University of Idaho
CTE 472 TEACHING AND LEARNING IN OCCUPATION EDUCATION
FALL CO UR S E SY L L A B US
3 Credits
Career and Technical Education/Professional-Technical Education Program
Department of Curriculum and Instruction
College of Education
Boise Instructor
John Cannon
Office Location
University of Idaho – Boise
322 East Front Street, Suite 440G
Boise, Idaho 83702
E-mail
johnc@uidaho.edu
Voice
208-364-4031
Fax
208-364-4078
Northern Idaho Instructor
Robert Ketchum
Office Location
University of Idaho – Coeur d’Alene
1031 N. Academic Way, Room 125
Coeur d’Alene, Idaho 83814-2277
E-mail
robertk@uidaho.edu
Voice
208-667-2588
Fax
208-664-1272
COURSE DESCRIPTION
Selection and application of appropriate teaching methods; emphasis on demonstration, lecture,
problem solving methods, learning activity packages, and instructional media and technology.
COLLEGE MISSION
The College of Education enriches lives by advancing excellence in research and practice in
education, leadership, and applied human arts and sciences (adopted January 27, 2005). The College
of Education envisions being a leading, diverse, nationally recognized educational community. Our
caring faculty members and innovative curriculum are:
 Preparing professionals through integrated programs grounded in research
 Generating and evaluating knowledge through disciplinary and interdisciplinary scholarship
 Informing professional practice and community life through the exchange and utilization of
knowledge
Together, our college community is achieving this vision through a culture of openness, innovation,
and collaboration.
CONCEPTUAL FRAMEWORK
CTE 472 Professional-Technical Education Teaching Methods
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University of Idaho educators CARE. Together we develop as scholar practitioners who value and
professionally apply and advance:
Cultural Proficiency;
Assessment, Teaching, and Learning;
Reflective Practice; and,
Engaging in Community Building & Partnerships.
GLOBAL COURSE OUTCOMES
Upon completion of the course the student will be able to . . .
1. explain the teacher’s role in a teaching-learning environment.
2. apply learning theory in the design and delivery of instruction.
3. select appropriate teaching methods given a variety of instructional situations.
4. utilize appropriate instructional technology.
5. deliver well prepared lessons.
6. manage classroom and laboratory environments.
IDAHO TEACHER STANDARDS
This course addresses varying elements of the following standards. The teacher . . .
1. understands the central concepts, tools or inquiry, and structures of the discipline(s) he or
she teaches and can create learning experiences that make these aspects of subject matter
meaningful for students.
2. understands how students learn and develop, and can provide learning opportunities that
support their intellectual, social and personal development.
3. understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
4. understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills.
5. understands individual and group motivation and behavior and uses it to create a learning
environment that encourages positive social interaction, active engagement in learning,
and self-motivation.
6. uses knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom.
7. plans instruction based upon knowledge of subject matter, students, and curriculum goals.
8. is a reflective practitioner who continually evaluates the effects of his/her choices and
actions on others (students, parents, and other professionals in the learning community)
and who actively seeks out opportunities to grow professionally.
CTE 472 Professional-Technical Education Teaching Methods
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9. fosters relationships with school colleagues, parents, and agencies in the larger community
to support students’ learning and well-being.
INSTRUCTIONAL STRATEGIES
Outcomes, content topics, and learning activities will be delivered primarily through an online
environment. Three face to face meetings will be conducted in Boise, August 20, October 15, and
December 3.
PREREQUISITE(S) / COREQUISITE(S)
None
COURSE WEBSITE
https://bblearn.uidaho.edu/webapps/login/
TEXTBOOK(S)
Required:
The textbooks are available through the University of Idaho Bookstore, they will need to be
purchased through online booksellers such as Amazon.com.
Bott, P. A. (1998). Teaching your occupation to others. 2nd Edition. Needham Heights, MA,
Allyn and Bacon. ISBN: 0-205-27101-4.
Glasgow, N. A. & Hicks, C. D. (2009). What successful teachers do: 91 research-based classroom
Strategies for new and veteran teachers. 2nd Edition. Thousand Oaks, CA, Corwin Press, Inc.
ISBN: 978-1-4129-6619-1.
Recommended:
These textbooks are not available through the University of Idaho Bookstore.
Reardon, M. & Derner, S. (2004). Strategies for great teaching: Maximize learning moments.
