8 CTE 101: Career and Technical Education in Texas
This binder provides an overview of Career and Technical Education in Texas and how it is implemented at the state and local levels. Teachers who are not certified in CTE and have been assigned to teach one of the CTE courses for mathematics or science credit must complete CTE 101. CTE-certified teachers may complete CTE 101, but it is not a requirement.
16 The Revised Fine Arts TEKS
This course will provide an overview of the benefits of fine arts education for students and various aspects of fine arts programming, as well as the application of the revised TEKS for each discipline. This training, previously available in Texas Courses, is now openly available but does not earn course provider credit and no certificate will be offered.
Music: High School
By the end of this module, you will be able to articulate differences and similarities between the original and the revised high school music TEKS and plan revisions of local curriculum, instructional practices, and classroom learning experiences to align with the revised music TEKS.
Theatre: High School
By the end of this module, you will be able to identify differences between the original and revised high school theatre TEKS, articulate some of the guiding principles behind the revised TEKS, and revise current lesson designs to align them to the revised high school theatre TEKS.
Dance: High School
In this module on high school dance, you will explore the revised high school dance TEKS, identify the benefits of the standards for dance education in Texas, and develop short lessons based on the high school dance TEKS.
Art: High School
In this module, you will reflect on creativity in the TEKS, identify the differences between the original and revised high school art TEKS strands, articulate the underlying focal points, and update current lesson designs in order to realign them to the revised TEKS.
The Revised Fine Arts TEKS: An Opportunity for Program Improvement
By the end of this module, you should have an understanding of the benefits and requirements of fine arts education for students, including administrative, scheduling, professional development, curriculum and assessment, and program evaluation considerations.
The Value of Fine Arts Education: Applying the Revised Dance TEKS
The Value of Fine Arts Education: Applying the Revised Dance TEKS will explain the structure of the dance TEKS, identify and discuss the benefits of educational dance, and link the revised Bloom's Taxonomy, 21st century skills, and other disciplines to the dance TEKS.
The Value of Fine Arts Education: Applying the Revised Art TEKS
Upon completion of this module, you will be to identify how the arts can be used to help students learn 21st century skills, identify the strands and have basic knowledge of the organization of revised TEKS, and plan for implementation of the revised art TEKS.
The Value of Fine Arts Education: Applying the Revised Theatre TEKS
By the end of this module, you will recognize the four strands of the revised theatre TEKS, identify changes from the original theatre TEKS at all levels, and articulate how the revised TEKS relate to the revised Bloom's taxonomy, college and career readiness, and 21st century skills.
The Value of Fine Arts Education: Applying the Revised Music TEKS
By the end of this module, you should be able to identify the strands of the revised music TEKS and articulate a basic knowledge of the organization of revised TEKS, and recognize the student expectations within each strand.
5 Section 4: Local School Policies
This section discusses local school policies pertain to work-based learning (WBL), as well as how those policies are typically applied in Texas high schools.
5 Section 3: Texas Education Agency Rules Impacting Work-Based Learning
This section describes Texas Education Agency (TEA) rules related to work-based learning (WBL), with an emphasis on Section V of the Student Attendance Accounting Handbook (SAAH) and rules regarding career preparation and practicum courses. In addition, it provides a brief overview of career and technical education (CTE) funding and coding guidelines.
4 Section 7: Training Plans for Career Preparation and Practicum Courses
This section explains what a work-based learning (WBL) training plan is, how it is used, why it is important, and how to correctly complete it.
6 Section 5: Workplace Laws and Rules
This section describes workplace laws and rules that must be considered when overseeing student work-based learning (WBL) experiences and where to find additional information and resources related to the laws and rules.
7 Section 6: WBL Training Sites
This section explains how to identify and select appropriate training stations for students’ WBL experiences, and ensure that training sponsors understand their responsibilities.
4 Section 8: Recordkeeping and Documentation for WBL
This section describes the records that the Texas Education Agency (TEA) requires work-based learning (WBL) teacher-coordinators to verify, produce, and/or maintain to comply with federal and state laws and policies.
8 Section 9: Timeline for Implementing an WBL Program
This section explains the critical tasks and typical timeline for implementing work-based learning (WBL) in career preparation and practicum courses.
10 Section 10: Classroom Tips for WBL
This section explores some classroom practices that experienced work-based learning (WBL) instructors recommend for implementing the classroom component of WBL. Learners will learn strategies that will help them establish expectations, manage the WBL classroom, work with special populations, and much more.