Business and marketing education (2019)

Career-technical education content

1.0 – Career-technical education Common Core: knowledge

• 1.1 – Understand course proposal process based on OSPI guidelines
• 1.2 – Describe the role of tech prep articulation
• 1.3 – Understand business/industry and OSPI approved standards of safety and health
• 1.4 – Demonstrate knowledge of professional organizations in related business/industry
• 1.5 – Understand the role of advisory committees

Career-technical education instructional methodology and professional knowledge

2.0 – Career-technical education Common Core: state learning goals

The career-technical teacher is able to apply and integrate the state’s learning goals and essential academic learning requirements in program implementation and assessment.

• 2.1 – Align CTE student learning activities to state learning goals and the EALRS and GLES
• 2.2 – Implement instructional strategies which focus students’ achievements of benchmarks in related essential academic learning requirements (EALRs), grade level expectations (GLEs) and achievement of Goals 3 & 4
• 2.3 – Align career-technical learning assessment with the state learning goals and the essential academic learning requirements (EALRs) and GLEs

3.0 – Career-technical education Common Core: learning environment

The career-technical teacher is able to create and sustain a safe climate in laboratory and classroom learning environments which prepare all students for a diverse workplace, advanced training, and continued education.

• 3.1 – Incorporate business/industry and OSPI approved standards of safety and health practices into learning environment
• 3.2 – Create a learning environment that simulates the workplace
• 3.3 – Develop learning opportunities that encourage innovation and exploration
• 3.4 – Create an environment which clarifies relationship between work, family, and multiple life roles
• 3.5 – Demonstrate comprehension and awareness of appropriate workplace cultures, ethics, and standards
• 3.6 – Incorporate work, family, and community settings as extensions of the classroom to facilitate student achievement of specific industry competencies

4.0 – Career-technical education Common Core: program development

• 4.1 – Develop curriculum based on business/industry standards as approved by local advisory committee
• 4.2 – Design and implement program scope, sequence and assessment which enables students to develop marketable job skills
• 4.3 – Demonstrate ability to write unit and lesson plans incorporating a variety of instructional strategies, and all aspects of career and technical program approval
• 4.4 – Revise curriculum based on occupational changes

5.0 – Career-technical education Common Core: student characteristics and related instructional strategies

The career-technical teacher is able to identify the diverse needs of students and implement programs and strategies aligned to CTE Standards which promote student competency and success.

• 5.1 – Promote development of students’ self awareness and aptitudes, confidence and character and how these relate to leadership and career pathways
• 5.2 – Develop student initiative and teamwork skills
• 5.3 – Encourage students to explore nontraditional career roles
• 5.4 – Identify the impact of diversity and equity issues on student learning
• 5.5 – Design or adapt curriculum, technologies, and instructional strategies which address the diverse needs of students including special populations
• 5.6 – Use instructional strategies and resources that incorporate current technology of business/industry
• 5.7 – Use instructional strategies that develop students’ skills for making career decisions
• 5.8 – Use instructional strategies that develop student employability skills
• 5.9 – Facilitate student development of leadership skills, as defined in, or equivalent to, the State recognized CTSO appropriate to program area
• 5.10 – Collaborate with business and labor partners to infuse workplace standards and practices into curriculum
• 5.11 – Use instructional strategies that develop students’ lifelong learning and goal setting related to entry, transition, and continuation in the educational process and in the workplace
• 5.12 – Publicize to students the program content and benefits
• 5.13 – Connect school experiences to workplace
• 5.14 – Guide students in balancing competing demands and responsibilities of work and family
• 5.15 – Develop effective assessment methods which may involve student, family, employer, and community
• 5.16 – Use variety of assessment methods including portfolios and business/industry standard assessment tools to measure student learning and development

6.0 – Career-technical education Common core: personal and professional attributes

The career-technical teacher models personal and professional attributes and leadership skills which reflect productive life and work roles.

• 6.1 – Develop awareness of professional dispositions and employability skills outlined in SCANS
• 6.2 – Understand the role of specific occupational experience in meeting CTE certification requirements
• 6.3 – Model positive business/industry-appropriate workplace practices
• 6.4  -Demonstrate business/industry appropriate technology skills
• 6.5  -Evaluate the role of professional organizations as part of professional development

7.0 – Career-technical education Common Core: partnerships and program advocacy

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.

