Phyllis Johnson and Janice Laster
December 3, 2009
Roll Call for ETC’s
We are about to get
started…
Please MUTE your
Microphone unless
someone from your
site is speaking
Plan for the Day
Introduction
Rationale behind pathway
Pathway development
Georgia Economy
Personal
Services
Roll out
Care
GPS
Employment Opportunities
Trends, shortages
Courses in the pathway
Standards in each course
Teaching resources to include websites
Sharing ideas
Assessment
“Linking classroom learning to realworld earning opportunities available in
the state will help the state grow it’s
own highly skilled workforce , attract
future economic development, and
ensure that every student is prepared
to build a rewarding future right here
in Georgia.”
Kathy Cox, Georgia Superintendent of Schools
Industry Validation
http://www.salary.com/
http://www.bls.gov/oco/
http://explorer.dol.state.ga.us/default.asp
www.dol.state.ga.us/know_job_market.htm
Creativity
Flexibility
Teacher Ownership
Higher Order Thinking
Rigor, Relevance and Relations
Transferable Skills for Employment
Students with valuable life skills!!
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Betty ColemanLennia ColwellCathy Dewberry Kathy FlyntElaine Sterling
Crystal Grier Robin Messer-
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Janice Laster-
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3/17/2016
Cosmetology Instructor
Cosmetology Instructor
Cosmetology Instructor
Professional Makeup Artist
Esthetics School Owner
Cosmetology Instructor
Augusta Tech
College/Cosmetology
Instructor/Department Head
Cosmetology Instructor
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http://www.gadoe.org/ci_cta.aspx?PageReq=H
SPhaseIVReview
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1st Quarter- Cos. 100,101,103,105,106
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2nd Quarter- Cos. 107.108,109,110,111,112
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3rd Quarter- 113 Practicum I
114 Practicum II
4th Quarter- 115 Practicum Internship I
116 Practicum Internship II
117 Salon Management
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10/08/2009
Proposed Guide for CTAE HS Curriculum Phase IV & MS Phase II Course Numbering Information FY 2010-2011
Course Numbering Pending State Board of Education Approval
Please check the website for updates and SBOE approval status anticipated January 2010
Program Concentration: HEALTHCARE SCIENCE - Personal Care Services Career Pathway
**CURRENT STATUS
Old Course Title
Current Course Number
New Course Title with Performance Standards
NEW or
Replaced by GPS and/or Renamed
Salon Services Core I
12.54500
Cosmetology Services Core I (HS-CS-I)
Replaced by GPS and Renamed Retains Current
Course Number
Salon Services Core II
12.54600
Cosmetology Services Core II (HS-CS-II)
Replaced by GPS and Renamed Retains Current
Course Number
Haircutting
12.54800
Cosmetology Services Core III (HS-CS-III)
Replaced by GPS and Renamed Retains Current
Course Number
Chemical Hair Processing
12.54900
Cosmetology Services Core IV (HS-CS-IV)
Replaced by GPS and Renamed Retains Current
Course Number
NONE
Advanced Cosmetology Services (HS-ACS)
New
Proposed Course Number: 12.55000
NONE
Cosmetology Practicum I
12.55100
Internship I (HS-CI-I)
Replaced by GPS and Renamed Retains Current
Course Number
Cosmetology Practicum II
12.55200
Internship II (HS-CI-II)
Replaced by GPS and Renamed Retains Current
Course Number
Cosmetology Practicum III
12.55300
Internship III (HS-CI-III)
Replaced by GPS and Renamed Retains Current
Course Number
Cosmetology Practicum IV
12.55600
Internship IV (HS-CI-IV)
Replaced by GPS and Renamed Retains Current
Course Number
Cosmetology Practicum V
12.55700
Internship V (HS-CI-V)
Replaced by GPS and Renamed Retains Current
Course Number
Salon Management
12.55400
Licensure and Employment Opportunities (HS-LEO)
Replaced by GPS and Renamed Retains Current Course
Number
NONE
NONE
Science of Advanced Skincare
(HS-SAS)
New
Proposed Course Number: 12.55900
NONE
NONE
Art and Science of Makeup
(HS-ASM)
New
Proposed Course Number: 12.56000
NONE
NONE
Cosmetology Science
TO BE DELETED
12.54700
Advanced Styling Principles
12.54700 TO BE DELETED
TO BE DELETED
12.55500
Advanced Skin & Nail Care
12.55500 TO BE DELETED
(HS-CS)
New
Proposed Course Number: 12.56100
**CURRENT STATUS:
REPLACED by GPS = The previously existing (old) aligned course has been revised including Georgia Performance
Standards.
