TITLE 6 PRIMARY AND SECONDARY EDUCATION
CHAPTER 64 SCHOOL PERSONNEL - COMPETENCIES FOR
LICENSURE
PART 15 COMPETENCIES FOR ENTRY-LEVEL
FAMILY AND CONSUMER SCIENCES
TEACHERS
6.64.15.1 ISSUING AGENCY: Public
Education Department (PED)
[6.64.15.1 NMAC - N,
05-28-04; A, 10-31-07]
6.64.15.2 SCOPE: All
institutions of higher education in New Mexico that establish or maintain a
curriculum for persons seeking an endorsement in family and consumer sciences
to a state educator license.
[6.64.15.2 NMAC - N, 05-28-04]
6.64.15.3 STATUTORY AUTHORITY: Sections
22-2-1, 22-2-2, and 22-10A-7 NMSA 1978.
[6.64.15.3 NMAC - N,
05-28-04]
6.64.15.4 DURATION: Permanent
[6.64.15.4 NMAC - N,
05-28-04]
6.64.15.5 EFFECTIVE DATE: May 28, 2004,
unless a later date is cited in the history note at the end of a section.
[6.64.15.5 NMAC - N,
05-28-04]
6.64.15.6 OBJECTIVE: This rule establishes entry-level
competencies that are based on what family and consumer sciences teachers must
know and be able to do to provide effective family and consumer sciences
programs in New Mexico schools. The competencies were developed to ensure
alignment with the New Mexico content standards and benchmarks, the national
family and consumer sciences standards, and must be used by New Mexico institutions
of higher education to establish family and consumer sciences preparatory
programs.
[6.64.15.6 NMAC - N,
05-28-04; A, 10-31-07]
6.64.15.7 DEFINITIONS: [RESERVED]
[6.64.15.7 NMAC - N,
05-28-04]
6.64.15.8 CORE LICENSURE REQUIREMENTS: Persons seeking an endorsement in family and
consumer sciences to a New Mexico educator license must complete the following
core requirements:
A. Beginning
teachers seeking an endorsement in family and consumer sciences to an initial
level 1 New Mexico teaching license, must satisfy all
of the requirements of the license as provided in the PED rule for that
license, which includes, among other requirements, 24-36 semester hours in
family and consumer sciences.
B. Teachers
seeking to add an endorsement in family and consumer sciences to an existing
New Mexico teaching license of any level shall meet one of the following requirements:
(1) pass the content knowledge test(s) of the
New Mexico teacher assessments, or predecessor New Mexico teacher licensure
examination or accepted comparable licensure test(s) from another state, if
available, in family and consumer
sciences; or
(2) successfully
complete an undergraduate academic major (24-36 semester hours), or coursework
equivalent to an undergraduate major or a graduate degree in family and
consumer sciences; or
(3) obtain
certification in family and consumer sciences for the appropriate grade level
of New Mexico licensure from the national board for professional teaching
standards.
[6.64.15.8 NMAC - N,
05-28-04; A, 10-31-07]
6.64.15.9 COMPETENCIES FOR ENTRY-LEVEL FAMILY AND
CONSUMER SCIENCES TEACHERS: The
family and consumer sciences teacher has a basic knowledge of the following
concepts related to:
A. Foundations
of family and consumer sciences: The family and consumer sciences teacher:
(1) integrates the
knowledge and skills of family and consumer sciences to prepare students for
personal, family, community, and career roles;
(2) has basic
knowledge of cultural, economic, and gender influences on families, work, and
society;
(3) has basic
knowledge of the interrelationships among career decisions and personal/family
life, including parenting and care giving;
(4) has basic
knowledge of historical and current events, public policies, and research
results and their effect upon the family, community, and work environment;
(5) planning,
implementing and evaluating family and consumer sciences education;
(6) implementing
family, career, and community leaders of America (FCCLA) programs and projects
to promote students’ growth;
(7) the management processes, resources, and procedures required
for maintaining an effective family and consumer sciences program; and
(8) job-related competencies and skills needed
for employment in family and consumer sciences related industries.
