Educational Careers

Our mission is to provide students with the essential knowledge, practices, and employability skills to excel in their careers and future  learning.

Course Title 

Educational Careers (13.0000) 

National Career Cluster: Education and Training 

 Michigan Career Pathway: Human Services 

Instructor(s) 

Gina Rios 
517.244.1466 
gina.rios@inghamisd.org

Julie Odom
517.244.1466 
julie.odom@inghamisd.org

Instructional Assistant, Jackie Stephens
jackie.stephens@inghamisd.org

Credentials 

Mrs. Gina Rios has been an educator for over 20 years. She began her teaching career in a program similar to this while a student at Eastern High School in Lansing. Her field placement was at Sheridan Road Elementary, also in Lansing. After graduation, she went on to attend Spring Arbor University earning a degree in Elementary Education with a minor in Social Studies. She completed her student teaching at Glencairn Elementary in East Lansing before accepting a position as a 5th grade teacher at Murphy Elementary in Haslett. During her time in Haslett, Mrs. Rios went on to earn her Master's Degree in Educational Technology through Central Michigan University. In addition to her classroom experience, she also served in multiple leadership roles including chairing the Education Reimagined Team and the Diversity and Equity Team. In 2022, Mrs. Rios took the position as the Educational Careers Instructor at the Wilson Talent Center through the Ingham Intermediate School District. Here, she created and developed the Educational Careers program with the hope of inspiring the next generation of educators.

Mrs. Julie Odom has over 18 years of experience in education in a variety of roles. She attended Grand Ledge High School where she participated in a teaching co-op as a senior and fell in love with the profession. She went on to attend Seton Hall University in New Jersey where she played for the women’s basketball team and earned numerous awards for her academic achievements and community service. She graduated with a bachelor’s degree in elementary education/special education and psychology. She then began her teaching career in a charter school outside of Detroit, Michigan where she taught 6th grade for three years while earning her Master’s Degree in K-12 Education Administration from Michigan State University. She then relocated to the Lansing area and taught both 4th and 5th grade in Dansville before serving as the district athletic director there for two years. Mrs. Odom then taught 4th grade at Ralya Elementary in Haslett for seven years where she served in various leadership roles. She is now an Instructor of Educational Careers here at the Wilson Talent Center and has a passion for guiding and empowering tomorrow’s educators.

Ms. Jackie Stephens is excited to return for her third year as the Instructional Assistant for the Educational Careers program. She graduated from Oak Harbor High School in Oak Harbor, Ohio, and continued her education at the University of Toledo and Terra State Community College, where she earned an Associate of Arts degree.  Ms. Stephens began her career in Early Childhood Education in 2005 and has held a variety of roles within the field, ranging from Associate Teacher to Site Director. Before joining the Wilson Talent Center, she spent four years at Early Impressions Preschool and Childcare in Jackson.  Ms. Stephens is passionate about education and looks forward to sharing her love of teaching with the next generation of educators.

Types of Credit 

See High School Credit Options

Note: Local districts award high school credit, not the WTC.

Articulation Agreement and Direct Credit 

Ferris State University (additional Dual Enrollment and Early Middle College options available) 

Credentials Earned 

Child Development Associate (CDA) 

Michigan Youth Development Associate (MI-YDA)  

Program Description 

The Educational Careers program will help students prepare for an exciting future career in positions ranging from Childcare Workers, Childcare Directors, Head Start or Preschool Teachers, Paraprofessionals, K-12 Teachers, Principals, Counselors, Coaches, Youth Activity Coordinators, and Parks and Rec Leaders, just to name a few. Some careers in this field will be possible after immediate completion of the program and others will require additional training and education.  

Students in this program will take two one-year courses where they will learn about key components in the education and childcare fields including child development, classroom management, and lesson and activity design. In addition, students will have the opportunity to observe and participate in classroom settings, putting their learning into action. They will be paired with a mentor teacher in a field placement for a student teaching opportunity to utilize their training in a real-world setting.  

1st YEAR STUDENTS 

First year students will learn about the career opportunities within the childcare and school systems. All students will receive 250+ hours of instruction regarding the critical knowledge needed to be successful in these fields, including child development, classroom management, teaching practices, assessment, and family communication. By October, all first-year students will choose from 1 of 3 pathways to focus their learning and experiences on. The three pathways are Early Childhood, Elementary, and Secondary. Once students have chosen a pathway, they will be paired with a mentor teacher within their age group focus to complete a field placement with. All first-year students will spend 1 day each week beginning in October within their mentor’s teacher’s classroom making observations, helping with activities, and working with the students. Beginning in January all first-year students will spend 2 days each week in the field with their mentor teacher. All students will use both their instructional time and field experience to create a portfolio that will document their progress toward CDA and MI-YDA completion. 

College Credit Opportunities:

Through Ferris State University; EDUC 161, EDUC 251 (2.5 GPA and Application Required)

Optional Dual Enrollment and Early Middle College Opportunities

Credentials:

Child Development Associate (CDA) - Year Two

Michigan Youth Development Associate (MI-YDA) - Year Two

Michigan Youth Development Certificate (MI-YDA) - Year Two

Work Based Learning:

In addition to class field trips, job shadows, and access to expert speakers, ALL students will participate in a field placement with a mentor teacher in a childcare or educational setting.  