RENAMED = The title for the previously existing (old) aligned course has been changed.
NEW = There is not a previously existing (old) course with which this newly developed course aligns.
Retains Current Course Number = The newly revised course will retain the course number assigned to the aligned “old”
course.
RED = There is not a previously existing (old) course with which this newly developed course aligns and the number
assigned is new.
TO BE DELETED = Course title and number will be deleted.
APPROVED PHASE I, II or III = Course and number were previously approved.
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Milady’s Course Guide
Milady’s Instructor Support Slides
Milady’s Test Maker
Milady’s Nail Technology Textbook
Milady’s Esthetics Textbook
Milady’s Theory & Practical Workbook
Milady’s Exam Review
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Practical Units Covered:
Facials
Makeup
Manicures
Pedicures
Shampooing and Scalp Massage
Mock Basic Perm Wraps
Mock Perm Relaxer
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Theory Units Covered:
History of Cosmetology
State and Local Laws
Professional Imagine
Bacteriology / Infection Control
Chemistry
Anatomy
Diseases / Disorders of Skin and Nails
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Practical Units Covered:
Facials
Makeup
Manicures
Pedicures
Shampooing and Scalp Massage
Mock Basic Perm Wraps
Mock Perm Relaxer
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HS-CS-I-1. Students will classify the history
of Cosmetology and the origins of hairstyling
and barbering. Students will demonstrate
knowledge of the number of board members,
requirement hours, and types of licenses.
Career opportunities in Cosmetology will be
explored. The students will be able to define
sanitation requirements in the salon.
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a.Describe the advancements made in Cosmetology.
b.Describe the origins of hairstyling and barbering.
c.Explain the requirements for different types of
Cosmetology licenses, hours required, and a breakdown
of units of study for the different licenses.
d.Identify sanitation requirements for the salon and
schools.
e.List the career opportunities available to a licensed beauty
practitioners.
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Research and create a Power-Point showing a
timeline of the history of hairstyling. (Media
staff is a great resource for training students, if
needed.)
Create posters, charts, mobiles, wall words etc,
for life skills, professional image.
Students perform different salon scenarios,
showing good and bad communication skills.
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Anatomy
- Body Tracers
- Mannequin Skulls
Chemistry
- Ph Project
- Developer Workshop
Infection Control - Microscope Project
- Germ Workshop
Skin Diseases -Wood’s Lamp, Pro-Scope
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Demonstrations
Hands on Activities
making models
charts
doing experiments
flash cards/books
songs
Speakers
Field Trips
Partner with science teachers
Games
•
http://teachers.net/lessons/search.html
•
http://www.cordcommunications.com/Store/Contextual_Science/ABC_Technologies.asp
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http://www.accessexcellence.org/ (National Health Museum)
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http://library.thinkquest.org/TQ0312238/cgi-bin/view.cgi
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http://edheads.org/
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http://www.pbs.org/saf/educators.htm
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http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=6&DocID=299
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http://www.anatomy.org/resources/more_links.asp?Cat=8
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http://serendip.brynmawr.edu/sci_edu/biosites.html
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http://www.studysphere.com/Site/Sphere_10278.html
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http://www.montgomeryschoolsmd.org/SCHOOLS/WJHS/mediactr/scipathfinder/HumanBo
dySyst/index.htm#top
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www.teach-nology.com
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http://library.thinkquest.org
•
http://nobelprize.org
TEAM NAME
#1 #2
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Nail Tech
10
Shampoo Tech
The
Cosmetologist
10
10
The Massage
Therapist
The Esthetician
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#3
#4
#5
#6
#7
#8
#9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 TOTALS
Making Flash Cards
Hamate Bone
Scaffoid Bone (Holding up
the Radius)
http://www.teachnology.com/teachers/lesson_plans/science
/anatomy/
http://www.teach-nology.com/teachers/lesson_plans/science/anatomy
Cosm. Lesson plans http://www.khake.com/page77.html
SCSh2. Students will use standards safety
practices for all classroom laboratory and
field investigation.
a. Follow correct procedures for use of scientific
apparatus.
b.Demonstrates appropriate techniques in all
laboratory situation.
c.Follow correct protocol for identifying and
reporting safety problems and violations.
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Computer Lab- Research Cosmetology Careers,
History, Salons, Techniques, Business, Trends
Microscope- Collaborate with Science Dept.
Borrow Microscopes/ Bacteria Slides to exam
different types of germs. Students can answer
worksheet on bacteria.
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Video – Video students performing
consultations, make a beauty commercial, sell a
product, close a sale, job interview, present
their salon business project, etc.
