1428321527 master edcmg

MILADY’S MASTER EDUCATOR
COURSE MANAGEMENT GUIDE

VOLUME I—BASIC TEACHING SKILLS FOR
CAREER EDUCATION INSTRUCTORS
VOLUME II—PROFESSIONAL DEVELOPMENT
FOR CAREER EDUCATION INSTRUCTORS

LETHA BARNES

COPYRIGHT © 2009, Milady, a part of Cengage Learning

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ISBN-13: 978-1428321526
ISBN-10: 1428321527

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Table of Contents

Section I Milady’s Master Educator Course Management Guide
Lesson Plan Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Section II Support Materials and Forms . . . . . . . . . . . . . . . . . . . . . . . . . .15

Section III Comprehensive Lesson Plans, Volume I . . . . . . . . . . . . . . . . .21
Lesson Plan 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Lesson Plan 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson Plan 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson Plan 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson Plan 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Lesson Plan 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson Plan 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Lesson Plan 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Lesson Plan 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Lesson Plan 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Lesson Plan 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Section IV Comprehensive Lesson Plans, Volume II . . . . . . . . . . . . . . . 183
Lesson Plan 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Lesson Plan 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Lesson Plan 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Lesson Plan 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Lesson Plan 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Lesson Plan 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Lesson Plan 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Lesson Plan 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Lesson Plan 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283

iii

Milady’s Master Educator Course Management Guide
iv

● MILADY’S MASTER EDUCATOR—COURSE MANAGEMENT GUIDE

INTRODUCTION
Congratulations! You hold in your hands a comprehensive instructor’s guide to support training of educa-
tors within the field of cosmetology. Students entering training at your institutions expect and deserve
the best possible education that you can provide. They have chosen to enter this course of study to embark
upon a career in education. They have chosen your school for their education and you as the teachers to
educate them.
As educators, our primary focus is to foster and provide education and training in cosmetology and
related areas that will arm the graduate with the needed skills and abilities to be competitive in entry-level
job positions. We constantly strive to further advance and develop the standards of education and instruc-
tion we offer in our schools. Obtaining that goal can be challenging, but with the right tools, it is definitely
a challenge that can be met and overcome.

PURPOSE
The purpose of Milady’s Master Educator Course Management Guide is to aid the educator in meeting the
objective of advancing and improving the standards of education in your school. It’s designed to serve as
your partner in making cosmetology education effective, interesting, and fun while also helping your stu-
dents develop mentally, morally, and aesthetically. It has been over 80 years since Milady published the
first edition of The Standard Textbook of Cosmetology and over 50 years since Milady published the first
Cosmetology Hairstyling Teacher-Training Manual. Now used in more than 48 countries and developed in
multiple languages, Milady’s standard is recognized as the undisputed industry leader and primary source
for the most current and comprehensive information available for cosmetology students. It is with that his-
tory and vision in mind that Milady continues to expand, update, and improve its educational programs to
meet the needs of today’s educators and learners.
The Milady’s Master Educator Course Management Guide is divided into four sections:

• SECTION I: Lesson Plan Index
• SECTION II: Support Materials and Forms
• SECTION III: Comprehensive Lesson Plans, Volume I
• SECTION IV: Comprehensive Lesson Plans, Volume II
Section I is a chart that lists in the first column each chapter of Milady’s Master Educator. The second
column lists the lesson plan number and title that correspond to each chapter. The third column contains a
chapter outline. The fourth column lists by title the applicable student handouts that have been developed
to help facilitate student learning.
Section II contains several sample forms or documents that can be modified to fit the individual insti-
tution. The first sample form is a Course Syllabus for a 1,000-clock-hour instructor training program.
This brief, two-page document contains all the elements required for a course outline and generally meets
requirements set forth by accrediting bodies. It is provided to assist you in developing a course syllabus
specific to the program offered at your institution.
The second sample form is a Theory Grade Record by Course Unit. This is an example of a form
that has been used successfully by schools to record and document theory test grades for students. It lists
each of the unit tests contained in the Milady’s Master Educator text. There is a column for the grade, the
date of the test, and the student’s signature acknowledging the test grade. In this day of accountability,
obtaining student signatures ensures that students have completed the specific unit of study and can
replace maintaining a plethora of actual test copies in student files.
The third sample document is a Monthly Academic Review/Progress Evaluation Form. This
form has been used successfully by schools to record sessions of academic advising conducted by faculty.