Course Requirements: 

• Background Check (WTC will provide this) 

• CPR and Safety Training (WTC will provide this)

• Compliance with all rules, regulations, and expectations covered in the Wilson Talent Center Student Handbook as well as the Educational Careers Student Educator Handbook

• Attendance and active participation in classroom and field placement activities.

• Follow privacy and confidentiality practices of placement students. 

Course Materials: 

• All classwork course materials will be provided by WTC

• Professional attire will be required for field placements but will NOT be provided by WTC

• Transportation may be needed for field placements but will NOT be provided by WTC

Course Communication:

Google Classroom and students’ WTC email will be used for most class communication. The REMIND app will be used for all correspondence and notifications outside the  normal school day and, in the event of an emergency, during placement. Students will be expected to have the app or to register for text alerts through this service. The JIBBLE app will be used for field placement attendance. Students are required to have the app.

Objectives:

The Educational Careers program follows the FIVE Perkins V Course Competencies (PCC) outlined by  the Michigan Department of Education (MDE) and the Michigan Center for Career and Technical Education (MCCTE). Students who successfully complete all course material with a passing grade of 2.0 or higher will have  demonstrated the abilities, concepts, knowledge, and skills required to do the following: 

• Understand the importance of creating a safe, healthy, culturally responsive  learning environment through the utilization of best practice strategies.  (PCC-A) 

• Understand the importance of developing a program that meets the needs of diverse learners and creates partnerships with families and communities.  (PCC-B) 

• Understand and apply basic components of human  growth and development including physical, cognitive, and social emotional development with a focus on the whole child. (PCC-C) 

• Understand and apply best practice strategies to create and maintain positive classroom management and utilize effective instructional practices via data driven lesson design. (PCC-D) 

• Understand the importance of assessment and utilize various forms to derive data and inform instruction. Utilize instructional knowledge and personal reflection as well as develop interpersonal and communication skills needed to be effective within the field placement.  (PCC-E) 

In addition, students will utilize their course knowledge to begin working towards a CDA or MI-YDA credential. To do this students will…

• Create a professional portfolio demonstrating the knowledge and skills applied during WTC instruction and their  field experience.

• Maintain a record of field experience hours.

Student Assessment:

The Educational Careers program  will be using Evidence-Based Reporting (EBR) this school year. EBR is used to ensure that a student’s grade reflects their learning based on our course’s learning expectations. EBR is also known as standards-based grading which emphasizes mastery or proficiency of knowledge and skills rather than completion of tasks.

You may notice some differences in PowerSchool. There may be times when it seems like fewer grades are entered into the system or you may see projected grades. This is because EBR focuses on mastery/proficiency and collecting a variety of evidence to show it. It is intended to provide clear expectations for students regarding what they need to know, give them opportunities to provide evidence to demonstrate their learning, and give them the ability to constantly work on and improve skills.  EBR allows students to have multiple opportunities to show what they have learned and earn an appropriate grade. Although the process of earning grades is different, all students will continue to earn letter grades that are reported back to their home district.

In Educational Careers, student grades will be based on their demonstrated proficiency in four essential competency areas which are the sets of knowledge, skills, and behaviors that together allow an individual to perform effectively as an educational professional. These competency areas are listed below. All assignments and evaluations will connect back to one or more competency areas and final grades will be based on their overall demonstrated proficiency in each area.

Essential Competency Areas

• Foundational Concepts - educational theory, content, and skills 

• Best Practices- teaching strategies

• Field Applications- instructional applications within field placement

• Employability Skills    

Employability Skills are the “soft skills” needed to be effective in any professional work setting including education. These skills and behaviors will be evaluated by the student, their mentor teacher, and the Ed. Careers instructors. Employability skills that are especially crucial in the field of education include attendance, communication, and the productive use of time. As these are crucial skills for industry success, students will not be able to earn an A as a final marking period grade unless they are proficient in this area.

Homework Policy:

Per evidence-based research, the purpose of homework is:

• To practice skills or reinforce knowledge that has been learned in the classroom in order to help students master a specific skill

• To reflect on what was learned in the classroom

• To be used as a way for students to prepare for future classroom activities

• To transfer knowledge and extend skills learned into the field experience

Homework will be assigned as needed to fulfill the instructional and work-based learning components of the Educational Careers program and the credentials/credits it provides. Only homework that is meaningful and purposeful will be assigned. 

Homework and class assignments are expected to be completed by the due date per industry standards; however, when there is an excused absence or extenuating circumstance, students have the opportunity to make up classwork and homework in a timely manner. When this occurs, both the student and instructor will collaborate to determine a reasonable due date. Depending on the situation, the Employability Skills grade may be affected. However, students will not experience a grade reduction for any excused absence when missed assignments and activities are satisfactorily completed within the agreed-upon timeframe.

For late work not attributed to an excused absence or extenuating circumstance, only two late work assignments will be accepted per marking period. Students will use the “Late Work Tracker” posted in Google Classroom when submitting any late assignment.

