Family and Consumer Sciences Education

National Association of Teacher Educators for Family and Consumer Sciences (NATEFACS) Teacher Education standards

1.0 – Career-technical education common core: knowledge

• 1.1 – Understand course proposal process based on OSPI guidelines
• 1.2 – Describe the role of tech prep articulation
• 1.3 – Understand business/industry and OSPI-approved standards of safety and health
• 1.4 – Demonstrate knowledge of professional organizations in related business/industry
• 1.5 – Understand the role of advisory committees

2.0 –  Career-technical education common core: state learning goals

The career-technical teacher is able to apply and integrate the state’s learning goals and essential academic learning requirements in program implementation and assessment.

• 2.1 – Align CTE student learning activities to state learning goals and the EALRS and GLES
• 2.2 – Implement instructional strategies which focus on students’ achievements of benchmarks in related essential academic learning requirements (EALRs), grade-level expectations (GLEs), and achievement of goals three and four.
• 2.3 – Align career-technical learning assessment with the state learning goals and the essential academic learning requirements (EALRs) and GLEs

3.0 – Career-technical education common core: Learning environment

The career-technical teacher is able to create and sustain a safe climate in laboratory and classroom learning environments that prepare all students for a diverse workplace, advanced training, and continued education.

• 3.1 – Incorporate business/industry and OSPI-approved standards of safety and health practices into the learning environment
• 3.2 – Create a learning environment that simulates the workplace
• 3.3 – Develop learning opportunities that encourage innovation and exploration
• 3.4 – Create an environment that clarifies the relationship between work, family, and multiple life roles
• 3.5  Demonstrate comprehension and awareness of appropriate workplace cultures, ethics, and standards
• 3.6 – Incorporate work, family, and community settings as extensions of the classroom to facilitate student achievement of specific industry competencies

4.0: Career-technical education common core: Program development

• 4.1 – Develop curriculum based on business/industry standards as approved by local advisory committee
• 4.2 – Design and implement program scope, sequence, and assessment which enables students to develop marketable job skills
• 4.3 – Demonstrate ability to write unit and lesson plans incorporating a variety of instructional strategies, and all aspects of career and technical program approval
• 4.4 – Revise curriculum based on occupational changes

5.0 – Career-technical education common core: student characteristics and related instructional strategies

The career-technical teacher is able to identify the diverse needs of students and implement programs and strategies aligned to CTE Standards which promote student competency and success.

• 5.1 – Promote the development of students’ self-awareness and aptitudes, confidence, and character and how these relate to leadership and career pathways
• 5.2 – Develop student initiative and teamwork skills
• 5.3 – Encourage students to explore nontraditional career roles
• 5.4 – Identify the impact of diversity and equity issues on student learning
• 5.5 – Design or adapt curriculum, technologies, and instructional strategies which address the diverse needs of students including special populations
• 5.6 – Use instructional strategies and resources that incorporate current technology of business/industry
• 5.7 – Use instructional strategies that develop students’ skills for making career decisions
• 5.8 – Use instructional strategies that develop student employability skills
• 5.9 – Facilitate student development of leadership skills, as defined in, or equivalent to, the State recognized CTSO appropriate to program area
• 5.10 – Collaborate with business and labor partners to infuse workplace standards and practices into curriculum
• 5.11 – Use instructional strategies that develop students’ lifelong learning and goal setting related to entry, transition, and continuation in the educational process and in the workplace
• 5.12 – Publicize to students the program content and benefits
• 5.13 – Connect school experiences to the workplace
• 5.14 – Guide students in balancing competing demands and responsibilities of work and family
• 5.15 – Develop effective assessment methods which may involve student, family, employer, and community
• 5.16 – Use a variety of assessment methods including portfolios and business/industry standard assessment tools to measure student learning and development

6.0 – Career-technical education common core: personal and professional attributes

The career-technical teacher models personal and professional attributes and leadership skills which reflect productive life and work roles.

• 6.1 – Develop awareness of professional dispositions and employability skills outlined in SCANS
• 6.2 – Understand the role of specific occupational experience in meeting CTE certification requirements
• 6.3 – Model positive business/industry-appropriate workplace practices
• 6.4 – Demonstrate business/industry appropriate technology skills
• 6.5 – Evaluate the role of professional organizations as part of professional development

7.0 – Career-technical education common core: partnerships and program advocacy

The career-technical teacher implements and maintains collaborative partnerships with students, colleagues, community, business/industry, and families which maximize resources and promote student self-sufficiency.

