Section 27.430 Family and Consumer Sciences
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Illinois Administrative Code › Title 23 EDUCATION AND CULTURAL RESOURCES › CHAPTER I: STATE BOARD OF EDUCATION › Part 27 STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Section 27.430 Family and Consumer Sciences
Text
Section 27.430 Family and
Consumer Sciences
By October 1, 2024, all candidates for an endorsement in
Family and Consumer Sciences will be required to complete a program aligned to
the National Association for Teacher Educators of Family and Consumer Sciences
(NATEFACS) (2018), published by NATEFACS and available at https://natefacs.org/contact.html.
(No later amendments to or editions of these guidelines are incorporated.) The
standards effective until September 30, 2024 are as follows:
a) The competent family and consumer sciences teacher understands
the foundations of work, the career development process, occupational skill
standards, and workplace skill requirements.
1) Knowledge Indicators – The competent family and consumer
sciences teacher:
A) understands the history, organization, and future of work and
how work relates to needs and functions of the economy and society.
B) understands career development concepts, the relationship
between work and learning, and the career planning process.
C) understands the use of the relevant Illinois Occupational Skill
Standards in the development of curriculum (see "Foodservice Cluster"
(1997), "Housekeeping Management Cluster" (2000), "Lodging
Cluster" (2000), and "Meeting Professional Cluster" (2002), all
published by the Illinois Occupational Skill Standards and Credentialing
Council, 2450 Foundation Drive, Springfield IL 62703-5432; no later editions or
revisions are incorporated).
2) Performance Indicators – The competent family and consumer
sciences teacher:
A) relates workplace cultural expectations to workplace skills.
B) develops partnerships with members of the business community to
provide learning opportunities for students.
C) provides advice in the career planning process.
D) selects appropriate skill standards for the program areas
Performance Indicators – The competent family and consumer
sciences teacher:
A) relates workplace cultural expectations to workplace skills.
B) develops partnerships with members of the business community to
provide learning opportunities for students.
C) provides advice in the career planning process.
D) selects appropriate skill standards for the program areas.
b) The competent family and consumer sciences teacher
demonstrates the ability to plan, deliver, and evaluate instruction based upon
knowledge of subject matter in the field; student organizations; student,
community and work needs; curriculum goals; and findings of educational
research.
1) Knowledge Indicators – The competent family and consumer
sciences teacher:
A) understands pedagogy unique to the discipline.
B) understands the rationale for integrating student
organizations' activities into the curriculum.
C) understands professional literature relating to specific
content area and to workplace needs.
D) understands economic/socio-economic conditions, patterns of
business development, and changing labor and career opportunities and their
impact on the relevancy of classroom instruction.
2) Performance Indicators – The competent family and consumer
sciences teacher:
A) utilizes appropriate pedagogy unique to the individual
discipline within career and technical education.
B) creates learning environments and classroom activities that
develop life/workplace skills and knowledge in the discipline.
C) identifies and utilizes educational research findings that
justify teaching strategies.
D) applies curricular content and processes in order to achieve
the goals of student organizations.
E) applies post-secondary admission standards and occupational
skill standards when designing curriculum and assessment.
F) designs appropriate assessment plans for students
ne.
C) identifies and utilizes educational research findings that
justify teaching strategies.
D) applies curricular content and processes in order to achieve
the goals of student organizations.
E) applies post-secondary admission standards and occupational
skill standards when designing curriculum and assessment.
F) designs appropriate assessment plans for students.
G) develops collaborative partnerships with students, colleagues,
community, business/industry, and parents to maximize resources.
H) participates in appropriate professional organizations and
develops a plan for continued personal and professional growth.
I) plans, organizes, and manages laboratories/technical
facilities for instruction that meet diverse needs of students (i.e., safety,
inventory, filing, requisitioning equipment and materials, maintenance,
budgeting).
