What is Finance and Business Services?
Finance and Business Services (FBS), one of the Career and Technical Education (CTE) endorsement areas for 6-12 grade Illinois classrooms, helps students become college and career ready through critical thinking and real-world application of skills that are built within the content and application of FBS courses. By taking FBS-specific courses or through the development of integrated units from other Illinois CTE endorsement areas, students develop academic knowledge and technical skills for a lifetime of opportunities as productive and responsible citizens.
Source: Adapted from https://www.isbe.net/Pages/Business-Education.aspx
At minimum, Illinois FBS focuses on the following areas:
ILCTE Innovative Lessons
The National Career Clusters® Framework serves as an organizing tool for Career Technical Education (CTE) programs, curriculum design and instruction. There are 16 Career Clusters in the National Career Clusters Framework, representing 79 Career Pathways to help learners navigate their way to greater success in college and career. The framework also functions as a useful guide in developing programs of study bridging secondary and postsecondary systems and for creating individual student plans of study for a complete range of career options. As such, it helps learners discover their interests and their passions, and empowers them to choose the educational pathway that can lead to success in high school, college and career.
There are 16 nationally recognized Career Clusters; Illinois has 17 Career Clusters (Energy is the 17th). Illinois FBS teachers may want to consider the examination of three-specific career clusters in the development of their program.
Business Management and Administration
This Career Cluster® is focused on careers in planning, organizing, directing and evaluating business functions essential to efficient and productive business operations.
Finance Career Cluster
This Career Cluster® is focused on planning, services for financial and investment planning, banking, insurance, and business financial management.
This Career Cluster® is focused on planning, managing and performing marketing activities to reach organizational objectives.
Career and Technical Student Organizations
“Our mission at Business Professionals of America is to develop and empower student leaders to discover their passion and change the world by creating unmatched opportunities in learning, professional growth and service.” – BPA Website
Mission Statement: “To assist local Chapters in the growth and development of DECA. To further develop a respect for education in marketing and management, this will contribute to occupational competence. To promote an understanding and appreciation for the responsibilities of citizenship in our free competitive enterprise system.” – Illinois DECA Website
“The Future Business Leaders of America is a student organization for motivated students who want to have fun and grow as leaders.” – Illinois FBLA Website
State and National Associations
Illinois Business Education Association
National Business Education Association
Professional Teaching and Learning
The lessons that you are viewing, downloading, and implementing in your classes have been developed through a Professional Teaching and Learning Cycle 1 2 approach for the seven Illinois Career and Technical Education Endorsement Areas and related Career Clusters. This endeavor was led by the Illinois Career and Technical Education Innovative Curriculum Resources Project (ILCTE). Each lesson was written by Illinois 6-12 grade Career and Technical Education (CTE) teachers. Funding for ILCTE was made possible through the Carl D. Perkins grant by the Illinois State Board of Education. Each lesson was developed from Wiggins and McTighe’s Backward Design Process 3, as well as the 5E instructional model 4 most notably used in the development of science curricula. While internal to ILCTE, each lesson was developed from 11 Quality Indicators.
Illinois Career and Technical Education Endorsement Areas and Related Career Clusters
The Professional Teaching and Learning Cycle
The professional teaching and learning cycle (PTLC) is a professional development process in which teachers collaboratively plan and implement lessons aligned to their state standards.
Lesson Development Level:
Each lesson is the result of an extensive development process. Each lesson goes through a series of steps, each improving its quality. The level of each lesson can be found at the bottom of the first page of each lesson.
Each initial lesson posted on the ILCTE website will be labeled as Level 3. A link will be provided for each lesson for teachers to provide additional input on how the lesson can be further improved. ILCTE will take teacher input and make changes to the posted lesson and repost the lesson; this process will move lessons to Level 4. Eventually, each lesson will be placed on a virtual bookshelf. However, ILCTE believes that no lesson can be completely finished without constant updating for relevance and classroom appropriateness, so each lesson deemed a Level 5 will be appropriately changed on a yearly basis through a focused professional teaching and learning cycle by Illinois CTE teachers.
All lessons incorporate the 5E instructional model approach. This instructional approach creates an environment where the student experiences and discovers the content; it is carefully designed and skillfully executed so that students construct an accurate and detailed understanding of the topic being addressed.