Course Outline:

The course will be taught in a sequence of units within the curriculum. When necessary, the teacher will make  adjustments to the course calendar. A weekly overview and Unit Assignments Sheet will be provided to students.

Introduction: Why Education, Why Me, Why Now 

• Overview of Course: Syllabus, Rules, Procedures, and Expectations 

• Classroom Community Development

• Self-Assessments/Surveys 

• Careers and Opportunities

• Introduction to Portfolio

• Introduction to Evidence Based Recording (EBR)

Unit 1: Education in the 21st Century 

• Purpose of Education

• History of Education

• 21st Century Education 

• Educational Reform 

Unit 2: Educational Structure and Organization 

• Professional Ethics and Code of Conduct

• Federal and State Regulations

• Safety Procedures (CPR and Safety Training)

• Types of Schools and Childcare Programs

• Special Education and Title Services

• Federal and State Funding

Unit 3: Child Growth and Development 

• Child Development: Physical, Cognitive, & Social Emotional

• Theories of Child Development

• Needs of Diverse Learners

• Impediments to Learning

Unit 4: Empowering Learning Communities 

• Classroom Climate & Culture

• Classroom Procedures and Routines

• Classroom Expectations and  Rules

• Classroom Management

• Classroom Space and Resources 

• Student Engagement

• Cooperative Learning

• Respecting Diversity 

Unit 5: Systems of Communication 

• Purposes of Communication

• Types of Communication

• Engaging Stakeholders

• Developing Family and Community Relationships

Unit 6: Effective and Inclusive Teaching Practices 

• Methods and and Strategies of Instruction 

• Learning Targets (Standards and Objectives)

• Types of Instructional Activities

• Differentiation

• Culturally Responsive Teaching 

• Depth of Knowledge

• Lesson Plans

• Scope and Sequence

• Literacy Instruction

• Math Instruction 

• Cross-Curricular Connections 

• Feedback 

• Data to Inform Instruction 

Unit 7: Effective Assessment Strategies

• Purpose of Assessment

• Types of Assessment

• Assessment Techniques

• Record Keeping 

• Data Analysis

• Pre/Post Tests (21st Century Lesson)

Unit 8: Next Steps 

• Professional Development

• Professional Organizations

• Requirements for Certification

• Philosophy of Education

• Employment Preparation

• College Preparation

• Portfolio Completion

NOTE: The instructor reserves the right to change this schedule as necessary to accommodate the needs of  students, cooperating teachers, and/or the school district. 

Course Policies and Expectations:

Attendance

If a student will be absent from class or their field placement they are expected to communicate that absence to the mentor teacher and the course instructors. Notice of an absence must be  made 48 hours in advance for planned absences or no later than 8 a.m. on the day of the absence if due to illness or unforeseen circumstances. Unexcused absences or excused absences greater than the school allotted two per marking period will result in grade reduction and may result in loss of placement or program eligibility. 

In-Class Attendance Procedure-When students are at WTC, attendance will be taken in class by the instructors. Planned absences must be communicated to the instructor 48 hours in advance or by 8:00 a.m. if due to illness or unforeseen circumstances. This communication can be shared via email or Remind. Students are expected to check Google Classroom to complete the assignments and activities missed.

Field Placement Attendance Procedure- When students are in their field placement, they are expected to use the Jibble Attendance App to clock in and out. Students who do not do this will be marked absent and a call will be made to families reporting the absence. If a student is having technical difficulties with the app, they must reach out to Mrs. Stephens via email or Remind to clock in and out, and then meet with her on the following in-class day to troubleshoot the issues. If a student forgets to clock in or out they must send an email to Mrs. Stephens and CC their mentor teacher, providing the hours that they worked that day. Attendance procedures within the educational workforce are important to follow and students’ Employability Skills grade will reflect their ability to consistently follow them. 

A missed field placement day will also require the completion of an alternate assignment designed to reinforce professional learning and program competencies. 

Students who need to come in to Wilson on Field Placement days must obtain permission from an instructor 48 hours in advance. Failing to do so will result in an unexcused absence. 

Excused Absence  Policy- Students are allotted two excused absences each marking period. Excused absences are those in which the students contacted their WTC instructor and mentor teacher following the procedures listed above. In addition, a parent/guardian must also contact the WTC attendance office at (517) 244-1306 to excuse the absence within 48 hours per the WTC Handbook. 

Upon a third excused absence within a marking period, a meeting will be held with the student, program instructors, and administration, and a phone call home will be made to determine a support plan moving forward. 

Unexcused Absence Policy-Unexcused absences will be dealt with following the steps listed below.

• 1st Unexcused Absence: Student meets with instructors to review attendance requirements. Both the absence and meeting are documented in Powerschool. Employability Skills Weekly grade will be affected.

• 2nd Unexcused Absence:Student meets with instructors to review attendance requirements. Parents/guardians are contacted to begin discussing a plan to rectify the issue. The absence, meeting, and phone call are documented in Powerschool. Employability Skills Weekly grade will be affected.