Chicago, Zephyr Press. ISBN: 1-56976-178-7.
Wong, H. K. & Wong R. T. (1998). The first days of school. Mountain View, CA. Harry K. Wong
Publications. ISBN: 0-9629360-2-2.
TASKSTREAM
The University of Idaho, College of Education has adopted the TaskStream assessment software for
teacher preparation programs of which Career and Technical Education belongs. This is an online
system of submitting and evaluating teacher preparation assignments and activities. Teachers will
submit the three assignments of Peer Reviewed Traditional Assessment, Peer Reviewed Authentic
Assessment, and Peer Observation through TaskStream for evaluation. Also, teachers will provide an
introduction and complete a mid-semester and final dispositions self-evaluation. Accounts have been
provided for each member of the course, and instructions are available at the end of the syllabus. The
website for TaskStream is www.taskstream.com.
OTHER MATERIALS
Students are required to provide their own materials for the completion of individual and group
assignments (e.g., binders, transparencies, vendor materials, etc.).
CTE 472 Professional-Technical Education Teaching Methods
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SCHEDULE OF SESSIONS AND TOPICS
Session
Topics
Getting Getting Started:
Started
Course Overview
Course Expectations
Course Assignments
1
Developing a Professional Identity
The Role of the Teacher
Surviving the First Days
Foundations of Learning and Teaching: History of US Education, Human
Development
Readings: Bott Chapter 2, Glasgow and Hicks Section 8, Knowles
Handout
Assignments:
Reflective Commentary 1
Weekly Journal
Weekly Teaching Plan
2
Foundations of Learning and Teaching: How Students Learn
Learning Theories
Domains of Learning
Levels of Learning
Learning Styles
Readings: Bott Chapter 3, Glasgow and Hicks Section 1, Human
Information Processing
Assignments:
Reflective Commentary 2
Weekly Journal
Weekly Teaching Plan
Fall Teaching Calendar
3
Instructional Design
Developing observable and measurable learning objectives
Course Calendar
Lesson Planning
Readings: Bott Chapters 5, Glasgow & Hicks Section 3
Assignments:
Reflective Commentary 3
Weekly Journal
Weekly Teaching Plan
Lesson Design and Delivery I- Teaching Recording is due to partner
CTE 472 Professional-Technical Education Teaching Methods
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4
Teaching Techniques
Readings: Bott Chapter 6, Glasgow & Hicks Section 6
5
Assignments:
Reflective Commentary 4
Weekly Journal
Weekly Teaching Plan
Questioning Techniques
Lesson Plan 1
Student Evaluation
Readings: Bott Chapter 7, Glasgow & Hicks Section 4
Assignments:
Reflective Commentary 5
Weekly Journal
Weekly Teaching Plan
Lesson Plan 2
Lesson Plan 3
Lesson Design and Delivery I Peer Evaluation
6
Classroom Organization and Management
Student Behavior
Readings: Glasgow & Hicks Section 2, Top Five Classroom Management
Strategies, Classroom Control, Concepts of Student Discipline
Assignments:
Reflective Commentary 6
Weekly Journal
Weekly Teaching Plan
Lesson Plan 4
Lesson Plan 5
7
Safety in the classroom and laboratory
Readings: Bott p. 19, p. 22-27, p. 67, Liability PowerPoint, Safety
PowerPoint
Assignments:
Reflective Commentary 7
Weekly Journal
Weekly Teaching Plan
Experienced Teacher Evaluation
WrapUp
Wrap Up “Where Do We Go From Here”
Course Evaluation
CTE 472 Professional-Technical Education Teaching Methods
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Assignments:
Reflective Commentary 8
Weekly Journal
Weekly Teaching Plan
Experienced Teacher Evaluation
COURSE REQUIREMENTS / ASSIGNMENT SPECIFICATIONS
Reflective Commentary: Each student will prepare a reflective commentary covering the content,
discussions, and/or presentations of each class session. The commentary is to be posted on the
designated online discussion board. The commentary is to be written in two parts: Part 1 is to focus
on one or two points of particular interest (i.e., something that caught your attention, caused you to
reconsider something, or clarified something you did not understand previously). Here, “reflective” is
referring to a habit of mind that questions why, what, and how one goes about doing what one does,
with an eye toward making "what is," better. It is a reflective critique of what has been learned and/or
observed. As teachers, we all need to reflect on what we do and why we do it. Reflection is a vital
part of improving instruction and learning. Part 2 is to focus on application; that is, on how the
session materials can be put to use in “your” classroom or situation. Again, this is a reflective process
looking for ways of applying what has been learned. The commentary is due within the week
following the given session. Students are expected to engage in online discussions of the
commentaries. If a student is unable to attend a face to face meeting, he or she will be expected to
view the recording of the corresponding Boise meeting.
