Subp. 3.
Subject matter standard.
A candidate for licensure as a teacher of parent and family
education must demonstrate the knowledge and skills in items A to D.
A. The candidate must understand families,
including:
(1) the family's role as primary
socializer and educator of the children;
(2) theories of family dynamics;
(3) communication;
(4) diverse and evolving family
structures;
(5) family strengths
from multiple perspectives;
(6) the
impact of technology on family life;
(7) impacts of decision-making and
problem-solving processes on family relationships;
(8) the effects of disabilities on family
relationships;
(9) the reciprocal
relationships between family and community;
(10) the contexts of language, ethnicity, and
culture in family relationships;
(11) the interaction of socioeconomic
situations and family dynamics;
(12) the influence of public policies on
families;
(13) influence of the
social and historical climate on families;
(14) the effects of change and loss on family
functioning;
(15) how to work with
parents and families in a variety of settings;
(16) the effects of systemic racism on
families; and
(17) the impact of
adversity and multigenerational trauma on families.
B. The candidate must understand parent-child
relationships:
(1) multidisciplinary
descriptions of parenting practices and healthy parent-child
relationships;
(2) theories of
parent-child interaction;
(3) the
reciprocal nature of parent-child relationships;
(4) the impact of parent expectations,
practices, and behaviors on the child's development;
(5) the reciprocal relationship between
parenting behavior and ecological contexts;
(6) stages of parenting across the life
span;
(7) mother-child,
father-child, and other primary caregiver-child relationships;
(8) the influence of adult partner
relationships on parent-child relationships;
(9) the signs of emotional distress, abuse,
and neglect in parent-child relationships;
(10) specific family situations, for example,
single parenting, stepparenting, adolescent parenting, adoptive parenting,
grandparenting, and the effects of disabilities on parenting; and
(11) the effects of culture, language, and
ethnicity on parent-child relationships.
C. The candidate must understand child
development:
(1) theories of child
development;
(2) social, emotional,
psychological, physical, cognitive, language, and moral development;
(3) individual differences among
children;
(4) the effects of
disabilities on child development;
(5) the influence of culture, community, and
experiences on development;
(6) the
formation of a child's self-identity and self-esteem;
(7) the role of play in child
development;
(8) gender identity
and sexuality development;
(9)
developmentally appropriate learning environments, activities, and
interactions;
(10) the importance
of physical and mental health on child development; and
(11) the effects of childhood adversity and
trauma on child development.
D. The candidate must understand adult
learning:
(1) that each adult is unique and
exhibits individual patterns of development influenced by physical, social,
cultural, psychological, and experiential factors;
(2) adult learning and learning styles, adult
cognitive development, and use of instructional strategies that promote adult
learning and development;
(3)
theories of adult development and how to apply theory when making instructional
decisions; and
(4) how to apply the
standards of effective practice in designing, implementing, and evaluating
educational experiences for parents and other
caregivers.
Subp.
4a.
Clinical experiences for candidates completing an
initial licensure program.
A candidate completing an initial licensure program is exempt
from the clinical experience requirements in part
8705.1010, subpart
3, item C (Standard 11). The
candidate must complete at least 100 hours of clinical experience in teaching
parents and caregivers in family education programs that include:
A. observations with actionable feedback to
ensure growth and attainment of standards with a minimum of three observations
conducted by the cooperating teacher;
B. observations with actionable feedback to
ensure growth and attainment of standards with a minimum of three observations
conducted by the supervisor;
C. a
minimum of two triad meetings with the cooperating teacher, the supervisor, and
the candidate for clear and consistent communication; and
D. at least one written evaluation by the
supervisor that addresses the candidate's ability to apply the standards in
this part and apply the standards of effective practice in part
8710.2000 in teaching adult
students.
For the purposes of clinical experiences, a candidate
completing an initial licensure program for parent and family education and
another licensure field must consider the other licensure field as the initial
license subject to part
8705.1010, subpart
3, item C (Standard 11), and
consider the parent and family education license as an additional license
subject to subpart 4b.
Subp. 4b.
Clinical
experiences for candidates completing an additional licensure program.
A candidate completing an additional licensure program is
exempt from the clinical experience requirements in part
8705.1010, subpart
3, item E (Standard 13). The
candidate must complete at least 80 hours of clinical experience in teaching
parents and caregivers in family education programs that include:
A. observations with actionable feedback to
ensure growth and attainment of standards with a minimum of two observations
conducted by the cooperating teacher;
B. observations with actionable feedback to
ensure growth and attainment of standards with a minimum of two observations
conducted by the supervisor;
C. a
minimum of one triad meeting with the cooperating teacher, the supervisor, and
the candidate for clear and consistent communication; and
D. at least one written evaluation by the
supervisor that addresses the candidate's ability to apply the standards in
this part and apply the standards of effective practice in part
8710.2000 in teaching adult
students.