• 3rd Unexcused Absence: Student meets with instructors, parents/guardians, and WTC administration  to review attendance requirements and create a plan to rectify the issue. The absence, meeting, and plan are documented in Powerschool and the student is expected to utilize the plan to rectify the issue. Employability Skills grade will be affected.

Excessive Absences Policy- Excessive absences (more than the allotted two) will be dealt with on an individual basis but will include meeting with instructors, WTC administration, and parents/guardians to create a plan to address the issue. Additionally, it will result in a grade reduction and possible removal from Field Placement and/or the Educational Careers Program.

See WTC handbook for school-wide attendance procedures.

Student Behavior

Students in the Educational Careers program are given many responsibilities. They must be mature,  dependable, responsible, but most of all, trustworthy. BEING A MEMBER OF THIS PROGRAM IS A PRIVILEGE. 

In order to promote positive choices, prevent discipline measures, and to enhance the credibility of the Educational Careers program, students must comply with the duties and responsibilities set forth in this  syllabus, by the instructor, and by WTC and their home school administration. In addition,  all WTC and home school rules outlined in the  Student Handbooks are required. Students are advised to follow all rules and procedures, as well as the expectations,  for the class. The instructor will review and explain these procedures as part of the course overview. 

Misbehavior/Misconduct: Students failing to adhere to the rules and expectations will be subject to  disciplinary action. For a first offense, the student will be issued a verbal warning; at the second offense, they will have a meeting with the instructor and parents/guardians will be contacted; at the third offense, the student will have a conference with both the instructor and an administrator and parents/guardians will be contacted. If unacceptable  behavior persists, the student will be referred to the school administration for disciplinary action and an improvement plan. 

Professional Behavior: Field placements are an extension of the WTC classroom and, as such, all rules and regulations covered in  the Field Placement Student Handbook will be enforced. In addition, all rules and requirements set by the field placement school or center are to be followed. The use of cell phones for personal use is prohibited during placement times.

Student Professional Code of Conduct

1. Students must arrive at WTC and their field placement  on time barring extenuating circumstances using the required attendance procedures.

2. Students must show respect for themselves, peers, teachers, and all other members of the learning  communities they participate in. 

3. Students must be active participants in both their WTC class and Field Placement classroom. Cell phone use or alternative coursework should never be used during field placement hours and should only be used at WTC with instructor approval.

4. Productive use of class time is required as per industry standards and will be reflected in the student’s employability skills grade. 

5. Professional language, respect, and confidentiality should be used both at WTC and within field placement classrooms at all times.

6. Issues that may arise within the WTC classroom or field placement classroom should be communicated to instructors and mentor teachers so that effective resolutions can be discussed and implemented.

7. Students will dress in a professional casual manner when being a representative of the  school or Educational Careers program. 

8. Students will adhere to all additional school and district rules.

Dress Code Policy: 

As future educators and professionals, students are expected to maintain a professional appearance at all times, especially during field placements and professional events. The below standards were developed with input from the Educational Careers Advisory Board to meet industry standards for professionalism and help develop the soft skills that employers are seeking.  

• Clothing should be clean, appropriate for a school setting, and free from inappropriate language, images, or content. 

• Students should wear attire and footwear that are safe, respectful, and suitable for working with children and professionals. 

• Hats, hoods, blankets, pajamas, slippers, and clothing that is excessively revealing are not permitted during field placement. 

• Students are also expected to follow any additional dress code expectations established by their mentor teacher or placement site. 

Failure to meet dress code expectations may result in being asked to change, loss of field placement privileges, or additional disciplinary action.

Cell Phone Policy: 

To support a focused, professional, and distraction-free learning environment, all cell phones and personal electronic devices must be kept away during instructional time. Research and industry expectations show that minimizing distractions increases engagement, productivity, communication, and overall learning. As future professionals and educators, students are expected to practice self-management and professional responsibility regarding technology use.

Students are strongly encouraged to use the classroom pocket chart as a tool to help hold themselves accountable and reduce distractions during class.

Cell phones may only be taken out and used during designated break times or with direct instructor permission for instructional purposes.

If a cell phone is visible or used during instructional time without permission, the following consequences will occur:

• 1st Offense: Phone will be confiscated and returned at the end of class.

• 2nd Offense: Parent/guardian and administration will be contacted, and a behavior plan will be developed.

Repeated cell phone violations may result in additional disciplinary consequences in accordance with school policies. All cell phone violations will also impact the student’s Employability Skills grade, as professional behavior and attentiveness are essential expectations within the Educational Careers program.

Break Time: 

Students will be provided one 10-minute break during class as a privilege tied to professional behavior. During break time, students may use their cell phones, access the vending machines, and interact with other classes within the Commons only. During this time, students are expected to show professionalism within their words, actions, and interactions. Students are also expected to return from break on time and ready to re-engage in class activities. Failure to return on time, misuse of break expectations, or inappropriate behavior during break will result in the loss of break privileges. 

Restrooms:

Students are expected to use restrooms responsibly and respectfully. Every effort should be made to use the restroom during designated break times.  