Weekly Teaching Journals: Reflection is an important part of each teacher's professional
practice. Professional growth takes place from reflecting upon one's work. Beginning early in the
semester, each teacher will be required to submit a weekly journal entry reflecting upon the previous
week. The journal entry should use the following questions to guide the reflection:
1. What was my greatest joy from this week?
2. What was the most important challenge?
3. What will I do to meet this challenge?
4. What is the most important goal I want to accomplish next week?
Weekly Teaching Plans: Almost all school districts require teachers to submit weekly teaching
plans. Each student will submit to the instructor a copy of the weekly teaching plan when it is
submitted to the school district. This shall be done electronically and in the format that is required by
the school district. An alternative format is found in the course content section of Blackboard. The
assignment shall be submitted electronically through Blackboard or to johnc@uidaho.edu and it is
due each Monday during the semester. For those who do not currently have a teaching position, an
alternative assignment will be developed with the instructor.
Teaching Calendars: Successful teachers excel at planning and organization. It is important to
develop a road map for the school year. Each student will prepare teaching calendars for both fall and
spring semesters of the 2011-12 school year. The fall calendar can be an informal list of units and
lessons for each course taught and it is due by September 15. The spring calendar will be more formal
and each student will be required to submit using the format provided by the instructor and it is due
December 10. These assignments must be submitted electronically at the course website on
Blackboard or to johnc@uidaho.edu.
CTE 472 Professional-Technical Education Teaching Methods
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Questioning Techniques: Each student will complete the questioning techniques activity.
This is a self-contained instructional module that will be available on Blackboard. It must be
submitted electronically through Blackboard or to johnc@uidaho.edu, and it is due in the middle of
the semester.
Lesson Plans: Lesson planning and design may be the single most important task of a beginning
teacher. Thorough lesson plans strengthen student learning and classroom management. Each student
will design five (5) lessons suitable for delivery within their specialization. It is critical that each
lesson plan provide appropriate learning objectives, a script for delivery, and a method for evaluating
student learning. The lessons will comply with the design parameters set forth through the class
sessions. Each lesson will address a specific behavioral domain: cognitive, psychomotor, or affective.
The lessons will not be taught but will be presented to the class for discussion and critique; the focus
here is on design, not on presentation. Lesson plans will be due at one week intervals at the end of
October and early November. The assignments shall be submitted electronically through Blackboard
or to johnc@uidaho.edu.
Experienced Teacher Observation: You are to take a professional day and observe a teacher
with five or more years of experience. After you have made the observation, you are to prepare a 2-3
page reflection paper. The paper should have to following components:
1. School and teacher observed
2. Classes observed with an explanation of the objectives for each class
3. Three teaching methods that you believed were highly effective and why
4. Teaching methods that were not as effective and why
5. Your overall impression of your peer’s program and teaching methods.
This assignment is due December 1; however it may be turned in before that date. The assignment
must be submitted electronically at the course website on Blackboard or to johnc@uidaho.edu.
Lesson Design and Delivery:
Part I: Each student will record a lesson to be reviewed and evaluated by an assigned partner. This
is to be for a lesson from a course in the student’s teaching assignment. The instructor will assign
partners, and students will coordinate sending and receiving the recordings. Recordings may be sent
electronically to partners if possible. If a student is unable to send the recordings electronically, the
US Postal Service will suffice. Along with the recording, students will be required to provide their
partner with a lesson plan. The partners will be required to use the provided evaluation sheet. The
teaching evaluation will be worth a total of 100 points, and students will receive 50 points for
evaluating their partners teaching demonstration (150 points total for the assignment).