• 7.1 – Participate in advisory committees
• 7.2 – Understand strategies for developing business, family, and community partnerships to enhance school-to-career preparation for all students
• 7.3 – Describe strategies, including collaboration, for promoting program content and benefits to colleagues, family, community, and business/ industry
• 7.4 – Identify community activities that can improve curriculum and instructional practices
• 7.5 – Inform, involve, and collaborate with parents and/or guardians to support student success
• 7.6 – Publicize program content and benefits to family and community
• 7.7 – Provide opportunities for interaction on community concerns and issues

Career-technical education content

1.0: Career-technical education common core: knowledge

• 1.1 – Understand course proposal process based on OSPI guidelines
• 1.2 – Describe the role of tech prep articulation
• 1.3 – Understand business/industry and OSPI approved standards of safety and health
• 1.4 – Demonstrate knowledge of professional organizations in related business/industry
• 1.5 – Understand the role of advisory committees

Career-technical education instructional methodology and professional knowledge

2.0: Career-technical education common core: state learning goals

The career-technical teacher is able to apply and integrate the state’s learning goals and essential academic learning requirements in program implementation and assessment.

• 2.1 – Align CTE student learning activities to state learning goals and the EALRs and GLEs
• 2.2 – Implement instructional strategies which focus students’ achievements of benchmarks in related essential academic learning requirements (EALRs), grade level expectations (GLEs) and achievement of Goals 3 & 4
• 2.3 – Align career-technical learning assessment with the state learning goals and the essential academic learning requirements (EALRs) and GLEs

3.0: Career-technical education common core: learning environment

The career-technical teacher is able to create and sustain a safe climate in laboratory and classroom learning environments which prepare all students for a diverse workplace, advanced training, and continued education.

• 3.1 – Incorporate business/industry and OSPI approved standards of safety and health practices into learning environment
• 3.2 – Create a learning environment that simulates the workplace
• 3.3 – Develop learning opportunities that encourage innovation and exploration
• 3.4 – Create an environment which clarifies relationship between work, family, and multiple life roles
• 3.5 – Demonstrate comprehension and awareness of appropriate workplace cultures, ethics, and standards
• 3.6 – Incorporate work, family, and community settings as extensions of the classroom to facilitate student achievement of specific industry competencies

4.0: Career-technical education common core: program development

• 4.1 – Develop curriculum based on business/industry standards as approved by local advisory committee
• 4.2 – Design and implement program scope, sequence and assessment which enables students to develop marketable job skills
• 4.3 – Demonstrate ability to write unit and lesson plans incorporating a variety of instructional strategies, and all aspects of career and technical program approval
• 4.4 – Revise curriculum based on occupational changes

5.0: Career-technical education common core: student characteristics and related instructional strategies

The career-technical teacher is able to identify the diverse needs of students and implement programs and strategies aligned to CTE standards which promote student competency and success.

• 5.1 – Promote development of students’ self awareness and aptitudes, confidence and character and how these relate to leadership and career pathways
• 5.2 – Develop student initiative and teamwork skills
• 5.3 – Encourage students to explore nontraditional career roles
• 5.4 – Identify the impact of diversity and equity issues on student learning
• 5.5 – Design or adapt curriculum, technologies, and instructional strategies which address the diverse needs of students including special populations
• 5.6 – Use instructional strategies and resources that incorporate current technology of business/industry
• 5.7 – Use instructional strategies that develop students’ skills for making career decisions
• 5.8 – Use instructional strategies that develop student employability skills
• 5.9 – Facilitate student development of leadership skills, as defined in, or equivalent to, the State recognized CTSO appropriate to program area
• 5.10 – Collaborate with business and labor partners to infuse workplace standards and practices into curriculum
• 5.11 – Use instructional strategies that develop students’ lifelong learning and goal setting related to entry, transition, and continuation in the educational process and in the workplace
• 5.12 – Publicize to students the program content and benefits
• 5.13 – Connect school experiences to workplace
• 5.14 – Guide students in balancing competing demands and responsibilities of work and family
• 5.15 – Develop effective assessment methods which may involve student, family, employer, and community
• 5.16 – Use variety of assessment methods including portfolios and business/industry standard assessment tools to measure student learning and development

6.0: Career-technical education common core: personal and professional attributes

The career-technical teacher models personal and professional attributes and leadership skills which reflect productive life and work roles.