J) implements laws and policies relating to safe environments and
incorporates appropriate safety standards, healthy practices, and ergonomic
needs.
c) The competent family and consumer sciences teacher understands
the process of reading and demonstrates instructional abilities to teach
reading in the content area of family and consumer sciences.
1) Knowledge Indicators – The competent family and consumer
sciences teacher:
A) understands that the reading process is the construction of
meaning through the interactions of the reader's background knowledge and
experiences, the information in the text, and the purpose of the reading
situation.
B) recognizes the relationships among the four language arts
(reading, writing, listening, and speaking), and knows how to provide
opportunities to integrate these through instruction.
C) understands how to design, select, modify, and evaluate
materials in terms of the reading needs of the learner
experiences, the information in the text, and the purpose of the reading
situation.
B) recognizes the relationships among the four language arts
(reading, writing, listening, and speaking), and knows how to provide
opportunities to integrate these through instruction.
C) understands how to design, select, modify, and evaluate
materials in terms of the reading needs of the learner.
D) understands the importance of and encourages the use of
literature for adolescents in the curriculum and for independent reading.
E) understands the relationship between oral and silent reading.
F) understands the role of subject-area vocabulary in developing
reading comprehension.
G) understands the importance of the unique study strategies
required of the specific content area in developing reading comprehension.
H) understands the importance of the relationship between
assessment and instruction in planning.
2) Performance Indicators – The competent family and consumer
sciences teacher:
A) plans and teaches lessons for students that develop
comprehension of content-area materials through instructional practices that
include analyzing critically, evaluating sources, synthesizing, and summarizing
material.
B) plans and teaches lessons on how to monitor comprehension and
correct confusions and misunderstandings that arise during reading.
C) plans and models use of comprehension strategies before,
during, and after reading of text.
D) provides opportunities for students to develop content-area
vocabulary through instructional practices that develop connections and
relationships among words, use of context clues, and understanding of
connotative and denotative meaning of words.
E) plans and teaches lessons that encourage students to write
about the content read in order to improve understanding
ding of text.
D) provides opportunities for students to develop content-area
vocabulary through instructional practices that develop connections and
relationships among words, use of context clues, and understanding of
connotative and denotative meaning of words.
E) plans and teaches lessons that encourage students to write
about the content read in order to improve understanding.
F) plans and teaches lessons for students to develop study
strategies that include previewing and preparing to read text effectively,
recognizing organizational patterns unique to informational text, and using
graphic organizers as an aid for recalling information.
G) plans and teaches units that require students to carry out
research or inquiry using multiple texts, including electronic resources.
H) provides continuous monitoring of students' progress through
observations, work samples, and various informal reading assessments.
I) analyzes and evaluates the quality and appropriateness of
instructional materials in terms of readability, content, length, format,
illustrations, and other pertinent factors.
J) promotes the development of an environment that includes
classroom libraries that foster reading.
d) Comprehensive Standard for Family and Consumer Sciences
Educators. The competent family and consumer sciences teacher guides learners
to develop their abilities in identifying, creating, and evaluating goals and
alternative solutions to significant recurring issues of everyday life. In
addition to competencies in family relationships, parenting-interpersonal
relationships, consumer and resource management, and human/child development,
standards must also be met in at least one of the following three areas:
nutrition, wellness and hospitality, apparel and textiles, or living environments
g goals and
alternative solutions to significant recurring issues of everyday life. In
addition to competencies in family relationships, parenting-interpersonal
relationships, consumer and resource management, and human/child development,
standards must also be met in at least one of the following three areas:
nutrition, wellness and hospitality, apparel and textiles, or living environments.
1) Knowledge Indicators – The competent family and consumer
sciences teacher:
A) comprehends the work of the family, which involves resolution
of the everyday situations faced by families, including maintaining adequate
nutrition, meeting clothing and textile needs, providing a positive physical
and emotional environment for family members, and balancing the requirements of
employment and family life.