How to Teach a 5E Lesson:
The primary difference between a traditional, teacher-centered pedagogy and that of the 5E Model is in the delivery of content. In the traditional model, the teacher describes, presents, addresses, shows, demonstrates, and/or explains all content; the students sit attentively and listen, taking notes so that they remember it in preparation of the test. If time and materials permit, a project may be conducted after the instruction so that students can see “how it works.” The project is done last, if at all.
In the 5E model, students discover the content by experiencing it. The project or activity is used as the vehicle for instruction, not simply the application of it later. Teachers ask questions to guide student thinking, not answer their questions directly. There is no “front-loading” or “pre-teaching.” Students learn the content by doing it, clarify their understanding through questioning, and demonstrate their mastery through proper use of the concepts.
Consideration of the 5E model always prompts the same question: How can you expect students to know something if you do not teach them? From strictly an educational perspective, that is legitimate, but it is not reality. For example, one of the most complex things modern adults learn is how to operate the cell phone; it has its own set of operating instructions and language. Yet there are no books published, no classes taught, or tests given at the store before the proud new owner carries it out. Modern society changes so quickly that we learn how to learn. We figure it out. Our understanding grows through use, not necessarily through lecture. As students encounter new vocabulary, they will learn to look for clues to its definition. As students run into problems, they will learn to find resources for solving them. As students discover new content, they will figure out how it connects to previous knowledge. None of this, however, diminishes the role or importance of the teacher. The teacher is critical to guide the learning process and adjust for the individual learners. The teacher is the expert in pedagogy but no longer the all-knowing master of the content. With proper instructional strategies, the knowledge level of the student can, and probably should, exceed that of the teacher.
Backward Design Process:
Briefly, this process of developing quality lessons is based on three stages: Stage 1: Identify the desired results; Stage 2: Determine acceptable evidence; Stage 3: Plan the learning experiences and instruction. In the first stage of backward design, the teachers consider the goals of the lesson, which comes from content standards and curriculum expectations. In this stage, teachers use the following “filters” to determine whether the overall lesson topic is appropriate by asking:
The second stage of the lesson development process is for teachers to think like assessors by determining the formative and summative assessments that will be used in the lesson. Teachers develop the assessment instruments by asking, “What should students know and be able to do?” What will I as the teacher accept as evidence? During the final stage of this process, teachers develop the enabling knowledge and skills students need to perform effectively and achieve desired results – the lesson plan.
ILCTE Lesson Development Process
Professional Learning Through the Development of Innovative Curriculum
Practical Lesson Writing Guide
How to Teach a 5E Lesson
Career ready practices consist of the knowledge, skills, and dispositions that are important in becoming career ready. (Source: Careertech.org)
Common Core Technical Core
The CCTC is a state-led initiative, with 42 states, the District of Columbia and Palau participating in the development stage.
Business and industry representatives, educators and others helped guide the development of the CCTC from beginning to end to ensure CTE students will have the knowledge and skills to thrive in a global economy. The resulting CCTC is a set of rigorous, high-quality standards for CTE that states can adopt voluntarily. The CCTC includes a set of standards for each of the 16 Career Clusters® and their corresponding Career Pathways that define what students should know and be able to do after completing instruction in a program of study (pages 4-21 of this document).
The CCTC also includes an overarching set of Career Ready Practices that apply to all programs of study. The Career Ready Practices include 12 statements that address the knowledge, skills and dispositions that are important to becoming career ready (pages 2-3 of this document). (Source: Careertech.org)
Endorsements: Creating Paths from High School to Effective College and Career Experiences
Learning Cycles: A Powerful Tool for Teacher-to-Teacher Professional Learning
Illinois Essential Employability Skills: Framework and Self-Assessment
The Innovative Curriculum Resources Project is now accepting proposals for Summer Academy 2019: June 10-11, Naperville, IL;
June 17-18, Springfield, IL; June 20-21, Mt. Vernon, IL. Presentations exemplifying best practices in teaching, technology, tools, and career development are preferred.
However, any proposals involving the CTE fields, school counseling, or career preparation will be considered. Please click here for more information.
Stay current on the latest Innovative Curriculum Resources Project news and professional development opportunities at: www.ilcte.org.