• 6.1 – Develop awareness of professional dispositions and employability skills outlined in SCANS
• 6.2 – Understand the role of specific occupational experience in meeting CTE certification requirements
• 6.3 – Model positive business/industry-appropriate workplace practices
• 6.4 – Demonstrate business/industry appropriate technology skills
• 6.5 – Evaluate the role of professional organizations as part of professional development

7.0: Career-technical education common core: partnerships and program advocacy

The career-technical teacher implements and maintains collaborative partnerships with students, colleagues, community, business/industry, and families which maximize resources and promote student self-sufficiency.

• 7.1 – Participate in advisory committees
• 7.2 – Understand strategies for developing business, family and community partnerships to enhance school-to-career preparation for all students
• 7.3 – Describe strategies, including collaboration, for promoting program content and benefits to colleagues, family, community, and business/ industry
• 7.4 – Identify community activities that can improve curriculum and instructional practices
• 7.5 – Inform, involve, and collaborate with parents and/or guardians to support student success
• 7.6 – Publicize program content and benefits to family and community
• 7.7 – Provide opportunities for interaction on community concerns and issues

Family and consumer sciences education content

8.0: Family and consumer sciences education common core: knowledge

• 8.1 – Describe importance of establishing and maintaining satisfying relationships at home, work, and in the community
• 8.2 – Identify leadership styles and their impact on work and family systems
• 8.3 – Describe skills needed to guide others in developing self-esteem
• 8.4 – Identify connections between FCS knowledge and skills and career opportunities
• 8.5 – Evaluate management practices related to the human, economic, and environmental resources.
• 8.6 – Analyze the significance of family and its impact on the well being of individuals and society
• 8.7 – Analyze factors that impact human growth and development.
• 8.8 – Describe the impact of parenting roles and responsibilities on strengthening the well being of individuals and families
• 8.9 – Analyze nutrition and wellness practices that enhance individual and family well being
• 8.10 – Describe application of the family career and community leaders of America planning process

Family and consumer sciences education instructional methodology and professional knowledge

9.0: Family and consumer sciences education common core: roles

The family and consumer sciences education teacher demonstrates the ability to prepare a diverse student population for family life and responsible participation and leadership in work and community roles.

• 9.1 – Demonstrate the ability to manage relationships using cooperation, collaboration, negotiation, and communication skills

10.0: Family and consumer sciences education common core: National family and consumer sciences content concepts

The family and consumer science education teacher demonstrates knowledge and skills to integrate the family and consumer sciences national standards in the curriculum.

• 10.1 – Construct curricula that integrates appropriate, comprehensive, Family and Consumer Sciences National Standards
• 10.2 – Integrate multiple life roles and responsibilities in family, work, and community settings
• 10.3 – Integrate knowledge, skills, and practices, required for FACSE related careers
• 10.4 – Demonstrate management of individual and family resources, including food, clothing, shelter, health care, recreation, and transportation
• 10.5 – Demonstrate ability to use appropriate leadership skills as evidenced through family, career, and community leaders of America programs

11.0: Family and consumer sciences education common core: advocacy

The family and consumer sciences education teacher is an advocate for the family system.

• 11.1 – Analyze the impact of politics and public policy on family systems
• 11.2 – Demonstrate strategies, including accessing supporting information, to affect policy development or change current policy
• 11.3 – Demonstrate strategies to advocate for social and technological change to benefit the family system

12.0: Family and consumer sciences education common core: thinking and planning

The family and consumer sciences education teacher encourages the use of creative and critical thinking skills and the planning process for problem solving and decision making.

• 12.1 – Think critically, creatively, and logically to make decisions
• 12.2 – Analyze strategies used to clarify values, set goals, and determine priorities
• 12.3 – Evaluate organizational structures and management styles

13.0 Family and consumer sciences education common core: instructional strategies

• 13.1 – Facilitate students’ critical thinking and problem solving in family and consumer sciences through varied research-based instructional strategies
• 13.2 – Apply the use of demonstration
• 13.3 – Employ active learning strategies
• 13.4 – Plan and supervise laboratory experiences
• 13.5 – Facilitate discussion and reflection
• 13.6 – Engage ethical and professional practices to provide a safe environment to process and learn information
• 13.7 – Plan and implement cooperative learning