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CTE/Education & Training Curriculum Teaching As A Profession 3
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Core Standards of the Course

Strand 1
Students will compare and contrast the different roles and temperament needed in various careers in education and define, identify, and develop a personal philosophy of education.

Standard 1
Compare and contrast the different roles and temperament needed in the administrative, core subject, non-core subject, and support services careers in education.

  1. Administrative
    • Superintendent
    • Principal
    • Assistant Principal
  2. Core Subject Teachers (Elementary and Secondary)
    • Language Arts
    • Mathematics
    • Science
    • Social Studies
    • Special Education
  3. Non-Core Subject Teachers
    • Arts
    • Career and Technical Education
    • Foreign Languages
    • Health/Physical Education
  4. Support Services
    • Counselor
    • Librarian
    • Paraprofessional

Standard 2
Define, identify, and develop a personal philosophy of education.

  1. Define personal philosophy of education as an explanation of personal values and beliefs as they relate to teaching.
    • Identify personal core beliefs and value pertaining to education.
    • Identify the responsibility of professional growth.
    • Identify the benchmarks of student success expectations.
  2. Develop a personal philosophy of education.

Strand 2
Students will define multiculturism, diversity, and social economic status, explore self-awareness as a learner in an educational environment, and identify the different social, cultural, ethnic, and economic backgrounds in a classroom and how it affects student performance in the classroom.

Standard 1
Define multiculturism and the dimensions of diversity.

  1. Define multiculturism as people from many different cultures learning together in a classroom with mutual respect.
  2. Define diversity as an understanding that each individual is unique and recognizing our individual differences. These can be the dimensions of:
    • Define gender as a range of characteristics related to masculinity and femininity.
    • Define race as a group of people sharing specific physical qualities or characteristics viewed as distinct by society.
    • Define ethnicity as a group of people sharing a common national or cultural tradition.
    • Define disability as a physical or mental impairment that substantially limits one or more major life activities.
    • Define sexual orientation as an identity based on whether someone is attracted to people of sex different than their own (heterosexual), the same sex (homosexual), or both sexes (bisexual).
    • Define academic learning needs as the gap between a learner's current knowledge and the knowledge needed to complete or perform a task or set of tasks.
    • Define linguistic needs as providing curriculum in both the primary language and secondary language.

Standard 2
Explore and identify self-awareness as a learner in an educational environment.

  1. Explore personal histories, values, and beliefs to identify attitudes towards education.
    • Positive/negative interactions within a school.
    • Positive/negative interactions outside a school.
  2. Identify personal biases that may limit learning opportunities.
    • Positive/negative experiences with other diverse populations (i.e. gender, race, ethnicity, disability, sexual orientation, academic learning needs, and linguistic needs).

Standard 3
Define social economic status and identify the different social, cultural, ethnic, and economic backgrounds in a classroom and how it affects student performance.

  1. Define social economic status (SES) as three levels (high, middle, and low) that describe the three places a family and/or individual may fall based upon income, education, and occupation.
  2. Identify local social and cultural norms (i.e. religion, ethnicity, geographical, holidays, etc.)
  3. Compare and contrast how different cultural and ethnic backgrounds effect student performance.
    • Discuss situations that may inhibit student learning due to cultural expectations and norms (i.e. contributing to family finances, family structure, educational expectations, sibling care, etc.)

Strand 3
Students will explore the Utah Effective Teaching Standards and Indicators (UETS), identify common components of an effective lesson plan, and develop a lesson plan using state approved standards.

Standard 1
Explore the Utah Effective Teaching Standards and Indicators (UETS).

  1. Compare and contrast effective teaching strategies from Utah Effective Teaching Standards and Indicators (UETS) Standards 1-7.
  2. Discuss how the Utah Effective Teaching Standards and Indicators (UETS) Standards 1-7 apply in various classroom settings (i.e. traditional, lab setting, large group, field trips, etc.)

Standard 2
Identify the common components in preparing effective lesson plans and discuss the relationship between lesson plans, scope and sequences, and units of study.

  1. Define lesson plan as a teacher's plan for teaching an individual lesson.
  2. Common components of a lesson plan include:
    • Objective
      • Define objective as a brief statement that describes what a student is expected to learn by the end of the school year, course, unit, lesson, project, or class period.
    • Required materials and equipment
      • Explore recommended instruction materials (RIMS) on the Utah State Board of Education website.
    • Anticipatory set
      • Define anticipatory set as pre-assessing the learner's prior knowledge, skills, languages, culture, and experience in instructional planning.
    • Direct instruction
      • Define direct instruction as the presentation of academic content to students by teachers, such as in a lecture or demonstration.
    • Guided practice
      • Define guided practice as the interactive instruction between teacher and students.
    • Formative assessment
      • Define formative assessment as an ongoing evaluation of student learning that is administered multiple times during a lesson, unit, or course.
    • Independent practice
      • Define independent practice as students have a chance to reinforce skills and utilize the new acquired knowledge by complete a task or series of tasks on their own and away from the teacher's direct guidance.
    • Summative assessment
      • Define summative assessment as a measurement of student learning at the conclusion of a defined instruction period.
    • Reflection
      • Define reflection as the metacognitive strategy to help teachers and students reflect upon teaching and learning experiences.
    • Define scope and sequence as an instructional map and calendar to outline the strands and standards, lessons, activities, and assessments of a course.
    • Define unit of study as a framework that guides students through a process of learning concepts or content.