Excessive use (with the exception of medical needs), extended absences from class, misuse, or inappropriate behavior will result in restroom use being restricted.

See WTC handbook for school-wide behavior expectations.

Student Leadership Opportunities:  

Students will have opportunities for leadership positions within the classroom in which they will coordinate  participation and organization of community and school events. Students will also  join Educators Rising, a career and technical student organization (CTSO) with intra-curricular learning and leadership opportunities.

As a part of the Educators Rising CTSO, the Educational Careers program provides students with opportunities to participate in the Educators Rising conference and competitions. Throughout the program, students will create authentic, career-connected projects that can be submitted as competitive events at the Educators Rising Conference. These projects allow students to apply their knowledge and skills in areas such as lesson planning, classroom environment design, children’s literature, and public speaking while gaining valuable professional experience, networking opportunities, and recognition within the field of education. Participation in these opportunities helps students build confidence, strengthen their portfolios and resumes, and further prepare for college and careers in education.

Our mission is to provide students with the essential knowledge, practices, and employability skills to excel in their careers and future  learning.

Course Title 

Educational Careers (13.0000) 

National Career Cluster: Education and Training 

 Michigan Career Pathway: Human Services 

Instructor(s) 

Gina Rios 
517.244.1466 
gina.rios@inghamisd.org

Julie Odom
517.244.1466 
julie.odom@inghamisd.org

Instructional Assistant, Jackie Stephens
jackie.stephens@inghamisd.org

Credentials 

Mrs. Gina Rios has been an educator for over 20 years. She began her teaching career in a program similar to this while a student at Eastern High School in Lansing. Her field placement was at Sheridan Road Elementary, also in Lansing. After graduation, she went on to attend Spring Arbor University earning a degree in Elementary Education with a minor in Social Studies. She completed her student teaching at Glencairn Elementary in East Lansing before accepting a position as a 5th grade teacher at Murphy Elementary in Haslett. During her time in Haslett, Mrs. Rios went on to earn her Master's Degree in Educational Technology through Central Michigan University. In addition to her classroom experience, she also served in multiple leadership roles including chairing the Education Reimagined Team and the Diversity and Equity Team. In 2022, Mrs. Rios took the position as the Educational Careers Instructor at the Wilson Talent Center through the Ingham Intermediate School District. Here, she created and developed the Educational Careers program with the hope of inspiring the next generation of educators.

Mrs. Julie Odom has over 18 years of experience in education in a variety of roles. She attended Grand Ledge High School where she participated in a teaching co-op as a senior and fell in love with the profession. She went on to attend Seton Hall University in New Jersey where she played for the women’s basketball team and earned numerous awards for her academic achievements and community service. She graduated with a bachelor’s degree in elementary education/special education and psychology. She then began her teaching career in a charter school outside of Detroit, Michigan where she taught 6th grade for three years while earning her Master’s Degree in K-12 Education Administration from Michigan State University. She then relocated to the Lansing area and taught both 4th and 5th grade in Dansville before serving as the district athletic director there for two years. Mrs. Odom then taught 4th grade at Ralya Elementary in Haslett for seven years where she served in various leadership roles. She is now an Instructor of Educational Careers here at the Wilson Talent Center and has a passion for guiding and empowering tomorrow’s educators.

Ms. Jackie Stephens is excited to return for her third year as the Instructional Assistant for the Educational Careers program. She graduated from Oak Harbor High School in Oak Harbor, Ohio, and continued her education at the University of Toledo and Terra State Community College, where she earned an Associate of Arts degree.  Ms. Stephens began her career in Early Childhood Education in 2005 and has held a variety of roles within the field, ranging from Associate Teacher to Site Director. Before joining the Wilson Talent Center, she spent four years at Early Impressions Preschool and Childcare in Jackson.  Ms. Stephens is passionate about education and looks forward to sharing her love of teaching with the next generation of educators.

Types of Credit 

See High School Credit Options

Note: Local districts award high school credit, not the WTC.

Articulation Agreement and Direct Credit 

Through Ferris State University (Option to earn during 1st year of program)

Optional Dual Enrollment and Early Middle College Opportunities

Credentials:

Child Development Associate (CDA) -Year Two

Michigan Youth Development Associate (MI-YDA)-Year Two

Michigan Youth Development Certificate (MI-YDA)-Year Two

Course Description:

The Educational Careers program will help students prepare for an exciting future career in positions ranging from Early Childhood Educators, Childcare Directors, Preschool Teachers, Paraprofessionals, K-12 Teachers, Principals, Counselors, Coaches, Youth Activity Coordinators, and Parks and Rec Leaders, just to name a few. Some careers in this field will be possible after immediate completion of the program and others will require additional training and education. 

Students in this program will take two one-year courses where they will learn about key components in the education fields including child development, classroom management, and lesson and activity design. In addition, students will have the opportunity  to observe and participate in classroom settings, putting their learning into action. They will be paired with a mentor teacher in a field placement for a student teaching opportunity to utilize their training in a real world setting. 