B) comprehends critical and creative thinking skills to address
the significant recurring issues of everyday life for individuals and families.
C) comprehends the variety of family structures that contribute to
the optimal development of individual members.
D) comprehends management processes for individual and family
resource utilization, including food, clothing, shelter, utilities, health
care, recreation, and transportation.
E) comprehends the principles of human development throughout the
life span.
F) comprehends factors that contribute to personal and family
wellness in both physical and mental dimensions.
G) comprehends the influence of public policy on family
well-being.
H) comprehends the unique perspective of family and consumer
sciences, which integrates the knowledge of resource utilization (clothing,
food, housing, money, time, and other resources related to daily needs of
families) with the knowledge of human development to enhance family well-being.
I) comprehends the value of human worth and accepting
responsibility for one's actions for success in family and work life
perspective of family and consumer
sciences, which integrates the knowledge of resource utilization (clothing,
food, housing, money, time, and other resources related to daily needs of
families) with the knowledge of human development to enhance family well-being.
I) comprehends the value of human worth and accepting
responsibility for one's actions for success in family and work life.
J) comprehends the use of Family, Career and Community Leaders of
America (FCCLA) to promote students' learning, chapter leadership, and
community activities and services.
2) Performance Indicators – The competent family and consumer
sciences teacher:
A) demonstrates the ability to apply knowledge of family systems
of action to a family- or consumer-oriented issue.
B) integrates family and consumer sciences knowledge to address
everyday situations faced by families in different circumstances.
C) analyzes the impact of family as a system on individuals and
society.
D) demonstrates appreciation for diverse perspectives, needs, and
characteristics of individuals and families.
E) applies the unique perspective of family and consumer sciences,
which integrates knowledge of resource utilization (clothing, food, housing, money,
time, and other resources related to daily needs of families) with knowledge of
human development to enhance family well-being.
F) creates unique solutions for everyday situations based on
unique family circumstances and structures.
G) evaluates mechanisms for developing public policies that will
have a positive impact on family and individual well-being.
H) displays skills in responsible citizenship and leadership for
improving the family, community, and work environments.
I) applies technology to carry out functions of the family and
career responsibilities
nique family circumstances and structures.
G) evaluates mechanisms for developing public policies that will
have a positive impact on family and individual well-being.
H) displays skills in responsible citizenship and leadership for
improving the family, community, and work environments.
I) applies technology to carry out functions of the family and
career responsibilities.
J) demonstrates the use of FCCLA student learning and development
activities, chapter development activities and projects, and community services
and activities.
e) Family Relationships, Parenting, and Interpersonal
Relationships – The competent family and consumer sciences teacher understands
significant recurring issues that establish and enhance family well-being.
1) Knowledge Indicators – The competent family and consumer
sciences teacher:
A) comprehends the significance of family and its impact on the
well-being of individuals and society.
B) comprehends strategies which integrate knowledge, skills, and
practices required for roles and relationships in the family, community, and
workplace.
C) comprehends the impact of parenting roles and responsibilities
on strengthening the well-being of individuals and families.
D) comprehends career paths in family and human services.
2) Performance Indicators – The competent family and consumer
sciences teacher:
A) identifies societal conditions and cultural differences that
affect family, parenting, and interpersonal relationships across the life span.
B) examines the impact of various stages of the family life cycle
on interpersonal relationships.
C) analyzes functions and expectations of various types of
relationships.
D) examines factors and processes needed to build and maintain
healthy family, parenting, and interpersonal relationships
t
affect family, parenting, and interpersonal relationships across the life span.
B) examines the impact of various stages of the family life cycle
on interpersonal relationships.
C) analyzes functions and expectations of various types of
relationships.
D) examines factors and processes needed to build and maintain
healthy family, parenting, and interpersonal relationships.
E) examines skills and conditions needed to create an environment
that encourages and respects the ideas, perspectives, and contributions of all
group members in the family, workplace, and community.
