other sources and systematically adjusts plans to meet
each student’s learning needs.
3. The teacher plans instruction by collaborating with
colleagues, specialists, community resources, families
and learners to meet individual learning needs.
Progression for Standard #8: Instructional Strategies
The teacher understands and uses a variety of
instructional strategies to encourage learners to
develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in
meaningful ways.
1. The teacher understands and uses a variety of
instructional strategies and makes learning accessible
to all learners.
2. The teacher encourages learners to develop deep
understanding of content areas, makes connections
across content, and applies content knowledge in
meaningful ways.
Progression for Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/
her practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.1. The teacher
collaborates with others to build a positive learning climate marked by respect, rigor, and responsibility.
1. The teacher engages in continuous professional learning to more effectively meet the needs of each learner.
2. The teacher uses evidence to continually evaluate the effects of his/her decisions on others and adapts
professional practices to better meet learners’ needs.
3. The teacher practices the profession in an ethical manner.
Progression for Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.
1. The teacher collaborates with learners, families, colleagues, other school professionals, and community
members to ensure learner growth.
2. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning
and to advance the profession.
17
Vermont Agency of Education
Professional Ethics: Codes, Rules and Principles
5500 code of professional ethics and rules of professional conduct for vermont educators
5510 code of professional ethics
The essential qualities of the competent and caring educator include moral integrity, humane attitudes, reflective
practice, and a sound understanding of academic content and pedagogy. The public vests educators with trust
and responsibility for educating the children of Vermont. We believe that fulfilling this charge requires educators to
demonstrate the highest standards of professional conduct.
We, as professional educators, respect the dignity and individuality of every human being. We are committed to,
and model for our students, the lifelong pursuit of learning and academic excellence.
We are dedicated to effective scholarly practice, further enhanced by collaboration with colleagues and with those
in the greater educational community. Furthermore, we are dedicated to compassionate service on behalf of our
students and their families, and we advocate for them in the school and community settings.
We recognize and accept both the public trust and the magnitude of responsibility inherent in our profession. To
this end, we put forth these rules of conduct as the foundation for professional practice for all Vermont educators to
honor and follow.
5520
rules of professional conduct
What follows is a statement of fundamental principles which all Vermont educators should follow, each of which
is accompanied by an enumeration of examples of unprofessional conduct which could subject an educator to
licensing action.
5521 principle i. A professional educator abides by all federal, state and local laws and regulations. Unprofessional conductincludes all conduct listed in 16 V.S.A. § 1698(1).
5522 principle ii. A professional educator maintains a professional relationship with all students, both inside and outside the classroom, and makes reasonable efforts to protect students from conditions which are harmful to their health and safety. Unprofessional conduct includes, but is not limited to:
a. Committing any act of child abuse, including physical and/or emotional abuse;
b. Committing any act of cruelty to children, or any act of child endangerment;
c. Committing any sexual act with, or soliciting any sexual act from, any minor, or any elementary or secondary
student regardless of age;
d. Committing any act of harassment as defined by state or federal law or regulation;
e. Soliciting, encouraging or participating in a romantic or sexual relationship (whether written, verbal or physical)
with a student, the educator knows or should know is a student, in the absence of countervailing facts;
f.
Using patently offensive language including, but not limited to, improper sexual comments;
g. Taking patently offensive pictures (digital, photographic or video) of students;
h. Patently improper contact with any minor, or with any elementary or secondary student regardless of age, using
any means including electronic media;
i.
5523 Furnishing alcohol or illegal or unauthorized drugs to any student, or allowing or encouraging a student to
consume alcohol or illegal or unauthorized drugs.
principle iii. A professional educator refrains during the course of professional practice from the use of alcohol or drugs not prescribed for the educator’s use. Unprofessional conduct includes, but is not limited to:
a. Unlawful possession of a drug so as to evidence moral unfitness to practice as an educator;
b. Possessing, using or being under the influence of alcohol or drugs, not prescribed for the educator’s use,
when on school premises or at a school sponsored activity where students are present or may reasonably be
expected to be present. (1698(1A)).
