Standard 6: Instruction
Instruction must be systematic and reflect automobile 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 developed and 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 (Go/No Go)
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 automobile 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 program completion 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" 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/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: Provisions 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, science, communications, 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 responsiveness to the feedback from these evaluations.
Standard 6.15: On-Vehicle Service and Repair Work
On-vehicle service and repair 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 on-vehicle service and repair 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 on-vehicle service and repair work. 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 on-vehicle service and repair 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 and foster continued study.