F) evaluates parenting practices that maximize human growth and
potential.
G) determines consequences of parenting practices for the
individual, family, and society.
H) evaluates external support systems, community resources, and
public policies and human services that provide services for parents and
families.
f) Consumer and Resource Management – The competent family and
consumer sciences teacher utilizes knowledge of the interrelatedness between
the family and its environments in addressing significant recurring issues in
the management and allocation of resources.
1) Knowledge Indicators – The competent family and consumer
sciences teacher:
A) comprehends policies that support consumer rights and
responsibilities.
B) comprehends the impact of technology on individual and family
resources.
C) comprehends interrelationships between the economic system and
consumer actions.
D) comprehends that management of human and non-human resources
can help individuals and families meet goals across the life span.
E) comprehends principles of money management, including
comparison shopping, installment purchasing, budgeting, saving, investing, and
retirement planning.
F) comprehends career paths within consumer and financial service
industries
actions.
D) comprehends that management of human and non-human resources
can help individuals and families meet goals across the life span.
E) comprehends principles of money management, including
comparison shopping, installment purchasing, budgeting, saving, investing, and
retirement planning.
F) comprehends career paths within consumer and financial service
industries.
2) Performance Indicators – The competent family and consumer
sciences teacher:
A) manages individual and family resources, including food,
clothing, shelter, utilities, health care, recreation, and transportation.
B) analyzes policies that support consumer rights and
responsibilities.
C) analyzes interrelationships between the economic system and
consumer actions.
D) applies management processes for human and non-human resources
in meeting the goals of individuals and families across the life span.
E) evaluates the principles of money management, including
comparison shopping, installment purchasing, budgeting, saving, investing, and
retirement planning and use of financial services.
g) Human and Child Development – The competent family and
consumer sciences teacher understands and is able to address issues that affect
human growth and development across the life span within the family context and
in educational services.
1) Knowledge Indicators – The competent family and consumer
sciences teacher:
A) comprehends the principles of physical, emotional, social, and
intellectual growth and development across the life span and the
interrelationship among them.
B) comprehends the impact of biological, social, economic, and
technological conditions that influence human growth and development.
C) comprehends the effects of gender, ethnicity, culture, family
relationships, and life events on individual development needs.
D) comprehends the principles and procedures of conflict
resolution
fe span and the
interrelationship among them.
B) comprehends the impact of biological, social, economic, and
technological conditions that influence human growth and development.
C) comprehends the effects of gender, ethnicity, culture, family
relationships, and life events on individual development needs.
D) comprehends the principles and procedures of conflict
resolution.
E) comprehends career paths in human and child development and
educational and human services.
2) Performance Indicators – The competent family and consumer
sciences teacher:
A) analyzes principles of physical, emotional, social, and
intellectual growth and development across the life span and the
interrelationship among them.
B) analyzes the impact of biological, social, economic, and
technological conditions that influence human growth and development.
C) analyzes the effects of gender, ethnicity, culture, family
relationships, and life events on individual development needs.
D) explores career paths in human and child development and
educational and human services.
h) Nutrition, Wellness, and Hospitality – The competent family
and consumer sciences teacher understands and applies advanced expertise in
nutrition, wellness, and hospitality when addressing significant recurring
issues relating to nutrition, wellness, and food practices that enhance
individual, consumer, and family well-being.
1) Knowledge Indicators – The competent family and consumer
sciences teacher who teaches nutrition, wellness, and hospitality:
A) comprehends the factors that influence nutrition and wellness
practices across the human life span.
B) comprehends the principles for acquiring, handling, preparing,
and serving foods to meet the nutrition and wellness needs of individuals and
families across the life span.
C) comprehends food safety and sanitation practices from
production through consumption
pitality:
A) comprehends the factors that influence nutrition and wellness
practices across the human life span.
B) comprehends the principles for acquiring, handling, preparing,
and serving foods to meet the nutrition and wellness needs of individuals and
families across the life span.