• 7.1 – Participate in advisory committees
• 7.2 – Understand strategies for developing business, family and community partnerships to enhance school-to-career preparation for all students
• 7.3 – Describe strategies, including collaboration, for promoting program content and benefits to colleagues, family, community, and business/ industry
• 7.4 – Identify community activities that can improve curriculum and instructional practices
• 7.5 – Inform, involve, and collaborate with parents and/or guardians to support student success
• 7.6 – Publicize program content and benefits to family and community
• 7.7 – Provide opportunities for interaction on community concerns and issues

Business and marketing education content

8.0 – Business and marketing education Common Core: information technology

Details on these subsections can be found in the NBEA student learning standards:

• Information technology skills
• Applied information technology (systems)
• Information technology classroom integration

9.0 – Business and marketing education Common Core: skills

Details on these subsections can be found in the NBEA student learning standards:

• Entrepreneurship
• Business management
• Accounting and computation
• Economics and international business
• Business law
• Marketing
• Business communication

Business and marketing education instructional methodology and professional knowledge

10.0 – Business and marketing education Common Core: instructional methodology

• 10.1 – Prepare a statement of teaching philosophy
• 10.2 – Identify and describe topics, course content, scope and sequence for business administration courses within a pathway
• 10.3 – Determine and implement effective and safe layout of classroom and/or lab facilities that provide learning opportunities for all
• 10.4 – Identify and apply strategies (including individualized instruction) needed to instruct special populations; special needs, disabled, gifted, ethnic, and culturally diverse learners
• 10.5 – Demonstrate knowledge of or experience with related business and marketing organizations and industry certification
• 10.6 – Demonstrate ability to assess personal strengths and weaknesses as they relate to career exploration and development
• 10.7 – Utilize career resources to develop an information base that includes global occupational opportunities
• 10.8 – Relate work ethic, workplace relations, workplace diversity and workplace communication skills to career development and employability skills
• 10.9 – Demonstrate ability to foster teamwork and project-based learning
• 10.10 – Recognize methods and opportunities for integrating school-based enterprise and/or simulations across the business administration curriculum
• 10.11 – Demonstrate ability to implement school-based enterprise and/or simulations

11.0 – Business and marketing education Common Core: school to career

• 11.1 – Demonstrate ability to apply knowledge gained from individual assessment to a comprehensive set of goals and an individual career plan
• 11.2 – Encourage teamwork and project-based learning
• 11.3 – Develop strategies to make an effective transition from school-to-work
• 11.4 – Relate the importance of lifelong learning to career success
• 11.5 – Design and implement program rationale, scope, sequence and assessment which enables students to develop marketable competencies
• 11.6 – Foster student awareness of self and aptitudes, and development of confidence and character and how these relate to leadership and career pathways
• 11.7 – Develop student initiative, teamwork skills, and project-based learning
• 11.8 – Identify stages of student career development including, but not limited to post-secondary opportunities and a 13th year plan
• 11.9 – Accept and encourage students in nontraditional career roles
• 11.10 – Provide opportunities for students to productively integrate career and academic disciplines
• 11.11 – Provide activities to connect school experiences to workplace and reinforce school-based learning
• 11.12 – Adjust curriculum to information received from students and employer evaluations
• 11.13 – Discuss with class and individual students results and comments on employer evaluations
• 11.14 – Work with employers to assess and improve student work-based learning experiences
• 11.15 – Access and use appropriate state agreements and contracts for work-based learning
• 11.16 – Adhere to on-site visitation training and employee evaluation criteria and requirements
• 11.17 – Foster appropriate communication between work-based learning stakeholders
• 11.18 – Prepare students to deal with equity and diversity
• 11.19 – Appropriately place students in work based learning according to career interest and aptitude
• 11.20 – Secure training stations for work experience

12.0 – Business and marketing education Common Core: student leadership activities
planning

• 12.1 – Develop a personal philosophy concerning student vocational organizations
• 12.2 – Assist state approved student leadership organization members or other state approved student leadership organization members in developing and financing a yearly program of activities
• 12.3 – Assist state approved student leadership organization members or other state approved student leadership organization members in developing an annual budget
• 12.4 – Establish standards for state approved student leadership organizations
  Management
• 12.5 – Demonstrate willingness to accept responsibility
• 12.6 – Facilitate student participation in state approved student leadership organization activities and events
• 12.7 – Demonstrate the ability to facilitate other state approved student leadership organization competitive event program
• 12.8 – Supervise state approved student leadership organization events and activities
• 12.9 – Prepare all students for leadership competencies and personal development
• 12.10 – Integrate leadership development into the curriculum

Evaluation

• 12.11 – Evaluate state approved student leadership organization activities in terms of their educational value
• 12.12 – Demonstrate the ability to evaluate leadership events
• 12.13 – Facilitate student competency to assess state approved student leadership organization activities in terms of their educational value