Part II: Each student will design, develop, and deliver one complete lesson during the third
face to face meeting. The other teachers and the course instructor will evaluate the lesson. A lesson
plan will be submitted before the demonstration. Students unable to attend the teaching
demonstration meeting: You will meet the assignment requirements by having either an
administrator or university teacher educator observe a class. Provide the observer with the evaluation
form, upon completion of the assignment submit to the instructor through Blackboard or by email at
johnc@uidaho.edu. Do not hesitate to contact Dr. Cannon with any questions.
Participation: Active participation is a proven enhancement strategy for learning. The synergy that
presents itself through guided and free discussion is rich in learning potential, especially with adult
learners. Such learning opportunities are formed out of the sharing of experience and ideas. Every
class is made up of planned and unplanned, active and inactive, learning experiences. One must,
CTE 472 Professional-Technical Education Teaching Methods
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however, be present to engage or witness these experiences: they cannot be recreated or made-up
later. Therefore, credit for participation is based on one's in-class/on-line presence. Simply put: One
cannot participate if one is not present. Points will be earned by participating in class and through the
online activities.
EVALUATION OF STUDENT PERFORMANCE
Assignments and Grading
Requirement
Reflective Commentaries 8 @ 10 pts each
Weekly Teaching Journals
Weekly Teaching Plans (Use school format)
Teaching Calendar Fall 2012
Teaching Calendar Spring 2013
Questioning Module
Lesson Plans (Submit 5 @ 20 points each)
Lesson Design and Delivery I
Lesson Design and Delivery I-Peer Evaluation
Lesson Design and Delivery II
Experienced Teacher Observation
Informed Participation
Points
80
150
150
100
100
100
20
20
20
20
20
100
50
100
100
100
1230
Grading Scale:
1107-1230
=
A (90%-100%)
984-1106
=
B (80-89%)
861-983
=
C (70-79%)
738-860
=
D (60-69%)
Below 738
=
F
 See “Assignments” and “Timely Completion and Incomplete Grades” for late
assignment policy.
INSTRUCTOR’S EXPECTATIONS AND POLICIES:
 Professionalism. Good teaching requires dedication and a commitment to excellence.
 Participation. Asking questions is a form of active participation. Discussion, generated by
questions, is one of the most effective learning strategies. Participation is just as important for
Internet discussions, if not more so.
 Accommodations. If you have special needs for successfully completing this course, you must
inform the instructor within the first week and be registered with the University as requiring such
accommodations.
 Attendance. Because ALL assignments are required to receive a final grade; and, since many of
the assignments are based on active and group learning strategies; and, because one must be
present to contribute to (and gain from) these activities; and, since there are few (if any) ways of
reconstructing such group interaction; then, attendance is essential! Please plan on attending
every class: We need your participation in person and on the Internet.
CTE 472 Professional-Technical Education Teaching Methods
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 Assignments. Assignments may be submitted electronically or as a hard copy. The instructor
understands that the teachers enrolled in the course are busy. Beginning teachers face many
challenges meeting job and family obligations. The assignments have been designed for practical
application with teaching responsibilities. Because of the nature of your work, the instructor is
flexible with assignment deadlines. An assignment which is late will have ten points deducted
from the final points. No assignments will be accepted after December 12. If there are
circumstances that will result in a late assignment, contact the instructor before the due date. If an
assignment is submitted in person, please do not turn-in assignments in folders, binders,
document jackets, or with dedicated cover sheets unless instructed to do so -- simple stapling is
sufficient. Further note that any assignments remaining in the instructor’s possession after two
weeks into the following semester will be discarded unless prior arrangements are made.
Materials will be returned by mail if proper postage materials are provided by the student.
 Timely Completion and Incomplete Grades. A final grade of “incomplete” will be given only for
extenuating circumstances. We live in an uncertain world. From time to time we all encounter
unexpected events. If you find that you cannot make a certain due date, please contact the
instructor. Prior approval is required to submit a late assignment. Missing assignments at the end
of the course does not qualify one for an incomplete grade without prior approval and extenuating
circumstances. Please see the University of Idaho’s Incomplete Policy below.
 Academic Honesty: Instructors and students are responsible for maintaining academic standards
and integrity in their classes. Each student is to conduct their own research and produce original
work. Academic integrity and honesty is expected. The University holds that consequences for
academic dishonesty may be imposed by the course instructor.
 Cell Phones. Please be courteous and turn off all cell phones during the class sessions.
 Overall. As an in-service or pre-service teacher, consider what you would expect of your students
-- I expect no more, or no less.
