Each technology center accredited by the State Board shall have an established institutional purpose. The institutional purpose should be embodied in the school's mission and vision statements, goals, and objectives and should express the scope of responsibilities to the students whom it seeks to serve and the outcomes to be attained.

Each technology center accredited by the State Board shall provide sufficient administrative and support services to plan and conduct quality occupational training programs. The administrative staff shall hold appropriate credentials and be of sufficient strength to carry out its responsibilities.

Each technology center accredited by the State Board shall ensure that its training programs are designed to provide the cognitive, affective, and psychomotor skills necessary for employment. Approved occupational programs within accredited institutions shall meet or exceed all established standards for quality program operations. In addition, all approved programs shall be conducted in accordance with state standards, policies, and operational procedures. The following is a listing of minimum standards for the approval of career and technology education programs within accredited institutions:

a. Instructional Planning and Organization

The instructional program should be designed to impart knowledge and develop skills that are essential for success in meeting the students' occupational objectives. There should be evidence that each instructional unit has been properly planned and organized and is being implemented in a sequential manner. The program should implement a fairly administered grading system based upon identified criteria.

The course of study for each occupational program shall include both theory and skill lessons along with other supplemental learning activities that will serve to guide the program toward desirable learning outcomes. In addition, the course of study shall be integrated and organized in such a manner as to effect an overall well-balanced program of instruction.

b. Instructional Materials Utilization

The availability and proper utilization of instructional materials is considered essential to conducting quality occupational training. Schools shall ensure that adequate amounts of such materials, including instructional materials, multi-media, reference texts, competency profiles, etc., are made available for instructional purposes. Teachers shall utilize a variety of instructional materials and delivery methods in accordance with student needs and the goals and objectives of the training programs.

c. Qualified Instructional Personnel

Selecting, developing, and retaining instructional staff who are competent to meet the needs of career and technology education is vital to the success of the instructional program. Realizing that occupational instruction is unique in education, all instructors shall have an adequate general education along with recent work experience that will enable them to relate their instruction to business or industrial methodology. As evidence of proper preparation, all instructors shall meet or exceed state certification requirements and will hold a current teaching certificate or credential appropriate to their occupational area. In addition to these minimums, all instructors should continuously strive to upgrade their skills and knowledge by meeting recertification requirements and attending professional improvement meetings, state conferences, etc.

d. Enrollment and Student/Teacher Ratio

The teaching load (student/teacher ratio) will vary with the program and is contingent upon the number/kinds of students to be served, the specific skills to be taught, the size of the facility, and the method of instruction to be used. However, reasonable enrollment limits must be maintained in order to ensure that program objectives may be met in an efficient and effective manner. Unless otherwise specified, program enrollment limits shall be maintained in each occupational program in accordance with the state operations and procedures requirements.

e. Equipment and Supplies

Proper equipment and adequate supplies must be made available to support the occupational program. Schools offering such programs shall provide funds for equipment and supplies in accordance with acceptable standards and at a level to ensure quality occupational education. Equipment selected should be representative of the grade and type used by business and industry and must meet or exceed all appropriate safety standards.

f. Instructional Facilities

Physical facilities shall include adequate space and utilities in classrooms and laboratories that provide for safe and orderly quality instruction to meet program objectives. Both instructional and non-instructional areas, including storage areas, restrooms, and offices, shall be adequate for the number of students and staff using such areas. Special consideration shall be given to meeting the needs of students with disabilities as well as providing for the special needs of co-educational classes.

g. Safety Training and Practices

Due to the nature of career and technology education and related employment, student safety and safety training are considered essential to quality program operations. Schools offering occupational programs shall ensure that safety features in the instructional facilities and equipment are properly implemented and maintained. In addition, adequate lighting, temperature, and ventilation shall be provided to ensure a safe and healthy learning environment. The Occupational Safety and Health Administration (OSHA) standards shall be used to guide the implementation and maintenance of environmental health and safety features.

Instructors shall model correct safety practices and ensure that safety training is incorporated into the instructional content of the educational program. Student safety practices shall also be encouraged and continuously monitored by the instructor.

h. Program Advisory Committee and Community Relations

An effective and continuous program of community relations is necessary to maintain a close working relationship with business, industry, and other organizations and individuals, as well as to ensure that occupational education is relevant to the needs of students. The purpose of a community relations effort is to inform the public of the program's operations and capabilities and to generate active participation in the development and implementation of the program's goals.

