Reformatted 8/01

Professional Teaching Standards for Family and Consumer Sciences Education

Teachers have accurate current knowledge about family, community, and career issues in the areas they teach.

This is demonstrated by:

• using current research for planning curriculum.
• having current knowledge of learning styles.
• having knowledge of careers in the FACSE area(s) they teach.
• designing and implementing curriculum that teaches students to be a successful member of their family, community, and workplace.
• designing curriculum that is aligned with the FACSE Washington State Essential Learning and National Standards.

Teachers create a learning environment that develops skills for students to be a productive, successful member of their family, community, and workplace; to meet the challenges of living and working in a diverse society.

This is demonstrated by:

• planning activities that require students to explore community resources.
• planning activities that require students to duplicate skills required in the workplace.
• planning activities that promote student awareness of the importance of family for individuals and society.
• providing opportunities for students to appreciate diverse perspectives, needs, and characteristics of individuals and families.

Teachers create a learning environment that encourages growth in personal relationships and time management.

This is demonstrated by:

• planning activities that facilitate discussion and a variety of communication techniques.
• planning activities that require practice and persistence in problem solving and conflict prevention techniques.
• planning activities that require students to be responsible for managing their time and energy resources.

Teachers create an environment that encourages teamwork and leadership skills.

This is demonstrated by:

• planning classroom activities that require students to work independently and collaboratively.
• planning activities that help students understand and employ the decision-making process.
• planning activities that allow students to make decisions about their own learning.

Teachers continually assess and reflect on their teaching and student learning.

This is demonstrated by:

• teachers reflecting on learning activities and student progress to improve their teaching.
• teachers collaborating with colleagues to renew and change curriculum to reflect current research and trends in FACSE areas.

Teachers assess students’ learning in a variety of ways.

This is demonstrated by:

• providing opportunities for students to demonstrate skills that duplicate “real life” scenarios.
• integrating assessment into district frameworks.
• identifying and communicating clear expectations for students prior to assignment/assessment.
• using multiple assessment methods to evaluate student understanding and progress.
• providing opportunities for students to assess their own progress.
• aligning assessment with FACSE Essential Learnings and National Standards.

Teachers collaborate with colleagues, community, and parents in planning and implementing curriculum.

This is demonstrated by:

• using community resources to enhance classroom activities.
• communicating with parents about curriculum to illicit feedback and to facilitate planning.
• using information from community FACSE Advisory Committee when planning curriculum.

Teachers design curriculum aligned with FACSE National Standards and Essential Learnings and district frameworks.

Teachers are members of professional organizations.

Teachers participate in and attend conferences, workshops, classes, FACSE Council Meetings and/or Advisory Committee Meetings to remain currenton FACSE issues.