91社区

Business and marketing education teaches the skills and competencies that prepare all students for future success in college, careers, and civic activities regardless of their chosen profession. Business courses teach important skills such as personal management, career development, financial literacy, consumer skills, entrepreneurship, and professional communication skills. Nearly one in five college students major in business. In all jobs, there is a business function, and understanding that business function is essential to career mobility and flexibility.

Curriculum decisions are made at the local level. As such, there is no set curriculum for business and marketing education in New York. It is a local decision as to which resources and/or curricula are used to deliver various business education courses. Please contact the Office of CTE听with any questions or for additional guidance.

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Yes. The professional association for business teachers in New York is the听. There are several regional business teacher organizations as well.

There is a course code for business economics which can be used, at local discretion, to count for the high school half-unit of economics requirement. This is allowed by Part 100.5(a)(6)(ii) of Commissioner鈥檚 Regulations.听 In development of courses to be equivalent to the economics requirement for graduation, schools should utilize the New York State Social Studies Standards and the New York State Social Studies Framework in course development.听

New York no longer has specified course sequences that must be used to meet this requirement (100.5(b)(7)(v)(c )). Five units of any CTE course in any CTE area taught by a certified teacher in any of the CTE content areas (agriculture, business, computer science, FACS, health science, technology, and trade/technical education) may be used. Most business courses will count, but courses taught out of primary certification may not count. Please contact the Office of CTE with any school-specific questions.

Yes. Option 1 requires that 216 hours (equivalent to two high school units) of career and technical education is required to taught by a certified CTE teacher. At least 54 of those hours must be work-based learning.听 Since business and marketing education is a CTE content area, coursework may be used to meet the CTE instruction in Option 1.听 Business teachers may also oversee unregistered experiences used to meet work-based learning hours.听 If a business teacher holds the work-based learning extension, they may also oversee registered experiences.听 For Option 2, schools could consider using business and marketing education coursework to prepare students for one of the Option 2 assessments.听

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No. They may be able to assist in understanding what some of the requirements mean, but the office does not review teacher certification applications or set policy for teacher certification. Teacher certification questions are best answered by the .

Yes. In 2017,听section 100.4(c)听of Commissioner鈥檚 Regulations were amended to allow greater flexibility as to who can teach the middle level CTE requirement. Prior to the 2018-19 school year, the middle level requirement had to be fulfilled by 40 weeks of technology education and 30 weeks of family and consumer sciences. Instruction may start as early as grade 5 provided that the CTE teacher has proper certification or extension to teach fifth and sixth grade students (100.4(c)(3)). Beginning with the 2018-19 school year 100.4(c)(xii) was added to allow for any CTE teacher (defined as agriculture, business, computer science, family and consumer sciences, health sciences, technology, and trade and technical subjects) to teach the 1 戮 unit requirement. More information and resources on the new middle-level CTE framework can be found on听91社区鈥檚 Middle Level CTE page.

If a school district cannot find a certified business teacher to fill a position, it is able to hire a person for what is called a Transitional A certification. This is designed to assist individuals with business/industry experience to enter the teaching profession while working on requirements to become initially certified. The Transitional A certification lasts for three years at which point teachers must have met the requirements to apply for initial certification.

Please go to the and search for 鈥淐areer and Technical Teacher鈥� under area of interest. The subject will be 鈥淏usiness Management and Administration,鈥� the grade will be adolescent 7-12, and a listing of multiple pathways that a prospective teacher can use in order to get Transitional A certification in CTE Business based on their educational background and experience will be provided.

Cut scores for NOCTI are posted on the 91社区 CTE home page. For other exams, please contact the appropriate vendor directly.

To get started, please check out the information located on the Office of CTE's听program approval page. Additional information specific to business and marketing education may be found on the Business and Marketing Education Program Approval page. If you have any questions, please contact the Office of CTE.

A 91社区-approved CTE program needs to have at least one-half unit of Career and Financial Management content, and three units of business content arranged in a sequence that increases in specificity. It is recommended that students have the option to take up to five units so that the requirements for a Regents diploma with advanced designation (replacing the World Language requirement) can be met (100.5(7)(v)(c )).

There are no specific parameters as to how many hours that would count as that is decided by the school. For 91社区-approved programs, our office highly recommends that students complete at least 54 hours of work-based learning experiences throughout their time enrolled. The听Work-Based Learning Manual recommends that all unregistered WBL experiences, such as job shadowing, community service/volunteering, industry-based projects, career-focused research project, school-based enterprise, entrepreneurship, and community-based work program, include the following components:

• Certified teacher or guidance counselor with the proper WBL extension
• Advisory committee
• Appropriate worksite placement
• Supervised on-the-job training
• Related in-school instruction
• Coordination of in-school and worksite components
• Student training plan
• Emergency medical form
• Employer evaluation
• Copy of student working papers where appropriate
• Memorandum of agreement where appropriate

Records of hours worked and tasks performed should also be kept as part of both the work-based learning component of the program as well as the local portfolio component of the technical assessment. More information can be found in the Work-Based Learning Manual.

There are experiences built into the Virtual Enterprises program that may be used to meet work-based learning hours. For more information, please visit the Guidance Document on Work-Based Learning Experiences through the Virtual Enterprises International Program.