University of Idaho Incomplete Policy
F - Grades of Incomplete
F-1. A grade of "Incomplete" is assigned only when the student has been in attendance and has done passing work up to a time within
three weeks of the close of the semester, or within one week of the close of the summer session. It may be assigned only upon
agreement of the student and course instructor when extenuating circumstances make it impossible for the student to complete course
requirements on time (Extenuating circumstances include serious illness, car accidents, death of a family member, etc. It does not include
lateness due to procrastination, the student's desire to do extra work to raise his/her grade, allowing a student to retake the course, etc.).
Graduate students on probation, see College of Graduate Studies section on Probation, Disqualification, and Reinstatement (Part 4). If a
grade of "Incomplete" is submitted, the instructor will assign a reversion grade in the event the missing work is not completed. The
instructor must also specify conditions and requirements for completing the deficient work, as well as any deadline shorter than the
maximum time period allowed in F-2. At the end of each semester, the Registrar's Office will send an Incomplete Grade Report (IGR) to
departmental administrators detailing every I grade submitted by their faculty that semester and the conditions for student completion.
F-2. Completion of "Incomplete" Grades. Final grades for incompletes received in the Fall semester or Intersession, must be
assigned by the last day of the following Summer semester. Final grades for incompletes received in the Spring semester or Summer
Session, must be assigned by the last day of the following Fall semester. When a student has completed the deficient work, the instructor
will assign a final grade. An incomplete that is not completed within the time limit specified above would automatically be changed to the
reversion grade assigned by the instructor at the time the incomplete was submitted. Instructors may assign a final grade anytime within
the time period specified above. In the event the instructor leaves the university, the departmental administrator may assign the final
grade. An incomplete remains on the student's permanent record and is accompanied by the final grade (i.e. I/A, I/B, I/C).
CTE 472 Professional-Technical Education Teaching Methods
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F-3. "Incomplete" Grades on Record at End of Final Term. A student cannot graduate with a grade of "Incomplete" on his or her
record. At the end of the term in which the student will graduate, a grade of "Incomplete" in any UI course on that degree level
(undergraduate, graduate, law, etc.) reverts to the grade that the instructor had specified on the on-line grade roster (see F-1). Reverted
grades are included in the computation of the student's cumulative grade-point average at graduation. Nonetheless, a student who has
graduated may make up the incomplete work within the usual time limit in an effort to raise the grade on the permanent record.
COURSE BIBLIOGRAPHY
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college
teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom.
Washington, DC: Association for the Study of Higher Education, The George Washington
University.
Borich, G. D. (2007). Effective teaching methods: Research-based practice (6th ed.). Upper Saddle
River, NJ: Pearson-Merrill/Prentice Hall.
Bott, P. A. (1998). Teaching your occupation to others: A guide to surviving the first year (2nd ed.).
Boston, MA: Allyn and Bacon.
Edmison, G. A. (Ed.). (nd). Approaches: Teaching strategies for technology education. Reston, VA:
International Technology Education Association.
Edmison, G. A. (Ed.). (nd). Delivery systems: Teaching strategies for technology education. Reston,
VA: International Technology Education Association.
Ericksen, S. C. (1984). The essence of good teaching: Helping students learn and remember what
they learn. San Francisco, CA: Jossey-Bass, Inc.
Forget, M. A. (2004). Max teaching with reading and writing: Classroom activities for helping
students learn new subject matter while acquiring literacy skills. Victoria, Canada: Trafford
Publishing.
Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA: Association
for Supervision and Curriculum Development.
Hyman, R. T. (1979). Strategic questioning. Englewood Cliffs, NJ: Prentice-Hall.
Instructional Strategies for Technology Education. (1988). 37th CTTE Yearbook. Glenco Publishing
Co.
Jacobs, H. H. (Ed.). (1989). Interdisciplinary curriculum: Design and implementation. Alexandria,
VA: Association for Supervision and Curriculum Development.
Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for teaching: Promoting student
learning in K-12 classrooms (8th ed.). Boston, MA: Allyn & Bacon.
Knowles, M. S. (1990). The adult learner: A neglected species (4th ed.). Houston, TX: Gulf
CTE 472 Professional-Technical Education Teaching Methods
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Publishing Co.
Lowman, J. (1984). Mastering the techniques of teaching. San Francisco, CA: Jossey-Bass Inc.