Camera- Have students create portfolio’s of
their work. Haircuts, Color, Perms, Nail Art
etc. Include Cover Letter, Resume and Thank
You Letter.
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Ph Project- (Science Dept) Collaborate using Ph
Meter or Paper to compete discoveries of salon
products Ph.
(http://www.beckmancoulter.com)
Wood’s Lamp- Great tool to show students
different skin conditions, disorders and
diseases . (http://woodslamp.net)
Pro-Scope- Show students live examples of
density, texture, and skin conditions
(www.bodelin.com/proscopehr)
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LCD Projector- Check out from Media Center.
Show Dad's, Internet , etc. via large screen
Smart Board – Interactive board to present
material to students using high technology.
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Georgia Skills -
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•
www.skillsusageorgia.org/
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Student Organization that is CoCurricular. General meetings are
held, socials, fund–raising and
community service projects, to
develop leadership and
employability skills
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Skills Competitions
Cosmetology
Esthetics
Nails
Action Skills*
Employment
Application*
Job Interview
Job Skills A
Job Skills Open
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Integration of Academics
Integration of CTSO
SkillsUSA (co-curricular)
www.skillsusageorgia.org
www.skillsusa.org
www.skillsusa.org/educators/plans.shtml
State SkillsUSA 2009
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Gayle Silvey, SkillsUSA State
Director speaks at the New
Teacher Workshop to T&I
teachers
Safety-OSHA
www.osha.go
Cosmetology History:
www.hairarchives.com
Cosmetology Careers:
www.careersinbeauty.com
Trends:
www.behindthechair.com
Beauty Business:
www.ybn.com
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Skills Competition
Website Sources
www.skillsusa.org
www.skillsusageorgia.org
www.pivot-point.com
www.omchairworld.com
www.libertynailart.com
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Show Student Skills- School Plays, Fashion
Shows, Beauty Pageant, Hair Show.
Invite Community Groups for a Day of Beauty,
Women from local Shelter, Seniors, etc.
Job Shadow Day – Set up program with local
salons.
Summer Hair Camp for 8th Graders
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Hold classroom competitions and have
Admin., Counselors, Media, Office Staff,
judge. Announce winners over intercom, if
possible.
Show Student Skills- School Plays, Fashion
Shows, Beauty Pageant, and/or Hair Show.
Mystery Makeover Teacher Drawing
Stump the Science Teacher / Q & A / Prize
Quiz Bowl with Healthcare Students on
Anatomy!
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CTAE Teachers
Science Teachers
District Teachers
Industry Educators
Salon Professionals
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MonthlyWebinars
TIEGA Winter Conference
GACTE Summer Conference
CTEARN Network Website
DOE Program Specialist- Phyllis Johnson
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Archived Webinars
Check these out. CTAE Foundation skills, etc.
“Assessment should provide
“feedback” or it is not truly
assessment. Any assessment
should supply the ‘performer’
– the student – with usable
information about how the
performance fared, and how
performance might be improved.”
-Grant Wiggins
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Rubrics for Research Paper, Projects, PowerPoint.
Student evaluate each other on presentation,
along with Instructor.
Written assessment
Oral assessment
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The Rubric is an authentic assessment tool
which is particularly useful in assessing
criteria which are complex and subjective.
Authentic assessment is geared toward
assessment methods which correspond as
closely as possible to real world experience.
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http://school.discoveryeducation.com/
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http://rubistar.4teachers.org
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http://roobrix.com
Article on page 60 of Techniques Magazine
November/December 2009 issue
The rubric is a formative type of assessment
because it becomes an ongoing part of the whole
teaching and learning process. Students themselves
are involved in the assessment process through
both peer and self-assessment.
As students become familiar with rubrics, they can
assist in the rubric design process. This involvement
empowers the students and as a result, their
learning becomes more focused and self-directed.
Authentic assessment, therefore, blurs the lines
between teaching, learning, and assessment.
The advantages of using rubrics in
assessment are that they:
allow assessment to be more objective and consistent
focus the teacher to clarify his/her criteria in specific terms
clearly show the student how their work will be evaluated
and what is expected
promote student awareness of about the criteria to use in
assessing peer performance
provide useful feedback regarding the effectiveness of the
instruction
provide benchmarks against which to measure and
document progress
Rubrics can be created in a variety of forms and
levels of complexity, however, they all contain
common features which:
focus on measuring a stated objective
(performance, behavior, or quality)
use a range to rate performance
contain specific performance characteristics
arranged in levels indicating the degree to which
a standard has been met
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