Some of the objectives for students in Teaching Assistant class are:
To focus on the profession of teaching and related careers – history, purposes, issues, ethics, laws and regulations, roles, and qualifications.
To understand the nature of human development from conception through adolescence and the connection of the students’ development.
To develop the knowledge and skills of curriculum delivery models in response to the developmental needs of all children.
Host teacher weekly evaluation 60%,
Responsibilities when assigned to host teacher include but are not limited to:
Performance Tasks Completed
Arriving to class on time
Wearing student ID badge
Upon arrival to host teacher inquiring about assignments
Course Title: Human Growth and Development
Course Number: 8909020
Course Credit: 1
This course prepares students to understand the nature of human development from conception through adolescence and the connection of the students’ development and plans for working with students. Emphasis is placed on theories of physical, cognitive, and psychosocial development, the effect of heredity and the environment, the role of caregivers and the family, health and safety concerns, and contemporary issues. Students will participate in a minimum of 30 hours of planned, guided observations of children from birth through adolescence in a variety of settings to help students further understand theories of human development. Students will continue to develop the components of his or her working portfolio to be assembled upon completion of the program.
Correlation to CTE Program Standard #
01.0 Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
01.01 Key Ideas and Details
01.01.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
01.01.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
01.01.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
01.02 Craft and Structure
01.02.1 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
01.02.2 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
01.02.3 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
01.03 Integration of Knowledge and Ideas
01.03.1 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
01.03.2 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
01.03.3 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
01.04 Range of Reading and Level of Text Complexity
01.04.1 By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2 By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
02.0 Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
02.01 Text Types and Purposes
02.01.1 Write arguments focused on discipline-specific content.
02.01.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
02.02 Production and Distribution of Writing
02.02.1 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
02.02.2 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
02.02.3 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
02.03 Research to Build and Present Knowledge
02.03.1 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
02.03.2 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
02.03.3 Draw evidence from informational texts to support analysis, reflection, and research.
02.04 Range of Writing
02.04.1 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
03.0 Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
03.01 Make sense of problems and persevere in solving them.
03.02 Reason abstractly and quantitatively.
03.03 Construct viable arguments and critique the reasoning of others.
03.04 Model with mathematics.
03.05 Use appropriate tools strategically.
03.06 Attend to precision.
03.07 Look for and make use of structure.
03.08 Look for and express regularity in repeated reasoning.
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science
Note: This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.
CTE Standards and Benchmarks
15.0 Articulate the fundamental principles of child growth and development. – The student will be able to:
15.01 Describe the interdependence of the developmental domains (e.g., social, emotional, cognitive, language, sensory, creative, physical, adaptive).
15.02 Explain developmental sequences, stages and milestones.
15.03 Discuss the varying rates of development in individual students.
15.04 Identify developmental results from interactions between the student and the student’s early relationships and experience, which include family, language, culture and environment.
15.05 Explain how attachment significantly impacts all areas of development.
15.06 Describe the cumulative effects of early experiences and their potential for both positive and negative effects on student growth and development.
15.07 Discuss how self-regulation affects all areas of development and behavior.
15.08 Discuss how caring, consistent relationship with adults provide external supports that serve as the basis for developing self-regulation and resiliency.
15.09 Describe the importance of effective language and communication between students and adults, and among students, for healthy growth and development.
15.10 Explain how students’ pro-social behavior is supported by adults who model positive behavior and view challenging behavior as a learning opportunity
15.11 Identify strategies for responding to the differing developmental needs of students including those with developmental delays.
15.12 Explain that the teaching profession has a constantly evolving knowledge base of research and theory that guides appropriate practice.
16.0 Explain how students learn and the developmental characteristics of age groups. – The student will be able to:
16.01 Describe research on human development, learning theory and the brain.
16.02 Explain how student development (e.g., physical, social, emotional, cognitive) influences learning.
16.03 Examine differences and exceptionalities in the way students learn.
16.04 Articulate the role of language in learning and the cultural influences on the development of language.
16.05 Discuss major theories and concepts on motivation and their relationship to classroom instruction.
16.06 Identify factors in students’ school, home, community and culture that may influence development, learning and motivation.
16.07 Demonstrate a variety of instructional strategies that meet learner and group needs at an appropriate level of development.
16.08 Describe the principles of assessment as they apply to variances in human development and learning.
16.09 Describe different learning styles of students and how it impacts classroom instructional delivery.
17.0 Explain the developmental characteristics and intervention strategies for exceptional children and youth across education and community settings. – The student will be able to:
17.01 Articulate current and historic foundations, legal issues and mandates, theories and philosophies of special education
17.02 Describe definitions, identification procedures, causes and prevalence of specific exceptionalities.
17.03 Discuss the continuum of placement options and service delivery models for students with exceptionalities, especially in relation to general education.
17.04 Explain the similarities and differences in cognitive, physical, cultural, social, emotional needs among students with and without exceptionalities, and the implications of those for education and living.
17.05 Describe the causes and differential characteristics of students with exceptionalities and the educational implications of these characteristics.
17.06 Explain the effects exceptional conditions may have on an individual’s life, including interpersonal relationships, social/emotional aspects, psychological factors, intellectual functioning and language development.
17.07 Articulate various strategies for differentiating curriculums, instruction, assessment and classroom learning environments to include the full spectrum of exceptional children, ranging from special education to the gifted child.
18.0 Apply the fundamental principles of the human development process in childhood. – The student will be able to:
18.01 Recognize and respect individual differences in student growth, development and learning and adjust practices and expectations for individual students accordingly.
18.02 Explain students’ developmental levels in relation to age appropriate norms and use that information to meet the general needs of students showing typical development.
18.03 Recognize that family, community and culture influence the development of students and adjust practices and interaction patterns for individual students and/or families accordingly.
18.04 Articulate examples of challenging behaviors that have environmental and developmental causes and use that information to modify environment, activities and expectations to improve behavioral outcomes.
18.05 Explain that students develop skills and abilities and learn best through experiences that enhance development, behavior and learning outcomes for all students.
19.0 Analyze instructional methods and develop appropriate activities to foster growth and development. – The student will be able to:
19.01 Explain a variety of basic and effective teaching strategies.
19.02 Describe the functions and components of a lesson plan.
19.03 Create and implement a lesson plan.
20.0 Analyze and evaluate classroom management strategies. – The student will be able to:
20.01 Develop a plan to minimize problem behaviors.
20.02 Establish classroom rules and procedures that will enhance a learning environment.
20.03 Describe classroom management strategy components.
21.0 Analyze and develop methods to monitor and provide support to reduce the effects of child abuse and substance abuse and other barriers to learning on student achievement and behavior. – The student will be able to:
21.01 Identify the types, signs, symptoms and prevalence of child abuse and possible effects of abuse on student performance.
21.02 Identify the types, signs, symptoms and prevalence of substance abuse and possible effects of abuse on student performance.
21.03 Analyze data, determine the most prevalent need and develop strategies to reduce the effect on student achievement and behavior.
22.0 Identify practices that contribute to healthy environments. – The student will be able to:
22.01 Describe strategies to reduce exposure to health-threatening environments (e.g., temperature, chemicals, communicable diseases, blood-borne pathogens).
22.02 Describe strategies to promote wellness in the work environment through routine care and maintenance of materials and equipment.
22.03 Express students’ need for a physically and emotionally safe environment and how it impacts the growth and development of young students, including those with special needs.
22.04 Provide age appropriate supervision, indoors and outdoors, to anticipate and prevent dangerous situations and accidents.
22.05 Recognize signs of abuse and follow procedures for documentation and reporting of injuries, incidents and suspected abuse.