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. Ninety-five
percent (95%) of the tasks designated as Priority 1 (P-1) must be taught
in the curriculum. Eighty percent (80%) of the tasks designated as
Priority 2 (P-2) must be taught in the curriculum. Fifty percent (50%)
of the tasks designated as Priority 3 (P-3) must be taught in the
curriculum. Additional tasks may be included to meet the needs of local
employers. All additional tasks should be approved by the Advisory
Committee.
Instruction on the legal aspects and responsibilities of the CNG/LPG
technician in areas such as Environmental Protection Agency regulations,
safety regulations, OSHA regulations, 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 for 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; eye protection; hand tools; power equipment; proper
ventilation; and the handling, storage, and disposal of chemicals while
in the lab/shop area.
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. This instruction should be provided
by a qualified instructor.
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 the Advisory Committee members.
Instructional procedures should show a 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. Donated
vehicles by the manufacturers or other sources, customer-owned vehicles,
and other training vehicles may be used as the primary source of live
work. CNG/LPG training program student-owned vehicles, school buses, and
other vehicles owned and 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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