Maley, D. A. (1978). The industrial arts teacher's handbook--Techniques, principles, and methods.
Boston, MA: Allyn & Bacon.
Miller, W. R. (1990). Instructors and their jobs. Homewood, IL: American Technical Publishers, Inc.
Moore, K. D. (1999). Middle and secondary school instructional methods (2nd ed.). Boston, MA:
McGraw-Hill College.
Orlich, D. C., Harder, R. J., Callahan, R. C., & Gibson, H. W. (2001). Teaching strategies: A guide to
better instruction (6th ed.). New York: Houghton Mifflin.
Performance-Based Teacher Education Materials. (1997/98 Catalog). A series of performance-based
instructional modules and support materials for teacher and administrator training. Address:
AAVIM, 220 Smithonia Road, Winterville, GA, 30683-9527. Phone: (800) 228-4689.
Pucel, D. J. (1989). Performance-based instructional design. New York: McGraw-Hill.
Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (6th ed.). Upper
Saddle River, NJ: Pearson-Merrill/Prentice Hall.
Sarkees-Wireenski, M. & Scott, J. L. (1995). Vocational special needs. Homewood, IL: American
Technical Publishers.
Southern Regional Education Board. (n.d.). Literacy across the curriculum: Setting and implementing
goals for grades six through twelve. Atlanta, GA: Author.
Wong, Harry K. (1998). The first days of school. Mountain View, CA. Harry K. Wong
Publications.
Wood, J. W. (2009). Pathways to teaching series: Practical strategies for the inclusive classroom.
Upper Saddle River, NJ: Pearson.
Did you know that this course is one of 5 courses that apply to the Technical Workforce Training Academic
Certificate? The required courses for this certificate are the following:
AOLL 473 Foundations of Adult Education and Adult Development (3 credits)
CTE 420 Evaluation in Professional-Technical Education (3 credits)
CTE 426 Occupational Analysis and Curriculum Development (3 credits)
CTE 447 Diverse Populations and Individual Differences (3 credits)
CTE 472 Teaching and Learning in Occupation Education (3 credits)
Credits to total 15 for the Technical Workforce Training Academic Certificate. If you are interested, contact Dr.
Cannon.
CTE 472 Professional-Technical Education Teaching Methods
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* * * * *
Do you check your VandalMail regularly? You should. It is the official
communications tool of the University of Idaho. Your VandalMail
username and password also serve as your login for many university
services, including Blackboard.
CTE 472 Professional-Technical Education Teaching Methods
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Using your TaskStream Key Code
For Students
You have been selected to receive a TaskStream account. The key code that has been issued to
you is intended for your use only. Follow the directions below to create/renew your account on
TaskStream ‘Advancing Education Excellence’.
1. Go to www.taskstream.com
2. On the TaskStream home page click the Create or Renew Account
located on the purple area on the top left side of the screen.
link
3. Select the appropriate subscription option:
 Create a new TaskStream subscription should be
selected if you are creating an account for the first time.

Renew my TaskStream subscription if you would like to
extend a previously created TaskStream account.
4. Enter the key code specified below in Option 2 and click the Continue button to proceed.
Key Code: AZ2GDY - 23VERM
5. Complete Steps 2 and 3. During step 3, make sure to
note the username and password that you have chosen. This will be the username and password
you will use to access TaskStream.
6. Confirm your registration information in Step 4. If you
need to edit any of the information you have entered click
the Edit button. Otherwise click Continue to complete your
registration
7. The next page will display a link to take you to the home
page where you can enter your username and password to login and begin using your TaskStream
account.
Copyright © 2010 TaskStream. All rights reserved.
13
Self-Enrolling into Programs
Follow the directions below to enroll yourself into
a TaskStream program.
Step 1: Log In
Go to www.taskstream.com and log into your
TaskStream account.
Step 2: Find the Self-Enrollment Area
From the home page, click the Enter Code
button.
Step 3: Enter Your Code
Enter the program code specified below in
the appropriate field, and then click the
Search button.
Your Program Code: occed
You will be able to review the program
information that corresponds to the code that you entered. To be enrolled in the program, click the Enroll
button. If you do not wish to be enrolled in the program at this time, click the Cancel - Do Not Enroll
button.
Note: If you enroll yourself into an inactive program, the program will not show up on your home page
until the Program Manager activates the program.