Standard 3
Identify a state approved standard on the Utah State Board of Education website and develop a lesson plan including all common components.

  1. Arts
    • Visual art
    • Music
    • Dance
    • Media arts
    • Drama

  2. Career and Technical Education (CTE)
  3. Humanities
    • Language Arts
      • Social Studies
      • Civics and Government
      • Economics
      • History
      • Geography

  4. STEM
    • Science
    • Technology
    • Engineering
    • Mathematics
    • Health Sciences
    • Physical Education

Standard 4
Reflect on the common components of an effective lesson plan.

  1. What do the students need to learn?
  2. How will they demonstrate what they learned?
  3. What happens when they do not learn?

Strand 4
Students will define various instructional methods and identify strategies to assess student understanding through instruction methods and effective questioning.

Standard 1
Define and identify various instructional methods.

  1. Define direct instruction as an instructional approach that is structured, sequenced, and led by teachers.
    • Lecture
    • Teacher demonstration

  2. Define differentiated instruction as tailored instruction to meet individual needs.
    • Assignment choices for units
    • Learning stations
    • Small group

  3. Define cooperative instruction as a technique that allows students to learn from each other and gain important interpersonal skills.
    • Jigsaw
    • Pair share
    • Peer review

  4. Define inquiry-based instruction as a student center approached where the teacher guides the students through a driving question.
    • Project-based learning (PBL)

  5. Define instructional technology as a technique that uses technology and other electronic devices/software in its delivery.
    • Blended learning
    • Flipped classroom
    • Software products
    • Virtual environment (i.e. guest speaker, field trip, etc.)

Standard 2
Identify strategies to adapt to student learning.

  1. What do the students need to learn?
  2. How will they demonstrate what they learned?
  3. What happens when they do not learn?

Standard 3
Assess student understanding by using effective questioning techniques.

  1. Identify and evaluate various questions types.
    • Define knowledge-based questions as a question about knowledge rather than focusing in on specific content or situations. Typically, one correct answer.
    • Define open-ended questions as a question that requires more than one-word answers.
    • Define engagement questions as a question that is intended to help solve a problem.


Strand 5
Students will apply effective strategies and learning methods to manage the classroom learning environment.

Standard 1
Identify classroom management strategies and techniques.

  1. Define classroom management as a variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during class.
  2. Identify classroom management strategies in the learning environment.
    • Define classroom culture as creating an environment where students feel safe and free to be involved.
    • Define consistency as steadfast adherence to the same principles, course, form, etc. regardless of bias and/or personality.
    • Define planning as the process of being prepared.
    • Define procedures as an established or official way of doing something.
    • Define proximity as nearness in space, time, or relationship.
    • Define rapport as a close and harmonious relationship in which the teacher and students understand each other's feelings or ideas and communicate well.
    • Define rules as a set of explicit or understood regulations or principles governing conduct within the learning environment.

Standard 2
Explore classroom rules and procedures.

  1. Differentiate between rules and procedures.
    • Define procedures as an established or official way of doing something.
    • Define rules as a set of explicit or understood regulations or principles governing conduct within the learning environment.

  2. Identify positive reinforcement and negative consequences strategies for rules and procedures.
    • Classroom
      • Positive reinforcement
        • Praise and nonverbal communication
        • Note home
      • Negative reinforcement
        • Phone guardians
        • Restrictions
    • School
      • Positive reinforcement
        • Rewards activities (No Fs, attendance, etc.)
        • Recognitions (Student of the Month)
      • Negative reinforcement
        • Suspension/Expulsion
        • Removal from activities


Performance Skills

Strand 1

Strand 2

Students will create an introductory activity that engages students to learn more about their peers.

Students will create an interactive visual that highlights the local education community (classroom, school, community) showcasing diversity.

Strand 3

Strand 4

  • Using a lesson plan template, develop and deliver a 5-7-minute lesson plan that includes variety of instructional methods listed in Strand 4 Standard 1 from a state approved standard.

Strand 5

  • Students will compare and contrast multiple classrooms, observing effective and non-effective classroom management strategies. (Teaching Tip: Remind students when sharing observations to not use teacher/student names, subjects, etc.)


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialists - Lola  Shipp or Ashley  Higgs and see the CTE/Education & Training website. For general questions about Utah's Core Standards contact the Director - THALEA  LONGHURST.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.