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Education & Training Career Cluster: K-12 Teaching as a Profession Pathway

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Core Code Alignment

CTE / General
    CTE Education
        39020000001: Teaching as a Profession 1

Recommendation

Recommended Limited

Evaluation

So, first, let me point out that I wasn't able to access the computer/informational technology text. The link took me into Pearson's web site, but then the book didn't come up in the list or in a title/ISBN search.

My belief is that the Office and Careers texts are fine and if I was evaluating them independently I would mark them as "Recommended Primary."

For the Teaching text--"Foundations of Teaching"--I believe this text could be used, but I think the text merits some additional scrutiny of its language around bias vis-a-vis the state codes cited in the rubric, as well as its content. An additional concern I have is why we are using books like this and why we have courses like the CTE education courses. Yes, of course, we want to create a professional pathway or pipeline, and the "Teaching as a Profession" courses serve as a recruitment vehicle and the very beginning of teacher education, for those who ultimately pursue teaching. Pearson has succeeded in turning the teaching profession into a multi-hundred page textbook, but is this really the kind of thing that is going to 1) excite students to become teachers and 2) actually help them to understand the nature of teaching work and the profession. The text does offer some sense of the profession, but in terms of the nature of teaching it just seems to serve as a preliminary professional socialization experience to lay some some sort of foundation before students actually go to university teacher preparation.

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Rubric : Career and Technical Education 2025