Each occupational program should actively strive to encourage community involvement and promote a greater understanding of the program's needs and accomplishments. In addition, each full-time program must have an occupational advisory committee that is formally organized and meets at least once annually. The membership of the advisory committee must be diversified, with the majority of membership representative of occupations for which the program is training. Each local program shall maintain on file a listing of the names and occupations of the advisory committee members and the minutes of each meeting.

i. Leadership Development (CareerTech Student Organization)

Student leadership development activities are considered an integral part of the course of instruction in all occupational programs. Each student shall be afforded the opportunity to become an active member of an appropriate student organization. The leadership development activities associated with the student organization shall be directed and supervised by the local instructor with guidance from the local school administration and the state advisor.

j. Coordination Activities

Cooperative education is uniquely designed to meet students' occupational objectives through supervised on-the-job training or other supervised occupational experiences, coupled with regular classroom instruction. Each student participating in cooperative training should be placed in a job related to his/her occupational objective and training program. The instructor should ensure that each student's cooperative training provides experiences that allow the student to meet the goals and objectives of his/her training program. A training plan outlining the on-the-job training activities for each student shall be completed and maintained on file.

In order to ensure quality of training and procedural compliance, the local teacher-coordinator shall visit each training station at least once per grading period. Provisions should also be made for the local teacher-coordinator to visit each training station in accordance with state guidelines. Students should be encouraged to develop teacher-assisted entrepreneurship programs, where such programs are related to the instructional content of the training program.

k. Student Accounting and Reports

Recognizing that the major objective of occupational education is the gainful employment of the student, a systematic program of job placement and follow-up is essential. As evidence of efforts to achieve this objective, each local educational institution shall maintain student enrollment, placement, and follow-up records on all students who have enrolled in occupational programs. These records must be maintained in accordance with divisional requirements and reported as requested to the Oklahoma Department of Career and Technology Education. Each program purporting to train students for gainful employment shall assist program completers in job placement and maintain placement records. Enrollment, placement, continuing education, and follow-up records should be maintained for these programs.

Each technology center accredited by the State Board will provide all students information on career options, advise them on appropriate educational paths to meet career goals, and provide students with the necessary support for success in their career programs.

Each technology center accredited by the State Board will provide activities that lead to placement in occupations related to the students' training.

The purpose of essential skills and education enhancement services is to provide integrated academic instruction based on documented goals for students in the context of skills needed for occupational competency, computer familiarity, and other cognitive skills.

Each technology center accredited by the State Board shall ensure that its training programs are related to the employment needs of business and industry. In order to help fulfill this responsibility, accredited institutions shall regularly meet with representatives of local business and industry for advice in guiding program and institutional operations.

Each technology center accredited by the State Board shall have defined procedures for the continuous assessment of its professional staff. These assessments shall be used as a basis for identifying the professional growth needs of individual staff members. Efforts shall be made to ensure that in-service and/or upgrade training is provided in accordance with identified needs and current state and federal guidelines.

Each technology center accredited by the State Board shall provide for the training and retraining needs of adults in the school district. Training programs and seminars shall be provided at times most convenient for adults.

Each technology center accredited by the State Board shall ensure that career and technology training opportunities are provided to all qualified students who seek such training. Recruitment and admission policies and hiring practices shall be nondiscriminatory, and physical facilities shall be constructed and/or modified to accommodate the needs of individuals with disabilities.

It is the policy of the State Board to encourage innovative teaching methods and training programs that meet the needs of individual students. To the extent possible, career and technology training programs are designed to train for present and future labor market needs and to incorporate new techniques.

Each technology center accredited by the State Board shall conduct its operations in a fair and ethical manner, with particular attention to those factors affecting students and employees. Board policies and procedures shall be effectively communicated to constituents and administered in a manner that maintains the public's trust in the integrity of the institution. An accredited institution shall review periodically its policies, directives, and practices to ensure that they reflect the requirements of applicable laws and regulations and do not unfairly or negatively impact those constituents the institution serves or seeks to serve.