STANDARD 7 – INSTRUCTION
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INSTRUCTION MUST BE SYSTEMATIC AND REFLECT AUTOMOBILE PROGRAM GOALS. A TASK LIST AND SPECIFIC PERFORMANCE OBJECTIVES WITH CRITERION REFERENCED MEASURES MUST BE USED.
7.1 PROGRAM
The training program should progress in logical steps, provide for alternate sequences, where applicable, and be made available to each student.
A. Provide a copy of the course of study that shows what is taught (scope) and when it's taught (sequence).
Course Units Autos I Introduction to Automotive Maintenance
Course Units Autos II Autos Systems
Course Units Autos III Advanced Auto Service
7.2 PREPARATION TIME
Adequate time should be provided for teacher preparation and program development.
A. Show a copy of the Master Schedule and instructor office hours.
St. Charles East HS Master Schedule (Semester I)
St. Charles East HS Master Schedule (Semester II)
St. Charles East Bell Schedule
7.3 TEACHING LOAD
The instructor/student ratio and class contact hours should allow time for interaction on a one-to-one basis. A safe working environment should be considered when determining teacher/student ratio.
A. Show student enrollment sheets, indicate the number of training stations, and identify teaching assistants (if any) over the past five years.
St. Charles East Class Size by Year
7.4 COURSE OF STUDY
All tasks have been given a priority rating. At least ninety percent (90%) of the tasks designated as Priority 1 (P-1) must be taught in the course of study. At least seventy-five percent (75%) of the tasks designated as Priority 2 (P-2) must be taught in the course of study. At least fifty percent (50%) of the tasks designated as Priority 3 (P-3) must be taught in the course of study.
A. Link to ASE Task List with Advisory Committee approval of individual tasks. Total % of taught tasks by priority area (P-1, P-2, P-3). Cross reference lesson plans, job sheets and student progress instrument to the course of study. (GO/NO GO REQUIREMENT)
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 must be included in the course of study. 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 accreditation is requested.
D303 2022 Automobile Program Task Lists
B. Highlight documentation or describe how or where the following items are covered:
Safety regulations the student may encounter upon employment.
Students are introduced to OHSA, ANSI, SDS and EPA.
Legal responsibilities of the technician regarding Environmental Protection Agency regulations.
Students are taught the proper handling, storage and disposal of used parts, materials and fluids.
Other appropriate requirements which may affect their on-the-job activities.
Students are responsible for demonstrating the proper use of personal protective equipment while working in the shop area.
Identification and proper use of appropriate tools and test and measurement equipment .
Students must demonstrate the proper use of specific equipment that is necessary for certain related tasks.
Use of current service information and industry publications.
Students main source of service information is from Alldata. They use this in all automotive classes.
The inclusion of tasks on filling out work order forms, ordering parts, and recording the time spent on task.
Students have to fill out inspection forms that align to certain areas of the vehicle. If a part is deemed to be needing replacement they are to search the part availability, replacement procedure and book time associated with the job.
7.5 PERFORMANCE STANDARDS AND STUDENT PROGRESS
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. A record of each student's progress should be maintained. The record should indicate tasks required for program completion and students should demonstrate competency of a task.
A. Show the use of clearly stated performance levels for each task.
B. Show the availability of stated performance levels to students and potential employers.
C. Describe how students are able to demonstrate (practice) competency of a task before the instructor verifies a student’s performance.
D. Show the use of a progress chart or other method (with specific tasks) to indicate students' progress.
7.6 SAFETY STANDARDS
Safety instruction must be given prior to lab/shop work and be an integral part of the training program. A safety test must 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.
A. Describe how safety instruction is given prior to lab/shop work.
For each unit safety is always taught in the classroom. When the tasks are demonstrated in the shop we stress the importance of following safety guidelines. Students are required to wear safety glasses anytime in the shop area. Safety shields, gloves, and hearing protection are always available for students depending on the job.
B. Show an example/s of the safety tests given in the training program.
7.7 PERSONAL STANDARDS
All training activities and instructional material should emphasize the importance of maintaining high personal standards.
A. Describe how the following items are emphasized:
1. The importance of maintaining good relationships with fellow employees.
As a teacher I make sure that I have the students work in different groups during their labs. The importance of sharing equipment and working together is an expectation.
2. Respect for fellow students' tools and other property.
Students are expected to keep tools and equipment clean and organized. Students are also expected to leave a work area better than when they started.
3. The development of good customer relations.
As a program we are open to inspect and repair customer vehicles. Staff schedule an appointment with the instructor. The students go through the appropriate inspection. The instructor will confirm the diagnosis. The students will work with the instructor to create a quote. The customer is invited into the lab so the students and instructor can explain what is going on with their vehicle. A great level of trust has been established as we are working hard to do what is right for the customer and the vehicle.
