South Seattle Community College

CAREER AND TECHNICAL TEACHER EDUCATION PROGRAM

State Skills/WAC Teaching Standards - Self Assessment
THE FOLLOWING CHART REFLECTS THE KNOWLEDGE AND SKILLS STANDARDS (SECONDARY AND POST-SECONDARY) AS DELINEATED
BY THE WASHINGTON ADMINISTRATIVE CODE FOR CAREER AND TECHNICAL EDUCATORS:

STANDARD

N/
A
0

LO
W
1

MOD
.
2

STANDARD: CLASSROOM MANAGEMENT AND DISCIPLINE

The Career-Technical Teacher must demonstrate the ability to manage the physical environment and human dynamics of the class by:
CONCEPT
INDICATORS
Positive Learning
1. Integrating career-technical program assessment with the assessment of the related
2
Environment
essential academic learning requirements and grade level expectations.
2. Implementing effective classroom management strategies to meet the diverse needs of
2
students.
3. Managing the physical environment of the classroom to meet instructional, social and
2
physical concerns.
4. Applying alternative forms of corrective action to classroom behavior.
2
5. Supporting verbal communication with nonverbal communication.
2
6. Handling transitions and monitoring the classroom effectively.
2
STANDARD: SCHOOL, HOME AND COMMUNITY
The Career-Technical Teacher must demonstrate their ability to integrate education policies between the school, home and community by:
CONCEPT
INDICATORS
A. School
1. Implementing classroom strategies to comply with school law and educational
policies.
2. Incorporating industry standards of safety and healthy practices into the learning
2
environment.
3. Creating a learning environment that simulates the workplace.
2
4. Modeling workplace ethics.
B. Family
1. Demonstrating effective interactions with parents and/or guardians which support
2
student learning and well being.
2. Creating an environment that clarifies relationships between work, family and
multiple life roles.
C. Community
1. Utilizing the community as a learning environment.
2
2. Providing opportunities for interaction on community concerns and issues.
1

HIG
H
3

3
3

VERY
HIGH
4

STANDARD: INSTRUCTIONAL DESIGN AND METHODOLOGY

The Career-Technical Teacher demonstrates their ability to design and manage the instructional and physical environments by:
CONCEPT
INDICATORS
A. Needs/Styles
1. Identifying students with special needs and learning styles.
2. Showing an understanding of the various values, lifestyles, history, and contributions
of a variety of identifiable subgroups of society.
3. Recognizing multiple intelligences.
4. Meeting the needs of exceptional students requiring special instruction, referrals
or formal assessment.
5. Encouraging the student development of sound social and personal ethics.
B. Diversity/Equity
1. Recognizing and dealing with dehumanizing biases of sexism, racism, prejudices and
discrimination.
2. Working effectively with students from racial and/or ethnic populations.
3. Accepting and encouraging students in nontraditional career roles.
4. Providing curriculum and instructional strategies that meet diverse needs of students.
C. Methods, Strategies,1. Designing and implementing instructional units that focuses on technical content and
Resources
the appropriate State learning goals and EALRs.
2. .Designing and implementing instructional activities that are logical, sequential and
purposeful.
3. Designing and implementing alternative instructional activities to meet individual
student needs.
4. Using resources and instructional techniques that incorporate current technology needs
of business, industry and labor.
5. Using instructional techniques that develop career decision-making and employability
skills that align with OSPI Core Employability Standards.
6. Facilitating student development of leadership techniques that align with the OSPI
Core Leadership Standards.
7. Utilizing business and labor partners to infuse workplace standards and practices into
1
curriculum.
8. Using constructivist teaching behaviors that encourage the participation of all learners
in educational opportunities.
9. Using learning communities to enhance student support and progress.
10. Developing curriculum based on OSPI CTE Program Standards, including workplace
1
standards as approved by local advisory committee.
11. Revising curriculum based on occupational changes.
D. Integration
1. Providing opportunities for students to productively integrate career/technical and
1
academic disciplines.

2
3
2
2
3
3
3
3
2
2
2
2
2
2
2

2
2
2

E. Assessment,
Evaluation

2. Providing activities that connect school experiences to the workplace.

3. Selecting and applying appropriate technology to the teaching process.
1. Assessing student basic skills levels in content areas.

3
3
2

2. Using a variety of assessment methods to measure student learning and development.

3. Using student achievement and performance information to advise and involve

students and families.

4. Developing and utilize strategies and tools to assess and document student progress.
5. Assessing his/her impact on student learning.
6. Using assessment to monitor and improve instruction.

1
2
2

STANDARD: PERSONAL AND PROFESSIONAL ATTRIBUTES

The Career-Technical Teacher models personal and professional attributes and leadership skills, which reflect productive life and work roles by:
CONCEPT
INDICATORS
A. Professionalism
1. Being adequately prepared in the theory and knowledge of the principles and
3
methods of teaching.
2. Showing a commitment to education as a profession.
3
3. Demonstrating an understanding and commitment to each student.
3
4. Demonstrating an awareness of his/her limitations and strengths, and
2
self-evaluating for continued professional growth..
B. Communication
1. Communicating a caring, patient attitude and personal commitment to educating
3
students.
2. Effectively using oral presentation skills
3
3. Using written skills correctly and effectively.
3
4. Demonstrating the ability to serve as a facilitator.
3
C. Workplace
1. Documenting recent specific occupational experience.
2
Competencies
2. Being willing to serve as positive and appropriate role model
3
3. Showing a willingness to accept and respect diversity.
3
4. Promoting creative and critical thinking.
3
D. Lifelong Learning
1. Designing and implementing a personal and professional growth plan.
2
STANDARD: STUDENT LEADERSHIP, WORKSITE LEARNING AND ADVISORY COMMITTEES
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 by:
CONCEPT
INDICATORS
1. Maintaining functioning advisory committees that reflect an occupations complexity.
2. Maintaining advisory committees that sustain and improve program quality.
3. Recognizing partnerships that enhance workplace preparation for all students.

4. Identifying and implementing the student leadership curriculum for all students in the
program.

5. Developing and implementing work-based learning activities for all students in

5.
6.
7
11/10/2007
Revised 6/15/2009
Revised 10/10/2010

the program.
Developing learning activities for sustainability of the program.
Developing learning activities for global interconnectedness.
Collaborating with higher education to improve and implement innovative
curriculum and instructional strategies.