© 2009 Milady, a part of Cengage Learning.

v

The form can also be used to document a student’s satisfactory academic progress evaluations. Because of
the information contained therein, it can also be considered a “report card” for students during the course
of study. There is space provided for you to record both monthly and cumulative theory grade averages and
attendance. There is additional space provided for you to give students feedback in practical skills perfor-
mance as well as their professionalism and adherence to school policies. One section allows you to identify
any areas in which the student needs improvement and gives you space to record a brief “action plan” for
improvement. The last section of the form provides space for you to record formal satisfactory progress
evaluations, identify probationary status, or indicate the request for appeal by the student of the decision.
This one-page form can be used to satisfy many school requirements with respect to student progress. It
can be adopted as it is or it can be modified by the school based on the school’s established policies.
Section III contains comprehensive lesson plans that closely follow each chapter of Milady’s Master
Educator. Clearly, you as the educator represent an integral part of the students’ experience in school. Use
of effective lesson plans can make your job much easier and your students’ learning experiences more sat-
isfying. A lesson plan is a tool to organize the instructional time and ensure that all the planned material
is covered in an orderly manner. The lesson plans contained in the Course Management Guide are designed
to allow you to add information, if needed, to reflect regulations in your state, to reflect the philosophies of
your school, and/or to present your personal knowledge and experiences. They were, however, written in
such a manner that the instructor no longer has to spend hours writing lesson plans each evening. A brief
outline is provided on the left side of the presentation pages, while the right side contains in-depth notes
that explain and enhance the outline. Therefore, the lesson plan can be used by the newest of instructors
or by the seasoned instructor with years of experience in the classroom. It will be up to the individual
instructor to edit or supplement as desired. The lesson plans include measurable performance objectives
and much more.
Each lesson plan is preceded by a class sign-in sheet. The top of the sheet lists all the headings that
are found on the first page of each lesson plan and provides space for the instructor to enter the applicable
information for each lesson plan. The bottom half of the form provides space for each student to sign in for
the class. This has proved to be an effective and valuable tool. We live in an age of accountability, and for
cosmetology schools that means verifying that the curriculum prescribed by state boards is being followed,
that class objectives are being met, that theoretical and practical classes are being integrated throughout
the course of study, that effective teaching methods are being employed, that students are being evaluated
for competency in both theory and practical training, and so much more. This simple class sign-in sheet
provides bona fide documentation that many of those requirements are being met. You may have heard
about students who have claimed that they were never taught anything about securing employment or
payroll deductions in school, for example. Some of those claims have even resulted in complaints being filed
with state regulatory or accrediting bodies or even in lawsuits against the school. These class-sign in sheets
are evidence that the school is following its prescribed schedule and that classes are being taught whether
or not the students chose to avail themselves of the opportunity to learn by attending. It is recommended
that the class sign-in sheets be maintained chronologically in a three-ring binder for a one-year period. The
binders are a compact and easy way to maintain class records for a number of years. They also eliminate
the need for “roll call.” If used, the school will find them to be a great asset and valuable resource. The
sign-in sheets, coupled with the Theory Grade Record by Course Unit form, are excellent tools for owners
or managers of multiple locations. By checking these two documents alone, you can verify that faculty are
following their assigned schedule and that students are receiving the training you have agreed to provide.
It’s a super quality-control procedure.
The first page of each lesson plan repeats the information contained on the class sign-in sheet and then
provides the following information:
1. The Subject: The actual title of the chapter in the text.
2. The Topic: The title of the lesson plan, topics to be covered.