C) comprehends food safety and sanitation practices from
production through consumption.
D) comprehends the impact of science and technology on food
composition, safety, and other issues.
E) comprehends career paths in the nutrition, food, and
hospitality industries and services.
2) Performance Indicators – The competent family and consumer sciences
teacher who teaches nutrition, wellness, and hospitality:
A) evaluates the nutritional needs of individuals and families in
relation to health and wellness across the life span.
B) demonstrates ability to acquire, handle, prepare, and use foods
to meet nutrition and wellness needs of individuals and families across the
life span.
C) evaluates safety and sanitation practices from production
through consumption.
D) applies scientific and technological principles to the areas of
food composition, safety, and other issues.
E) evaluates knowledge, skills, and practices required for careers
in the nutrition, food, and hospitality industries.
i) Apparel and Textiles – The competent family and consumer
sciences teacher understands and applies advanced expertise in textiles and
apparel when addressing significant recurring issues relating to apparel and
textiles to enhance the individual's and family's near environment.
1) Knowledge Indicators – The competent family and consumer
sciences teacher who teaches apparel and textiles:
A) comprehends the properties, characteristics, and uses of fibers
and textiles.
B) comprehends the elements of textile and apparel production and
merchandising
ing issues relating to apparel and
textiles to enhance the individual's and family's near environment.
1) Knowledge Indicators – The competent family and consumer
sciences teacher who teaches apparel and textiles:
A) comprehends the properties, characteristics, and uses of fibers
and textiles.
B) comprehends the elements of textile and apparel production and
merchandising.
C) comprehends the principles, factors, and conditions that
influence textile and apparel needs of individuals and families across the life
span.
D) comprehends the impact of technology, globalization, and
environmental issues on textile and apparel availability, selection, and use.
E) comprehends career paths within the textile and apparel
industries, including wholesale/retail and design operations.
2) Performance Indicators – The competent family and consumer
sciences teacher who teaches apparel and textiles:
A) creates a pleasing work environment that provides safety and
security.
B) evaluates apparel and textile principles, processes, and
quality.
C) applies processes needed to construct, alter, care for, and
repair textile products and apparel.
D) analyzes apparel and textile principles and processes in family
and commercial settings.
E) examines the impact of technology, globalization, and
environmental issues on textile and apparel availability, selection, and use.
F) analyzes career paths within the textile and apparel design
industries, including wholesale/retail operations.
j) Living Environments – The competent family and consumer
sciences teacher understands and applies advanced expertise in living
environments when addressing significant recurring issues relating to housing,
interiors, and furnishings to enhance quality of life
se.
F) analyzes career paths within the textile and apparel design
industries, including wholesale/retail operations.
j) Living Environments – The competent family and consumer
sciences teacher understands and applies advanced expertise in living
environments when addressing significant recurring issues relating to housing,
interiors, and furnishings to enhance quality of life.
1) Knowledge Indicators – The competent family and consumer
sciences teacher who teaches living environments:
A) comprehends housing alternatives in relation to individual and
family needs and available resources.
B) comprehends the use of housing and interior furnishings and
products in meeting individual and family needs.
C) comprehends historical, cultural, economic, and technological
influences on architectural and furniture design and development.
D) comprehends the effect of principles and elements of design in
housing and interiors.
E) comprehends career paths within the housing, interiors, and
furnishings industry.
2) Performance Indicators – The competent family and consumer
sciences teacher who teaches living environments:
A) critiques housing alternatives in relation to individual and
family needs and available resources.
B) selects appropriate housing and interior furnishings and
products to meet individual and family needs.
C) analyzes historical, cultural, economic, and technological
influences on architectural and furniture design and development.
D) evaluates clients' needs, goals, and resources in creating
design plans for housing, interiors, and furnishings.
E) analyzes
career paths within the housing, interiors, and furnishings industries,
including wholesale/retail operations.
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