B. Family
studies and human services: The family and consumer sciences teacher
understands the areas of personal development, relationships, and management of
work and family to enhance quality of life across the life span, and understands
career opportunities in family studies and human services. Personal and family development concepts
include:
(1) factors
contributing to the development of effective relationships within families;
(2) management tools
and strategies for successfully balancing work and family life;
(3) societal,
cultural, demographic, gender, economic, and environmental issues affecting
individuals and families across the life span;
(4)
career and entrepreneurial opportunities in
family studies and human services; and
(5) societal
attitudes about individual and family roles within a culture.
C. Human
development, education, and services: The family and consumer sciences teacher
understands:
(1) human growth and
development, parent/foster parent/guardian/educator roles and responsibilities;
(2) career opportunities
in human development, education, and services;
(3) physical, social,
ethical, emotional, and cognitive development of humans from conception through
late adulthood;
(4) parent/foster parent/guardian/educator/community
roles and responsibilities related to human growth and development; and
(5) entrepreneurship
and career opportunities in human development, education, and services.
D. Nutrition,
wellness, food science, and hospitality: The family and consumer sciences
teacher understands:
(1) the principles of
food science, food technology, and nutrition and their relationships to growth,
development, health and wellness, and applies this understanding to support
informed decision-making that promotes good health;
(2) career
opportunities in nutrition, wellness, food science, and hospitality;
(3) current nutrition
and dietary guidelines for each phase of the life span;
(4) health and
wellness;
(5) employment and
entrepreneurial opportunities in nutrition, wellness, food science and
technology, and hospitality;
(6) food preparation
and meal management techniques in family, community, and industry settings;
(7) factors that
affect the production, supply, and distribution of food;
(8) food product
development, processing, packing, and availability;
(9) cultural
influences on food preferences and decisions; and
(10) principles and
procedures of health, safety, sanitation, and environmental protection.
E. Consumer
and resource management: The family and consumer sciences teacher understands:
(1) consumer
practices, consumer responsibilities, and resource management processes, and
how these affect and are applied to personal, family, and work life;
(2) career
opportunities in consumer and resource management;
(3) resource
management (i.e., money, time, energy);
(4) the effects of
public policy on resource utilization and conservation for consumers, families,
and the environment;
(5) strategies and
tools for financial planning;
(6) techniques for
managing the multiple roles of individual, worker, family member, community
member, and wage earner throughout the life span;
(7) issues related to
consumer decision making;
(8) cultural,
demographic, and societal factors that influence family decisions;
(9) employment and
entrepreneurial opportunities in consumer and resource management; and
(10) consumer rights
and responsibilities.
F. Textiles
and apparel: The family and consumer sciences teacher understands:
(1) the design,
production, marketing, consumption, and maintenance of textile and apparel
products;
(2) the career
opportunities in the textiles and apparel industries;
(3) the
psychological/sociological aspects of textile and apparel throughout the life
span;
(4) the employment
and entrepreneurial opportunities in textiles and apparel;
(5) the selection,
use, and care of textile and apparel products; and
(6) aesthetic principles
related to the near environment.
G. Environmental
design: The family and consumer sciences teacher understands:
(1) the design and
construction of interior and exterior environments;
(2) career opportunities
in the housing, design, furnishings, and equipment management and service
industries;
(3) maintaining a
safe environment for families;
(4) housing choices
available to individuals and families throughout the life span;
(5) home maintenance;
(6) consumer issues
and considerations affecting housing, accessories, furnishings, materials, and
equipment decisions;
(7) employment and
entrepreneurial opportunities in housing, design, furnishings, and equipment;
(8) elements of art
and principles of design as related to interior and exterior environments; and
(9) the influence of
cultural, demographic, societal, and environmental factors on housing.
[6.64.15.9 NMAC - N,
05-28-04]
6.64.15.10 IMPLEMENTATION: Institutions of higher education that prepare
teachers shall deliver these competencies in a department-approved endorsement
program within a range of twenty-four (24) to thirty-six (36) semester hours of
credit. For secondary and pre K-12 licensed teachers, a minimum of twelve (12)
semester hours must be upper-division credit.
[6.64.15.10 NMAC - N,
05-28-04; A, 10-31-07]
HISTORY OF 6.64.15 NMAC: [RESERVED]