Texas Register, Volume 2, Number 12, Pages 507-562, February 11, 1977 Page: 524
507-562 p. ; 28 cm.View a full description of this periodical.
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Note 2: A district. has the option of using correspon-
dence study and/or credit-by-examination in its credit
curriculum arrangements. Regulations governing
these options appear in the Appendices.
Principle 7: (Constructive. skillful, and personalized
teaching is evident in implementing the student learn-
ing production programs of the district.
Standards:
17A) Professional members of the staff of the dis-
trict are assigned to positions for which they are
qualified.
Indicators
I Where educational qualifications other than, or in
addition to. possession of a state teaching certificate are
stipulated for professional. paraprofessional. or
classified staff members, those are observed in making
staff assignments.
Note 1 The requirements currently in effect appear in
the Appendices.
Note 2: One intent of this standard is to assure that
students have teachers who are in possession of teach-
ing skills and of the curriculum content required for
their positions. But mere possession of required certifi-
cates and/or endorsements does not satisfy the obliga-
tion of the district under Indicator 8 or Standard (7C).
(71) Teachers in the district employ strategies
and techniques known to be effective in causing stu-
dents to learn. Methods likely to have negative effects
upon students are not used.
Indicators
(l) Instructional strategies arnd techniques (a) are
suitable to the actual students being taught, (b) com-
prehend the learner's internal and external behaviors
as well as level of intellectual development. and (c) call
for active, acquisitive, self-initiated learning as well as
for more passive methods of acquisition of knowledge.
(2) Strategies for individualization of teaching are in
use Steady progression is being made. district-wide,
toward use of individualization techniques.
:i31 An increasing number of the district's teachers
are manifesting skill in teaching toward the objectives
targeted for them (see Standard (413)).
(4) In counseling students. professional personnel use
methods which have proven merit for helping in-
dividual students cope with problems and make plans.
+5) Teachers, as individuals, feel that they are en-
courage(d to teach well and to develop or adopt promis-
ing methods for instructional success.
(6) To secure evidence that reveals district-wide
status with respect to this standard, a systematic ar-
rangement for performance assessment is operated.
This system includes individual, cooperative con-
ferences with teachers.
Note: The system referred to here is integral with diag-
nostic assessment, as outlined in Standard (4D).(7C) Teachers demonstrate respect for the
human worth and dignity of individual students.
Teachers' actions foster the student's development as a
person.
Indicators
(1) The district has adopted an official policy toward
safeguarding and developing the individuality of stu-
dents. This policy defines a style of humane treatment
which administrators and teachers are expected to ac-
cord to students. Teachers are informed regarding acts
and attitudes which should prevail and which should be
avoided. Safeguards are provided to prevent dis-
crimination based on race, color, national origin, sex, or
handicapping condition.
(2) Most teachers at all grade levels are putting extra
effort into helping students overcome obstacles to their
full development as persons (see Standard (7C(), Indica-
tors (7) and (8).
(3) Teachers, teacher aides, special services person-
nel, and the program management cooperatively ex-
hibit teaching which treats the .student as a whole per-
son.
(4) To assist teachers in knowing and treating stu-
dents as individuals, the district provides supportive
services, professionally staffed, for student appraisal
and diagnosis as well as for consultation in developing
teaching strategies. Personnel assigned primarily to
provide counseling service for students and to help
teachers with referred students are available commen-
surate with financial capacity of the district to support
such services.
(5) The district encourages teachers to work closely
with parents for the child's best interest.
(6) The letter and the spirit of Texas statutes on child
abuse are adhered to by the district, pursuant to
policies adopted and issued by the board of trustees.
(7D) The district is organized in a way that advances
better teaching.
Indicators
(1) Teachers use materials, equipment, modes of com-
munication, and teaching space arrangements known
to be conducive to successful learning by students. The
district organization (using education service center
resources) makes it possible for teachers to use such in-
structional resources. Libraries and/or learning
resource centers are sites for teaching and learning.
Teachers have access to materials and assistance for
making teaching aids.
(2) The ratio of students in average daily attendance
to certified teachers does not exceed 25 to I. Class sizes
are kept to levels which do not reduce student learning
or gravely overwork teachers. Class sizes of 30 in ele-
mentary schools and 35 in secondary schools are ques-
tionable. Consistent with cost-effectiveness, the dis-
trict should be prepared to justify abnormally largeV,lrumn 2. Number 12, FM-bruarv 1, 1977
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Texas. Secretary of State. Texas Register, Volume 2, Number 12, Pages 507-562, February 11, 1977, periodical, February 11, 1977; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth252905/m1/18/: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.