2nd Year Course Description:

Second year students will spend most of their time working in the field. They will have the opportunity to participate in up to three different field placements throughout the year depending on their future career  interests. Second year students will begin working in these field placements at the start of the school year and spend 3-4 days each week with their mentor teacher. Greater responsibility within the classroom will be given to second year students. They will teach lessons, work with small groups, and analyze assessment data to direct further instruction. Second year students will spend 1-2 days each week with their Wilson Talent Center instructor. This time will be used to reflect, plan, and continue to work on their professional portfolios and goals. By the end of their second year, students will have completed the requirements for their Mi-YDA or CDA and will be able to complete the application process. Within the second year students will also focus on professional development, upskilling, career and college applications, as well as scholarship and leadership opportunities.

Work Based Learning: 

In addition to class field trips, job shadows, and access to expert speakers, ALL students will participate in a field placement with a mentor teacher in an educational setting.  

Course Requirements: 

• Background Check (WTC will provide this) 

• CPR and Safety Training (WTC will provide this)

• Compliance with all rules, regulations, and expectations covered in the Wilson Talent Center Student Handbook as well as the Educational Careers Student Educator Handbook

• Attendance and active participation in classroom and field placement activities.

• Follow privacy and confidentiality practices of placement students. 

Course Materials: 

• All classwork course materials will be provided by WTC

• Professional attire will be required for field placements but will NOT be provided by WTC

• Transportation may be needed for field placements but will NOT be provided by WTC

Course Communication:

Google Classroom and students’ WTC email will be used for most class communication. The REMIND app will be used for all correspondence and notifications outside the  normal school day and, in the event of an emergency, during placement. Students will be expected to have the app or to register for text alerts through this service. The JIBBLE app will be used for field placement attendance. Students are required to have the app.

Objectives:

The Educational Careers program follows the FIVE Perkins V Course Competencies (PCC) outlined by  the Michigan Department of Education (MDE) and the Michigan Center for Career & Technical Education (MCCTE). 2nd year students have already successfully completed most course material with a passing grade of 2.0 or higher. Therefore the focus this year will be to further master and demonstrate the abilities, concepts, knowledge, and skills required to do the following: 

• Understand the importance of creating a safe, healthy, culturally responsive  learning environment through the utilization of best practice strategies.  (PCC-A) 

• Understand the importance of developing a program that meets the needs of diverse learners and creates partnerships with families and communities.  (PCC-B) 

• Understand and apply basic components of human  growth and development including physical, cognitive, and social emotional development with a focus on the whole child. (PCC-C) 

• Understand and apply best practice strategies to create and maintain positive classroom management and utilize effective instructional practices via data driven lesson design. (PCC-D) 

• Understand the importance of assessment and utilize various forms to derive data and inform instruction. Utilize instructional knowledge and personal reflection as well as develop interpersonal and communication skills needed to be effective within the field placement.  (PCC-E) 

In addition, students will utilize their field experience and course work to complete a CDA or MI-YDA credential. To do this students will…

• Create a professional portfolio demonstrating the knowledge and skills applied during their  field experience.

• Maintain a record of field experience hours.

Student Assessment:

The Educational Careers program  will be using Evidence-Based Reporting (EBR) this school year. EBR is used to ensure that a student’s grade reflects their learning based on our course’s learning expectations. EBR is also known as standards-based grading which emphasizes mastery or proficiency of knowledge and skills rather than completion of tasks.

You may notice some differences in PowerSchool. There may be times when it seems like fewer grades are entered into the system or you may see projected grades. This is because EBR focuses on mastery/proficiency and collecting a variety of evidence to show it. It is intended to provide clear expectations for students regarding what they need to know, give them opportunities to provide evidence to demonstrate their learning, and give them the ability to constantly work on and improve skills.  EBR allows students to have multiple opportunities to show what they have learned and earn an appropriate grade. Although the process of earning grades is different, all students will continue to earn letter grades that are reported back to their home district.

In Educational Careers, student grades will be based on their demonstrated proficiency in four essential competency areas which are the sets of knowledge, skills, and behaviors that together allow an individual to perform effectively as an educational professional. These competency areas are listed below. All assignments and evaluations will connect back to one or more competency areas and final grades will be based on their overall demonstrated proficiency in each area.

Essential Competency Areas

• Foundational Concepts - educational theory, content, and skills 

• Best Practices- teaching strategies

• Field Applications- instructional applications within field placement

• Employability Skills    

Employability Skills are the “soft skills” needed to be effective in any professional work setting including education. These skills and behaviors will be evaluated by the student, their mentor teacher, and the Ed. Careers instructors. Employability skills that are especially crucial in the field of education include attendance, communication, and the productive use of time. As these are crucial skills for industry success, students will not be able to earn an A as a final marking period grade unless they are proficient in this area.

Homework Policy:

Per evidence-based research, the purpose of homework is:

• To practice skills or reinforce knowledge that has been learned in the classroom in order to help students master a specific skill

• To reflect on what was learned in the classroom

• To be used as a way for students to prepare for future classroom activities

• To transfer knowledge and extend skills learned into the field experience

Homework will be assigned as needed to fulfill the instructional and work-based learning components of the Educational Careers program and the credentials/credits it provides. Only homework that is meaningful and purposeful will be assigned. 

