STANDARD 6 - INSTRUCTION
INSTRUCTION MUST BE SYSTEMATIC AND REFLECT PROGRAM GOALS. A
TASK LIST AND SPECIFIC PERFORMANCE OBJECTIVES WITH CRITERION
REFERENCED MEASURES MUST BE USED.
Standard 6.1 - Program Plan
The training plan should progress in logical steps, provide for alternate sequences where
applicable, and be made available to each student.
Standard 6.2 - Student Training Plan
A training plan for each student should be used indicating the student's training goal(s) and
specific steps needed to meet that goal. Students should be given a copy of their training plan.
Standard 6.3 - Preparation Time
Adequate time should be provided for teacher preparation and program development.
Standard 6.4 - Teaching Load
The instructor/student ratio and class contact hours should allow time for interaction on a one-to-
one basis.
Standard 6.5 - Curriculum
All tasks have been given a priority rating. At least 95% of the High Priority - Individual (HP-I)
and 90% of the High Priority - Group (HP-G) items in the Task List must be included in the
curriculum. Additional tasks may be included to meet the needs of local employers. The
Advisory Committee should approve all additional tasks.
Instruction on the legal aspects and responsibilities of the collision repair and refinish technician
in areas such as Environmental Protection Agency regulations, safety regulations, OSHA
regulations (including the ruling on respiratory protection), and other appropriate requirements
should be included in the curriculum. Instruction and practice in filling out work order forms,
ordering parts, and basic record keeping should be a part of the training program.
Tools and equipment must be available to perform the tasks in each of the areas in which
certification is requested.
Standard 6.6 - Student Progress
A record of each student's progress should be maintained through the use of a progress chart or
other recording device. The record should indicate tasks required for mastery in the area and
those tasks the student has mastered.
Standard 6.7 - Performance Standards
All instruction should be performance based, with an acceptable performance standard stated for
each task. These standards should be shared with students and potential employers. Students
should demonstrate "hands-on competency" or "mastery" of a task before the instructor verifies a
student's performance.
Standard 6.8 - Safety Standards
Safety instruction should be given prior to lab/shop work and be an integral part of the training
program. A safety test should be included in the training program. Students and instructors
should comply with personal and environmental safety practices associated with clothing;
respiratory protection, eye protection; hand tools; power equipment; proper ventilation; and the
handling, storage, and disposal of chemicals/materials in accordance with local, state, and
federal safety and environmental regulations.
Standard 6.9 - Personal Characteristics
All training activities and instructional material should emphasize the importance of maintaining
high personal standards.
Standard 6.10 - Work Habits/Ethics
The training program should be organized in such a manner that work habits and ethical
practices required on the job are an integral part of the instruction.
Standard 6.11 - Provision for Individual Differences
The training program should be structured in such a manner that students with different levels of
cognitive and psychomotor skills can be accommodated.
Standard 6.12 – Related Instruction
Instruction in related mathematics, communication, and interpersonal relations should be
provided and coordinated with ongoing instruction in the training program. A qualified
instructor should provide this instruction.
Standard 6.13 - Testing
Both written and performance based tests should be used to validate student competency.
Students should be encouraged to take certification tests that are publicly recognized indicators
of capabilities.
Standard 6.14 - Evaluation of Instruction
Instructional procedures should be evaluated in a systematic manner. This evaluation should be
through regular reviews by students and the administration. Self-evaluation of instruction should
also be utilized on a systematic and regular basis. This system should include input from former
students and from the Advisory Committee members. Instructional procedures should show
responsiveness to the feedback from these evaluations.
Standard 6.15 - Live Work
Live work should be scheduled to benefit the student and supplement ongoing instruction on
items specified in the NATEF task list. A student should have had instruction and practice on a
specific repair task before live work requiring that task is assigned. Vehicles donated by the
manufacturers or other sources, customer-owned vehicles, and other training vehicles may be
used as the primary source of live work. Vehicles owned by students in the collision repair and
refinish training program, school buses, and other vehicles owned or operated by the governing
body of the school should not be the primary source of live work vehicles. All vehicles in the
lab/shop should have a completed industry-type work order attached to or on the vehicle.
Standard 6.16 - Articulation
Agreements between programs with equivalent competencies should be used to eliminate
unnecessary duplication of instruction.
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