Compliance with State Law (Required)
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
1. Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 NA Does Not Violate Law NA May Violate Law
I don't see anything here that is suggestive or in violation of the above code.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 NA Does Not Violate Law NA May Violate Law
I don't see anything in "Learning Microsoft Office 365 Level 1" or "Pathways to Career Success" that engage in prohibited discriminatory practices. However, I'm wondering right now is some of the discussion of bias in "Foundations of Teaching" might violate the prohibitions listed at 67-27-107. For example, on p. 61 there is a reference to "widespread unintentional gender bias against females" in a brief section that describes "research on teacher interactions." I don't personally have any issue with this, but it does seem to get at the idea of "implicit bias"--that is what "unintentional...bias" is, right?
Maintaining constitutional freedom in the public schools. 53G-10-202 NA Does Not Violate Law NA May Violate Law
I don't see anything here that would infringe on constitutional freedom in public schools.
Content
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
1. Assessment Tools The material provides numerous, quality assessment tools for students, including reflective questions, activities, and application of skills. The material provides some assessment tools for students, such as including reflective questions, activities, or application of skills. The material provides minimal assessment tools for students including very little reflective questions, activities, or application of skills. The material does not provide assessment tools for students.
The three texts I was able to review include multiple reflection points, case studies, and application activities. The Office text in particular is replete with authentic activities.
2. Teacher Resources & Training The material provides quality teacher resources, including questioning strategies, activity ideas, evaluation tools, and differentiation strategies. The material provides some teacher resources, including questioning strategies, activity ideas, evaluation tools, or differentiation strategies. The material provides minimal teacher resources, including very little questioning strategies, activity ideas, evaluation tools, or differentiation strategies. The material does not provide teacher resources.
The three texts provided resources and questioning strategies; I'm not sure that they provided all that much in the way of differentiation strategies to use with students and with the content of the texts.
3. Ethnic Studies (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1).
There is an effort to demonstrate respect for diverse sociocultural identities but the publisher seems pretty fearful of coming anywhere near controversial--the result is a fairly bland treatment of what might constitute "ethnic studies" or sociocultural identities. I didn't see anything in any of the texts that would get at "various forms of cultural philosophies and epistemologies from Utah."
4. Shared Values and Character Traits The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204)
In the Careers and Teaching texts, there is some discussion of traits. Whether these constitutes "shared values" or not, or have anything to do with "common elements that unite Utahns," I'm a little less convinced.
5. Utah CTE Course Standards Alignment The material provides adequate preparation of skills through quality examples, explanations, and online resources of the content. The material provides some preparation of skills through some examples, explanations, or online resources of the content. The material provides minimal preparation of skills through minimal examples, explanations, or online resources of the content. The material does not provide preparation of skills through examples, explanations, or online resources of the content.
The books all seemed to align with the standards.
6. Engagement The material is engaging by appealing to student interest through interactive and performance-based activities and content. The material provides some engagement to student interest through some interactive or performance-based activities and content. The material provides minimal engagement to student interest and includes minimal interactive or performance-based activities. The material does not provide engagement to student interest through use of interactive or performance-based activities.
The Office book is great in this regard--there are so many different performance-based activities to actually practice and use the skills the course is supposed to develop. The Teaching and Careers books don't seem to amplify performance-based activities, which I think would be really important when studying the teaching profession in particular.
7. Non-Text Content The material contains authentic, relevant, applicable, and well-integrated non-text content (images, graphs, visual aids, etc.). The material contains some authentic, relevant, applicable, integrated non-text content (images, graphs, visual aids, etc.) The material contains minimal authentic, relevant, applicable, or integrated non-text content (images, graphs, visual aids, etc.) The material does not contain authentic, relevant, applicable, or well-integrated non-text content (images, graphics, visual aids, etc.)
The teaching and Office texts seemed appropriate in this area. The Careers text was more limited.
Work-Based Learning
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
1. Industry Alignment The material is aligned to industry standards through the use of research-based and real-world application of relevant, current terminology and content. The material provides some alignment to industry standards through some use of research-based and real-world application of relevant or current terminology and content. The material provides minimal alignment to industry standards through minimal use of research-based and real-world application of relevant or current terminology and content. The material does not provide alignment to industry standards through the use of research-based and real-world application of relevant, current terminology and content.
The Office and Career text are fine in this regard, and I think rate a "3." However, "Foundations of Teaching" seems at least somewhat out of step with what students might actually learn in a university teacher preparation program in some regards. For example, the discussion of culture and contextual factors leaves a somewhat stilted view of both, while ignoring a major issue for Utah learners: we ALL have or enact forms of culture, rather than culture being something that is in possession of some 'other.' This text seems to reflect the AFT/NBPTS view of the profession, which is not entirely consistent with university teacher preparation (and maybe not even the K-12 teaching profession, in some ways).
2. 21st Century & Workplace Skills The material engages readers in the development of 21st-century and workplace skills, providing a greater depth of knowledge of the content. The material provides some development of 21st century and workplace skills, providing some deepening of knowledge of the content. The material provides minimal development of 21st century or workplace skills, providing minimal deepening of knowledge of the content. The material does not provide development of 21st century or workplace skills, resulting in no deepening of knowledge of the content.
Contemporary or current issues are touched on in the books. There are collaborative activities and prompts within the texts.
Safety
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
1. Lab Spaces The material provides adequate preparation for hands-on learning experiences through the inclusion of content-related lab spaces and associated safety practices. The material provides some preparation for hands-on learning experiences through some inclusion of content-related lab spaces or associated safety practices. The material provides minimal preparation for hands-on learning experiences through minimal inclusion of content-related lab spaces or associated safety practices. The material does not provide preparation for hands-on learning experiences through the inclusion of content-related lab spaces or associated safety practices.
I don't think this criterion is relevant to the texts I reviewed.
2. Lab Equipment The material provides adequate preparation for hands-on learning experiences through the inclusion of a wide range of current and content-relevant lab equipment with associated safety practices. The material provides some preparation for hands-on learning experiences through some inclusion of current and content-relevant lab equipment or associated safety practices. The material provides minimal preparation for hands-on learning experiences through minimal inclusion of current and content-relevant lab equipment or associated safety practices. The material does not provide preparation for hands-on learning experiences through the inclusion of current and content-relevant lab equipment or associated safety practices.
Is this item really relevant? There is no lab equipment associated with the texts I was asked to review--unless we are understand "lab" as "performance-based activities."
Material Characteristics (Total Points:9)
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
1. Physical Characteristics The material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. The content either has low audio-visual quality or is not intended for reuse.
There are many visuals documenting contemporary schools. There is also a concerted effort to include people of different sexes, races, etc.
2. Technical Standards The material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. Student data privacy is at risk.
I don't think this is relevant to the materials I reviewed.
3. Adaptability The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners. Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. The material has limited options to address adaptability for the needs of diverse learners. The material is not suitable for different educational settings with diverse learners.
Yes, there were multiple options for adaptability across the texts. They could be read aloud, zoomed-in, etc.
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