Homework and class assignments are expected to be completed by the due date per industry standards; however, when there is an excused absence or extenuating circumstance, students have the opportunity to make up classwork and homework in a timely manner. When this occurs, both the student and instructor will collaborate to determine a reasonable due date. Depending on the situation, the Employability Skills grade may be affected. However, students will not experience a grade reduction for any excused absence when missed assignments and activities are satisfactorily completed within the agreed-upon timeframe.

For late work not attributed to an excused absence or extenuating circumstance, only two late work assignments will be accepted per marking period. Students will use the “Late Work Tracker” posted in Google Classroom when submitting any late assignment.

Course Outline:

Since, Year Two of Educational Careers primarily consists of field work (Work Based Learning) the classroom coursework will focus on field placement reflection, planning, credentials, portfolio work, professional development, and their next steps as they pursue post-secondary education or enter the workforce. A weekly overview will be provided to students in Google Classroom that includes both assignments and activities for the course. 

Within the WTC classroom students will…

• Reflect on their field placements both verbally and in writing.
• Plan and prepare for field placement lessons and activities.
• Review child development and educational methodology content.
• Participate in book studies, podcast studies, and case studies.
• Complete professional development (micro-credentials) based on areas of interest within the professional field of education.
• Work towards state (MI-YDA) or national (CDA) credentials.
• Prepare for college and workforce preparation (applications, scholarships, financial aid,  resumes, mock interviews, field trips, etc.)
• Complete a portfolio to showcase their learning.

NOTE: The instructor reserves the right to change these plans as necessary to accommodate the needs of  students, mentor teachers, and/or the school district. 

Course Policies and Expectations:

Attendance

If a student will be absent from class or their field placement they are expected to communicate that absence to the mentor teacher and the course instructors. Notice of an absence must be  made 48 hours in advance for planned absences or no later than 8 a.m. on the day of the absence if due to illness or unforeseen circumstances. Unexcused absences or excused absences greater than the school allotted two per marking period will result in grade reduction and may result in loss of placement or program eligibility. 

In-Class Attendance Procedure-When students are at WTC, attendance will be taken in class by the instructors. Planned absences must be communicated to the instructor 48 hours in advance or by 8:00 a.m. if due to illness or unforeseen circumstances. This communication can be shared via email or Remind. Students are expected to check Google Classroom to complete the assignments and activities missed.

Field Placement Attendance Procedure- When students are in their field placement, they are expected to use the Jibble Attendance App to clock in and out. Students who do not do this will be marked absent and a call will be made to families reporting the absence. If a student is having technical difficulties with the app, they must reach out to Mrs. Stephens via email or Remind to clock in and out, and then meet with her on the following in-class day to troubleshoot the issues. If a student forgets to clock in or out they must send an email to Mrs. Stephens and CC their mentor teacher, providing the hours that they worked that day. Attendance procedures within the educational workforce are important to follow and students’ Employability Skills grade will reflect their ability to consistently follow them.

A missed field placement day will also require the completion of an alternate assignment designed to reinforce professional learning and program competencies. 

Students who need to come in to Wilson on Field Placement days must obtain permission from an instructor 48 hours in advance. Failing to do so will result in an unexcused absence. 

Excused Absence  Policy- Students are allotted two excused absences each marking period. Excused absences are those in which the students contacted their WTC instructor and mentor teacher following the procedures listed above. In addition, a parent/guardian must also contact the WTC attendance office at 517.244.1306 to excuse the absence within 48 hours per the WTC Handbook.

Upon a third excused absence within a marking period, a meeting will be held with the student, program instructors, and administration, and a phone call home will be made to determine a support plan moving forward. 

Unexcused Absence Policy-Unexcused absences will be dealt with following the steps listed below.

• 1st Unexcused Absence: Student meets with instructors to review attendance requirements. Both the absence and meeting are documented in Powerschool. Employability Skills Weekly grade will be affected.

• 2nd Unexcused Absence:Student meets with instructors to review attendance requirements. Parents/guardians are contacted to begin discussing a plan to rectify the issue. The absence, meeting, and phone call are documented in Powerschool. Employability Skills Weekly grade will be affected.

• 3rd Unexcused Absence: Student meets with instructors, parents/guardians, and WTC administration  to review attendance requirements and create a plan to rectify the issue. The absence, meeting, and plan are documented in Powerschool and the student is expected to utilize the plan to rectify the issue. Employability Skills grade will be affected.

Excessive Absences Policy- Excessive absences (more than the allotted two) will be dealt with on an individual basis but will include meeting with instructors, WTC administration, and parents/guardians to create a plan to address the issue. Additionally, it will result in a grade reduction and possible removal from Field Placement and/or the Educational Careers Program.

See WTC handbook for school-wide attendance procedures.

Student Behavior

Students in the Educational Careers program are given many responsibilities. They must be mature,  dependable, responsible, but most of all, trustworthy. BEING A MEMBER OF THIS PROGRAM IS A  PRIVILEGE. 

