2009/2010 Competency-Based Task/Competency List

Tasks/competencies designated by bullets in the left-hand column are considered essential statewide and are required of all students. In some courses, all tasks/competencies have been identified as essential. Tasks/competencies without bullets are considered optional; they and/or additional tasks/competencies may be taught at the discretion of the school division. Tasks/competencies marked with an asterisk (*) are considered sensitive, and teachers should obtain approval by the school division before teaching them.

9062
co-op not available
36 weeks		 Virginia Teachers for Tomorrow
TASKS/COMPETENCIES
  Implementing Virginia's CTE Course Requirements
• 001 Demonstrate Virginia's Workplace Readiness Skills in course activities.
• 002 Apply Virginia's All Aspects of Industry elements in course activities.
• 003 Identify Internet safety issues and procedures for complying with acceptable use standards.
  Participating in the Student Organization
• 004 Identify the purposes and goals of the student organization.
• 005 Explain the benefits and responsibilities of membership in the student organization as a student and in professional/civic organizations as an adult.
• 006 Demonstrate leadership skills through participation in student organization activities, such as meetings, programs, and projects.
  Experiencing Learning through Awareness and Reflection
• 007 Identify own strengths areas for improvement as learners.
• 008 Identify and evaluate different learning styles.
• 009 Evaluate self as individual, learner, and community member.
• 010 Work cooperatively with others.
• 011 Understand factors contributing to self-esteem.
• 012 Analyze own diversity.
  Experiencing Learning through Styles and Needs
• 013 Evaluate different learning styles.
• 014 Describe how special needs and exceptionalities of learners affect the learning process.
• 015 Identify major physical, social, and personal challenges that impede successful learning.
• 016 Encourage acceptance of others' diversity.
  Experiencing Learning through Growth and Development
• 017 Sequence the physical stages of learners.
• 018 Recognize cognitive stages of learners.
• 019 Distinguish between the moral stages of learners.
• 020 Order the steps in the psychosocial stages of learners.
• 021 Make intrapersonal applications of the developmental changes of learners.
  Experiencing the Profession through History and Trends
• 022 Trace the state and national history of education.
• 023 Understand the educational trends that have influenced the issues in today's education.
• 024 Predict future educational trends based on past and current events.
• 025 Identify positive and negative perceptions of the teaching profession.
  Experiencing the Profession through Structure and Governance
• 026 Describe careers in special education.
• 027 Compare the various types of schooling available today.
• 028 Describe the governance structure of local, state, and national educational systems.
  Experiencing the Profession through Certification and Employment
• 029 Describe the steps to teacher certification.
• 030 Identify areas of teacher shortages.
• 031 Demonstrate effective job application and interview skills.
  Experiencing the Classroom through Observation and Preparation
• 032 Identify own strengths and areas for improvement as potential teachers.
• 033 Choose appropriate instructional objectives after analysis of developmental stages of learners.
• 034 Describe characteristics of an outstanding teacher.
• 035 Analyze ways in which a teacher's personality impacts instructional style and interaction.
• 036 Recognize effective teaching strategies.
• 037 Identify the elements of an effective lesson for all learners.
• 038 Deliver a planned lesson for all learners in the Teachers for Tomorrow classroom.
• 039 Identify components of effective classroom climate, management, and discipline.
• 040 Describe effective use of technology in the classroom.
• 041 Identify different assessment techniques.
  Experiencing the Classroom through Application and Instruction: The Internship
• 042 Implement meaningful ways to build confidence, knowledge, and skills in all learners.
• 043 Provide developmentally appropriate learning activities for groups and individual learners.
• 044 Accommodate major physical, social, and personal challenges that impede successful learning.
• 045 Apply knowledge of learning styles, multiple intelligences, and Bloom's Taxonomy to instruction and assessment.
• 046 Deliver a planned lesson for all learners in the Internship classroom.
• 047 Participate in teaching in the real classroom.
• 048 Document field experience activities with a collection of artifacts.
  Experiencing the Classroom through Analysis and Reflection
• 049 Critique own teaching of at least one lesson from FLAY, MAY, or SAY.
• 050 Describe, analyze, and reflect on own field experiences.