13.0 – Business and marketing education Common Core: professional development

Education

• 13.1 – Continue professional development through classes, in-service, or conferences
• 13.2 – Keep up-to-date through reading professional education publications
• 13.3 – Take advantage of opportunities provided by professional organizations

Leadership

• 13.4 – Maintain active participation within professional organizations
• 13.5 – Seek out mentors from the business community

Career-technical education content

1.0 – Career-technical education Common Core: knowledge

• 1.1 – Understand course proposal process based on OSPI guidelines
• 1.2 – Describe the role of tech prep articulation
• 1.3 – Understand business/industry and OSPI approved standards of safety and health
• 1.4 – Demonstrate knowledge of professional organizations in related business/industry
• 1.5 – Understand the role of advisory committees

Career-technical education instructional methodology and professional knowledge

2.0 – Career-technical education Common Core: state learning goals

The career-technical teacher is able to apply and integrate the state’s learning goals and essential academic learning requirements in program implementation and assessment.

• 2.1 – Align CTE student learning activities to state learning goals and the EALRS and GLES
• 2.2 – Implement instructional strategies which focus students’ achievements of benchmarks in related essential academic learning requirements (EALRs), grade level expectations (GLEs) and achievement of Goals 3 & 4
• 2.3 – Align career-technical learning assessment with the state learning goals and the essential academic learning requirements (EALRs) and GLEs

3.0 – Career-technical education Common Core: learning environment

The career-technical teacher is able to create and sustain a safe climate in laboratory and classroom learning environments which prepare all students for a diverse workplace, advanced training, and continued education.

• 3.1 – Incorporate business/industry and OSPI approved standards of safety and health practices into learning environment
• 3.2 – Create a learning environment that simulates the workplace
• 3.3 – Develop learning opportunities that encourage innovation and exploration
• 3.4 – Create an environment which clarifies relationship between work, family, and multiple life roles
• 3.5 – Demonstrate comprehension and awareness of appropriate workplace cultures, ethics, and standards
• 3.6 – Incorporate work, family, and community settings as extensions of the classroom to facilitate student achievement of specific industry competencies

4.0 – Career-technical education Common Core: program development

• 4.1 – Develop curriculum based on business/industry standards as approved by local advisory committee
• 4.2 – Design and implement program scope, sequence and assessment which enables students to develop marketable job skills
• 4.3 – Demonstrate ability to write unit and lesson plans incorporating a variety of instructional strategies, and all aspects of career and technical program approval
• 4.4 – Revise curriculum based on occupational changes

5.0 – Career-technical education Common Core: student characteristics and related instructional strategies

The career-technical teacher is able to identify the diverse needs of students and implement programs and strategies aligned to CTE standards which promote student competency and success.

• 5.1 – Promote development of students’ self awareness and aptitudes, confidence and character and how these relate to leadership and career pathways
• 5.2 – Develop student initiative and teamwork skills
• 5.3 – Encourage students to explore nontraditional career roles
• 5.4 – Identify the impact of diversity and equity issues on student learning
• 5.5 – Design or adapt curriculum, technologies, and instructional strategies which address the diverse needs of students including special populations
• 5.6 – Use instructional strategies and resources that incorporate current technology of business/industry
• 5.7 – Use instructional strategies that develop students’ skills for making career decisions
• 5.8 – Use instructional strategies that develop student employability skills
• 5.9 – Facilitate student development of leadership skills, as defined in, or equivalent to, the State recognized CTSO appropriate to program area
• 5.10 – Collaborate with business and labor partners to infuse workplace standards and practices into curriculum
• 5.11 – Use instructional strategies that develop students’ lifelong learning and goal setting related to entry, transition, and continuation in the educational process and in the workplace
• 5.12 – Publicize to students the program content and benefits
• 5.13 – Connect school experiences to workplace
• 5.14 – Guide students in balancing competing demands and responsibilities of work and family
• 5.15 – Develop effective assessment methods which may involve student, family, employer, and community
• 5.16 – Use variety of assessment methods including portfolios and business/industry standard assessment tools to measure student learning and development

6.0 – Career-Technical Education Common Core: Personal and Professional Attributes

The career-technical teacher models personal and professional attributes and leadership skills which reflect productive life and work roles.

• 6.1 – Develop awareness of professional dispositions and employability skills outlined in SCANS
• 6.2 – Understand the role of specific occupational experience in meeting CTE certification requirements
• 6.3 – Model positive business/industry-appropriate workplace practices
• 6.4 – Demonstrate business/industry appropriate technology skills
• 6.5 – Evaluate the role of professional organizations as part of professional development

7.0 – Career-technical education Common Core: partnerships and program advocacy

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.