In order to promote positive choices, prevent discipline measures, and to enhance the credibility of the  Educational Careers program, students must comply with the duties and responsibilities set forth in this  syllabus, by the instructor, and by WTC and their home school administration. In addition,  all WTC and home school rules outlined in the  Student Handbooks are required. Students are advised to follow all rules and procedures, as well as the expectations,  for the class. The instructor will review and explain these procedures as part of the course overview. 

Misbehavior/Misconduct: Students failing to adhere to the rules and expectations will be subject to  disciplinary action. For a first offense, the student will be issued a verbal warning; at the second offense, they will have a meeting with the instructor and parents/guardians will be contacted; at the third offense, the student will have a conference with both the instructor and an administrator and parents/guardians will be contacted. If unacceptable  behavior persists, the student will be referred to the school administration for disciplinary action and an improvement plan. 

Professional Behavior: Field placements are an extension of the WTC classroom and, as such, all rules and regulations covered in  the Field Placement Student Handbook will be enforced. In addition, all rules and requirements set by the field placement school or center are to be followed. The use of cell phones for personal use is prohibited during placement times.

Student Professional Code of Conduct

1. Students must arrive at WTC and their field placement  on time barring extenuating circumstances using the required attendance procedures.

2. Students must show respect for themselves, peers, teachers, and all other members of the learning  communities they participate in. 

3. Students must be active participants in both their WTC class and Field Placement classroom. Cell phone use or alternative coursework should never be used during field placement hours and should only be used at WTC with instructor approval.

4. Productive use of class time is required as per industry standards and will be reflected in the student’s employability skills grade. 

5. Professional language, respect, and confidentiality should be used both at WTC and within field placement classrooms at all times.

6. Issues that may arise within the WTC classroom or field placement classroom should be communicated to instructors and mentor teachers so that effective resolutions can be discussed and implemented.

7. Students will dress in a professional casual manner when being a representative of the  school or Educational Careers program. 

8. Students will adhere to all additional school and district rules.

Dress Code Policy

 As future educators and professionals, students are expected to maintain a professional appearance at all times, especially during field placements and professional events. The below standards were developed with input from the Educational Careers Advisory Board to meet industry standards for professionalism and help develop the soft skills that employers are seeking.  

• Clothing should be clean, appropriate for a school setting, and free from inappropriate language, images, or content. 

• Students should wear attire and footwear that are safe, respectful, and suitable for working with children and professionals. 

• Hats, hoods, blankets, pajamas, slippers, and clothing that is excessively revealing are not permitted during field placement. 

• Students are also expected to follow any additional dress code expectations established by their mentor teacher or placement site. 

Failure to meet dress code expectations may result in being asked to change, loss of field placement privileges, or additional disciplinary action.

Cell Phone Policy

To support a focused, professional, and distraction-free learning environment, all cell phones and personal electronic devices must be turned off and kept away during instructional time. Research and industry expectations show that minimizing distractions increases engagement, productivity, communication, and overall learning. As future professionals and educators, students are expected to practice self-management and professional responsibility regarding technology use.

Students are strongly encouraged to use the classroom pocket chart as a tool to help hold themselves accountable and reduce distractions during class.

Cell phones may only be taken out and used during designated break times or with direct instructor permission for instructional purposes.

If a cell phone is visible or used during instructional time without permission, the following consequences will occur:

• 1st Offense: Phone will be confiscated and returned at the end of class.

• 2nd Offense: Parent/guardian and administration will be contacted, and a behavior plan will be developed.

Repeated cell phone violations may result in additional disciplinary consequences in accordance with school policies. All cell phone violations will also impact the student’s Employability Skills grade, as professional behavior and attentiveness are essential expectations within the Educational Careers program.

Break Time

Students will be provided one 10-minute break during class as a privilege tied to professional behavior. During break time, students may use their cell phones, access the vending machines, and interact with other classes within the Commons only. During this time, students are expected to show professionalism within their words, actions, and interactions. Students are also expected to return from break on time and ready to re-engage in class activities. Failure to return on time, misuse of break expectations, or inappropriate behavior during break will result in the loss of break privileges. 

Restrooms

Students are expected to use restrooms responsibly and respectfully. Every effort should be made to use the restroom during designated break times.  

Excessive use (with the exception of medical needs), extended absences from class, misuse, or inappropriate behavior will result in restroom use being restricted.

See WTC handbook for school-wide behavior expectations.

Student Leadership Opportunities

Students will have opportunities for leadership positions within the classroom in which they will coordinate  participation and organization of community and school events. Students will also  join Educators Rising, a career and technical student organization (CTSO) with intra-curricular learning and leadership opportunities.

As a part of the Educators Rising CTSO, the Educational Careers program provides students with opportunities to participate in the Educators Rising conference and competitions. Throughout the program, students will create authentic, career-connected projects that can be submitted as competitive events at the Educators Rising Conference. These projects allow students to apply their knowledge and skills in areas such as lesson planning, classroom environment design, children’s literature, and public speaking while gaining valuable professional experience, networking opportunities, and recognition within the field of education. Participation in these opportunities helps students build confidence, strengthen their portfolios and resumes, and further prepare for college and careers in education.