4. Appropriate clothing similar to that found in local shops.
Long sleeve shirts, full length pants, and closed toed shoes are required to work on vehicles. Students must follow all guidelines laid out in our safety unit.
5. Student cleanliness to ensure seats, steering wheels, etc. are not greasy or damaged after the job is complete.
After work on a vehicle is complete, steering wheels are cleaned and any fluids that have spilled onto vehicle parts are properly cleaned. Paper floor mats and seat covers are utilized when working on any/all vehicles.
The evaluation team will conduct a visual inspection. Provide instructional materials, class / lab / shop rules.
7.8 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.
A. Describe how the training program develops work habits that coincide with work habits required on the job.
For certain jobs the students are required to research the book time and step by step instructions associated with that job. Students use Alldata as their main source for detailed instructions. They are to check back or ask for assistance when needed.
B. Describe how emphasis is placed upon ethical practices.
Instructor makes sure that all of the required work is done properly and informs the customer of possible repairs that may become necessary related to the repair. Students are taught to treat each car as their own. They are responsible for making sure that only repairs that are needed are performed.
The evaluation team will conduct a visual inspection.
7.9 RELATED INSTRUCTION
Instruction in related mathematics, science, communications, and interpersonal relations should be provided and coordinated with ongoing instruction in the training program.
A. Describe how Gen Ed courses are made relative to the course of study the student is pursuing or show syllabus with objectives (applied Gen Eds) and/or examples of tasks where related instruction is provided (Ohm’s Law, Pascal’s Law, gear ratio, etc.); SkillsUSA Professional Development Program, if appropriate.
7.10 TESTING
Both written and performance-based tests should be used to validate student competency. Students should be encouraged to take industry recognized certification tests, such as the ASE Entry-Level Certification or ASE Professional Certification tests.
A. Show samples of written tests.
B. Show sample job sheets.
C. Show sample of the rating scale used.
D. Show posters, ASE test registration materials, describe provisions made for taking ASE tests.
The district pays for a seat for each student in Auto 2 and Auto 3. The students take a pre and post test for each unit. We book a separate testing room with a proctor for each testing time.
Currently Auto 2 Electrical and Brakes. Auto 3 Electrical , brakes, steering and suspension, engine performance and MLR
Students take practice tests prior to taking the A1 - A8 system tests.
7.11 EVALUATION OF INSTRUCTION
Instructional procedures should be evaluated in a systematic manner. This evaluation should be through regular reviews by students and the administration.
A. Rate the use of student input/participation (survey) in the evaluation process of instruction.
Utilization of current student survey and implementation of important suggestions.
B. Describe or show the process used by administration to evaluate instructors.
Annual observation with pre and post conferences regarding lesson outcomes.
7.12 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 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 must 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. (NOTE: VEHICLES DONATED BY MANUFACTURERS OR OTHER SOURCES ARE ACCEPTABLE AS THE PRIMARY SOURCE OF ON-VEHICLE SERVICE AND REPAIR WORK.)
A. Describe how students receive instruction and practice specific repair tasks on-vehicle service and repair work that benefits students and supplements on-going instruction. Identify the training stations and practice vehicles available for student use.
Students are taught how to use shop equipment and the importance of vehicle systems prior to work on a particular system. Students utilize training stations to work on systems specific to the training stations. Shop cars are always on-site for student training.
B. Describe how students have instruction and practice a specific repair task before on-vehicle service and repair work is assigned.
Students are exposed to the theory and practice of specific repair tasks on shop vehicles prior to work on customer vehicles.
C. Describe the program policies that prohibit the following as PRIMARY source of on-vehicle service and repair work:
Our program utilizes shop vehicles as the primary source of service practice. We use staff vehicles to enhance our learning experience.
Students in the automotive technician training program working on their own vehicles.
Students may work on their own vehicles when allowed to do so. This is used to expand their learning experience. Students must be in good standing in the class in order to bring in their vehicles.
School buses or other vehicles owned and operated by the governing body of the school.
D. Show the use of a written, industry type work order attached to or placed inside the vehicle.
The evaluation team will conduct a visual inspection.
7.13 CUSTOMER VEHICLES
A systematic method of collecting, documenting, and disbursing customer vehicle work repair receipts should be used. Instructional staff should not be required to collect payment for customer vehicle work repairs. (This applies only to programs that accept customer vehicles for instruction.)
A. Describe the system used to collect, document, and disburse customer work repair receipts (N/A if no customer work is done).
Customers supply parts for work that is to be repaired. We do not collect money from customers on most jobs. On a need to basis we may order parts from the local parts supplier to be delivered. Staff will pay their bill to the school treasurer.
B. Describe how support staff collects payment for customer work repairs (N/A if no money is ever exchanged).
Staff will pay their bill to the school treasurer.
7.14 ARTICULATION
Agreements between programs with equivalent competencies should be used to eliminate unnecessary duplication of instruction and foster continued study.
A. Show copy of any articulation agreement. Note: this may be N/A.
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