• 7.1 – Participate in advisory committees
• 7.2 – Understand strategies for developing business, family and community partnerships to enhance school-to-career preparation for all students
• 7.3 – Describe strategies, including collaboration, for promoting program content and benefits to colleagues, family, community, and business/ industry
• 7.4 – Identify community activities that can improve curriculum and instructional practices
• 7.5 – Inform, involve, and collaborate with parents and/or guardians to support student success
• 7.6 – Publicize program content and benefits to family and community
• 7.7 – Provide opportunities for interaction on community concerns and issues

Business and marketing education content

8.0 – Business and marketing education Common Core: information technology

Information technology skills

• 8.1 – Use touch keyboarding, voice recognition, and other methods of data/text entry and manipulation
• 8.2 – Demonstrate proficient knowledge in computer applications: word processing, spreadsheets, database, presentation, web and multi-media

Information technology: personal

• 8.3 – Describe current and emerging information technology‘s role in society, business, and culture, the environment, etc.
• 8.4 – Establish and use a personal code of ethics for information systems use and management to include personal privacy and network security

Applied information technology (systems)

• 8.5 – Identify and evaluate application software such as word processing, desktop publishing, database, spreadsheet, presentation graphics, multimedia (digital design) and imaging software, industry-and-subject-specified software, WEB design and/or web development
• 8.6 – Identify and access resources for resolving technology issues in the classroom and personal workspace
• 8.7 – Demonstrate knowledge of programming languages, network design, and systems analysis
• 8.8 – Demonstrate an understanding of how business functions relate to data and information, input, storage, manipulation, and presentation

Information technology classroom integration

• 8.9 – Demonstrate working knowledge of how to select and implement information technology to include teamwork, project management, project leadership, technical writing/communications and flow-charting
• 8.10 – Select and apply information systems across the curriculum
• 8.11 – Analyze, design, and develop information systems using appropriate tools
• 8.12 – Identify the technical elements of e-commerce

9.0 – Business and marketing education Common Core: skills

Entrepreneurship

• 9.1 – Demonstrate basic entrepreneurship concepts and principles
• 9.2 – Demonstrate ability to design a business plan
• 9.3 – Identify the role of e-commerce in business

Business management

• 9.4 – Demonstrate basic business management concepts and principles
• 9.5 – Explain how activities such as gross domestic product, unemployment, and inflation affect business management decisions

Accounting and computation

• 9.6 – Complete the various steps of the accounting cycle and explain the purpose of each step
• 9.7 – Determine the value of assets, liabilities, and owner’s equity according to generally accepted accounting principles explaining when and why they are used
• 9.8-  Prepare, interpret, and analyze financial statements using manual and computerized systems for service, merchandising, and manufacturing businesses

Economics and international business

• 9.9 – Identify opportunity costs and trade-off involved in making choices about how to use scarce economic resources
• 9.10 – Explain the importance of productivity, and discuss how specialization, division of labor, the role of saving, investment in capital goods and human resources, and technological change affect productivity
• 9.11 – Identify the basic features of different economic systems, including the basic principles and concepts of free-enterprise and free-market economics
• 9.12 – Explain the role of core economic institutions in the U.S. and other global economies
• 9.13 – Describe the role of markets and prices in the U.S. economy and analyze the role of the law of supply and demand in the U.S. economy
• 9.14 – Demonstrate how to determine an exchange price at which buyer and seller perceive optimum value for goods or services
• 9.15 – Discuss the role of government in an economic system
• 9.16 – Explain the importance of international trade and investment among nations in the global economy

Business Law

• 9.17 – Analyze the relationship between ethics and the law and describe the source of the law, the structure of the court system, the different classifications of procedural law, and the different classifications of substantive law
• 9.18 – Analyze the relationships among contract law, law of sales, and consumer law
• 9.19 – Analyze the role and importance of agency law and employment law as they relate to the conduct of business in the national and international market places. Explain the legal rules that apply to personal property and real property
• 9.20 – Analyze the functions of insurance, secure transactions and bankruptcy
• 9.21 – Explain the current and emerging technologies’ impact upon such areas as property law, copyrights, contract law, criminal law, tort law, international law, and evolving internet issues (virus downloads, identity fraud, slamming and spamming ,etc.)