5524 18
principle iv. A professional educator exemplifies honesty and integrity in the course of professional practice. Unprofessional conduct includes, but is not limited to:
Vermont Standards Board for Professional Educators
a. Falsifying, fraudulently altering or deliberately misrepresenting professional qualifications, degrees, academic
awards and/or related employment history, when applying for employment and/or licensure;
b. Failure to notify the state, at the time of application for licensure, of past criminal convictions, or of revocations
or suspensions of a certificate or license by Vermont or any other jurisdiction;
c. Deliberately falsifying, deliberately misrepresenting, or deliberately omitting when requested, information
regarding the evaluation of students and/or personnel;
d. Deliberately improper administration of state or federal mandated standardized tests (including, without
limitation, changing a student’s test answers, copying or teaching identified test items, and reading a test to
students without authorization);
e. Falsifying, or deliberately misrepresenting, information submitted to the Department of Education in the course
of an official educational inquiry and/or investigation.
5525
principle v. A professional educator entrusted with public funds and/or property honors that trust with a high level of honesty, accuracy and responsibility. Unprofessional conduct includes, but is not limited to:
a. Misusing, failure to account for, or unauthorized use of, public or school-related funds or property;
b. Using any school equipment for the purpose of gaining access to pornography.
5526 principle vi. A professional educator maintains integrity with students, colleagues, parents, and others regarding gifts and other favors. Unprofessional conduct includes, but is not limited to:
a. Soliciting or accepting gifts or other favors for personal use or gain where there may be an actual or apparent
conflict of interest.
5527
principle vii.
A professional educator complies with state and federal laws and regulations, relating to the confidentiality of student and employee records, unless disclosure is required or permitted by law. Unprofessional conduct includes, but is not limited to:
a. Sharing of confidential information concerning student academic or disciplinary records, health and medical
information, family status and/or income, and assessment/testing results, with unauthorized individuals or
entities;
b. Sharing of confidential information by an administrator about employees with unauthorized individuals or
entities.
5528
principle viii. A professional educator fulfills all of his or her obligations to students. Unprofessional conduct includes, but is not limited to, the failure to provide appropriate supervision of students at school or school-
sponsored activities, or the failure to ensure the safety and well-being of students.
5529 principle ix. A professional educator complies with obligations to report alleged unprofessional conduct. Unprofessional conduct of an administrator includes, but is not limited to:
a. The failure of a superintendent who has reasonable cause to believe an educator has engaged in
unprofessional conduct to submit a written report to the commissioner;
b. The failure of a principal who submits to the commissioner a report of alleged unprofessional conduct to submit
it to his or her superintendent as well.
5530
principle x. A professional educator ensures just and equitable treatment for all members of the profession in the exercise of academic freedom, and in professional rights and responsibilities. Unprofessional conduct includes, but is not limited to:
a. Conduct that unreasonably impairs a colleague’s ability to teach or perform his or her professional duties,
including acts of harassment or interfering with the free participation of colleagues in professional associations;
b. Taking, sharing or disseminating inappropriate pictures (digital, photographic or video) of colleagues.
application notes.
1. The foregoing Code of Professional Ethics is adopted in accordance with 16 V.S.A. § 1694(5).
2. Nothing in these Rules can, or is intended to, vary the definition of “unprofessional conduct” which is contained
in 16 V.S.A. § 1698. Rather, these Rules enumerate a non-exclusive list of conduct which, if proven in a
particular case, might constitute unprofessional conduct.
19
t e a c h at a c a r e e r a n d
technical center
Technical education in Vermont is taught
by experienced trades people specializing
in the arts, public safety, business,
hospitality, manufacturing, automotive and
construction trades, to name just a few.
Recognizing that individuals in the trades
and industry can become masters in their
fields without earning a college degree, the
state of Vermont developed this program
to encourage and support their entry into
teaching.
Patti Coultas, d i r e c t o r
Patti has been Director of the Career and
Technical Teacher Education Program since July
2009. She came to the program with 13 years of
combined experience as the assistant director for
adult education for the Green Mountain Technology and Career Center;
the program coordinator for the Lamoille Area Professional Development
Academy (LAPDA), a non-profit that provides teacher professional
development; and the coordinator for the School-To-Work initiative in the
Lamoille Valley. She has been an instructor at the Community College of
Vermont and taught graduate level courses for LAPDA. She also worked
in state government and as the materials manager for a small Vermont
manufacturing company. She earned her B.A. from Appalachian State
University. After a year of post-baccalaureate study at the University of
Stockholm in Sweden, she earned her M.A. at Florida State University.
vermont career and technical
teacher education program
Vermont Technical College, PO Box 500
Randolph Center, Vermont 05061
phone 802.728.1497 | fax 802.728.1354
web www.vtc.edu/cewd
email pcoultas@vtc.edu
REV July 2015