Marketing

• 9.22 – Demonstrate basic skills and understanding of the marketing concept and its role within a business
• 9.23 – Demonstrate understanding of basic Marketing Functions (distribution/channel management, financing, marketing-information management, pricing, product/service management, promotion, selling)
• 9.24 – Analyze data and information and its role in business management and marketing mix decisions: product, place, price, promotion

Business communication

• 9.25 – Demonstrate effective listening skills
• 9.26 – Demonstrate effective oral presentation skills
• 9.27 – Demonstrate ability to read technical documents with comprehension
• 9.28 – Demonstrate effective technical writing skills on professional and user centered documents

Business and marketing education instructional methodology and professional knowledge

10.0 – Business and marketing education Common Core: instructional methodology

• 10.1 – Prepare a statement of teaching philosophy
• 10.2 – Identify and describe topics, course content, scope and sequence for business administration courses within a pathway
• 10.3 – Determine and implement effective and safe layout of classroom and/or lab facilities that provide learning opportunities for all
• 10.4 – Identify and apply strategies (including individualized instruction) needed to instruct special populations; special needs, disabled, gifted, ethnic, and culturally diverse learners
• 10.5 – Demonstrate knowledge of or experience with related business and marketing organizations and industry certification
• 10.6 – Demonstrate ability to assess personal strengths and weaknesses as they relate to career exploration and development
• 10.7 – Utilize career resources to develop an information base that includes global occupational opportunities
• 10.8 – Relate work ethic, workplace relations, workplace diversity and workplace communication skills to career development and employability skills
• 10.9 – Demonstrate ability to foster teamwork and project-based learning
• 10.10 – Recognize methods and opportunities for integrating school-based enterprise and/or simulations across the business administration curriculum
• 10.11 – Demonstrate ability to implement school-based enterprise and/or simulations

11.0 – Business and marketing education Common Core: school to career

• 11.1 – Demonstrate ability to apply knowledge gained from individual assessment to a comprehensive set of goals and an individual career plan
• 11.2 – Encourage teamwork and project-based learning
• 11.3 – Develop strategies to make an effective transition from school-to-work
• 11.4 – Relate the importance of lifelong learning to career success
• 11.5 – Design and implement program rationale, scope, sequence and assessment which enables students to develop marketable competencies
• 11.6 – Foster student awareness of self and aptitudes, and development of confidence and character and how these relate to leadership and career pathways
• 11.7 – Develop student initiative, teamwork skills, and project-based learning
• 11.8 – Identify stages of student career development including, but not limited to post-secondary opportunities and a 13th year plan
• 11.9 – Accept and encourage students in nontraditional career roles
• 11.10 – Provide opportunities for students to productively integrate career and academic disciplines
• 11.11 – Provide activities to connect school experiences to workplace and reinforce school-based learning
• 11.12 – Adjust curriculum to information received from students and employer evaluations
• 11.13 – Discuss with class and individual students results and comments on employer evaluations
• 11.14 – Work with employers to assess and improve student work-based learning experiences
• 11.15 – Access and use appropriate state agreements and contracts for work-based learning
• 11.16- Adhere to on-site visitation training and employee evaluation criteria and requirements
• 11.17 – Foster appropriate communication between work-based learning stakeholders
• 11.18- Prepare students to deal with equity and diversity
• 11.19 – Appropriately place students in work based learning according to career interest and aptitude
• 11.20- Secure training stations for work experience

12.0 – Business and marketing education Common Core: student leadership activities
planning

• 12.1 – Develop a personal philosophy concerning student vocational organizations
• 12.2 – Assist state approved student leadership organization members or other state approved student leadership organization members in developing and financing a yearly program of activities
• 12.3 – Assist state approved student leadership organization members or other state approved student leadership organization members in developing an annual budget
• 12.4 -Establish standards for state approved student leadership organizations

Management

• 12.5 – Demonstrate willingness to accept responsibility
• 12.6 – Facilitate student participation in state approved student leadership organization activities and events
• 12.7 – Demonstrate the ability to facilitate other state approved student leadership organization competitive event program
• 12.8 – Supervise state approved student leadership organization events and activities
• 12.9 – Prepare all students for leadership competencies and personal development
• 12.10 – Integrate leadership development into the curriculum

Evaluation

• 12.11 – Evaluate state approved student leadership organization activities in terms of their educational value
• 12.12 – Demonstrate the ability to evaluate leadership events
• 12.13  -Facilitate student competency to assess state approved student leadership organization activities in terms of their educational value

13.0 – Business and marketing education Common Core: professional development

Education

• 13.1 – Continue professional development through classes, in-service, or conferences
• 13.2 – Keep up-to-date through reading professional education publications
• 13.3 – Take advantage of opportunities provided by professional organizations

Leadership

• 13.4 – Maintain active participation within professional organizations
• 13.5 – Seek out mentors from the business community