vi

3. Lesson Objectives: Lists what the students will be able to understand or perform upon completion
of the lesson and practice.
4. Implements, Equipment, Supplies Required: Items are listed and identified for both students and
instructors by an “x.” In some cases where the lesson plan will be used for both theory and practical
classes, the instructor may need to require students to bring the same materials that are marked for
the instructor only.
5. Teaching Aids: Lists audiovisual equipment, handouts, and so forth to be used by the instructor.
6. Facility: States whether the class will take place in a theory or practical classroom or both. The
theory of practical skills (text information) can be taught as a theory class and the practical aspects
of the chapter can be taught as a practical class. The instructor can therefore modify the facility
identified. Some of the lessons might even take place in the clinic or lab area.
7. Time Allotment: Broad guidance is provided for the time allotted to each lesson. Bear in mind that
the Instructor’s Guide was written to function well in 50 states with hours requirements varying from
300 hours to 2,000 hours.
8. Prior Student Assignment: Lists what the student needs to have completed prior to the class.
9. Educator References: Lists references available to instructors to further expand their knowledge on
the subject and enhance the class.
10. Notes to the Educator: Lists suggestions and reminders to better prepare the educator for the class.
The next page of each lesson plans contains an inspirational thought for the day. The quotes are
intended to enable a more positive learning environment for the day. The second page also contains the
learning motivation for each class. The first element in the learning cycle addresses the “why?” aspect of
the lesson. We all know that our students remain tuned into channel WII-FM (what’s in it for me?). The
dialog provided will address just that. The instructor is, of course, welcome to modify and personalize the
introduction or motivation for the lesson.
Following the learning motivation of each lesson plan is the subject outline and in-depth notes on the
subject. They are designed in a two-column format. The left column contains the brief outline of the material
contained in the chapter. The right column contains in-depth notes that expand on the outline, including
supplementary material that supports the outline. The in-depth notes are comments that the instructor
can actually verbalize to the students. Information that is directed to the instructor is found after the word
“NOTE,” which is capitalized. For example:
NOTE: Have students complete the form in the textbook now.
The lesson plan continues in the two-column format until all the material in the chapter or lesson has
been covered.
A written summary and review section is provided at the end of each lesson plan. That section is
followed by a Learning Reinforcement Ideas/Activities section. This section refers the students to the
Enabling Exercises found at the end of each chapter in the textbook and provides space for the instructor
to list any activities designed to support the lesson.
Please add these so that when you use the lesson plan again or when another instructor uses the
lesson plan, a greater resource of activities will be available.

BEST WISHES FOR SUCCESS
In choosing Milady’s Master Educator and its accompanying Course Management Guide by Milady, you
have taken a significant step into education in the field of cosmetology. You have chosen proven perfor-
mance and longevity by choosing Milady. You have chosen wisely and well. May success and good luck
accompany you in every step you take with Milady’s Master Educator and Course Management Guide.
With the right tools supported by your passion for cosmetology and your compassion for students, you will
experience all the joys and rewards possible in the honorable career of teaching.

Letha Barnes
Director, Milady’s Career Institute


Section Milady’s Master
Educator Course
I Management Guide
Lesson Plan Index

MASTER EDUCATOR LESSON PLAN INDEX—VOLUME I
BASIC TEACHING SKILLS FOR CAREER EDUCATION INSTRUCTORS

CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS

Chapter 1 LP 1.0 Qualities and Characteristics of a Master Educator To Judge or Not to Judge
The Career Education Instructor –Roles of the Instructor Chapter Test
–Loyalty to the Institution and Mission
–Welcome Advice from Colleagues
–Constant Pursuit of Knowledge
–Effective Time Management and Organized Work Methods
–Professional Ethics, Character, and Human Relations
–Dependability and Flexibility
–Cooperation and Teamwork
–Interest in Other People
–Initiative and Ability to Work Independently
–Patience and Self-Control
–Professional Image
–Courtesy, Compassion, and Consistency
–Desire and Motivation
–Enthusiasm and Energy
–Imagination and Pleasure
–Effective Communication and Generational Skills
–Winning Personality and Positive Attitude
General Instructor Responsibilities

Chapter 2 LP 2.0 The Teaching Plan Chapter Test
The Teaching Plan and –Teacher Organization and Preparation
Learning Environment –General Organization
–Assessing Students and Organizing Student Information
Managing the Atmosphere
–Consider the Environment
–Adult Learner Characteristics
–Student Demographics
–Making It Happen
–The Physical Environment
–The Motivating Classroom
–The Practical Classroom


MASTER EDUCATOR LESSON PLAN INDEX (continued)


Learning Facilities Checklist
Teaching Materials
Textbook Evaluation Checklist
Administrative Responsibilities
–Attendance
–Grade Records
Welcoming New Students

Chapter 3 LP 3.0 Why Learning Styles Are Important Chapter Test
Basic Learning Styles and –The Role of the Educator
Principles –Learning Styles Defined
–Learning Styles Profiles
–Four Steps in Learning
Multiple Intelligences
–Verbal/Linguistic Intelligence
–Visual/Spatial Intelligence
–Logical/Mathematical Intelligence
–Intrapersonal Intelligence
–Bodily/Kinesthetic Intelligence
–Interpersonal Intelligence
–Musical/Rhythmic Intelligence
–Naturalist Intelligence
The Benefits and Importance of Identifying Learning Styles
–How to Identify Preferred Intelligences
–Developing Intelligences
–Combining Intelligences

Chapter 4 LP 4.0 Promoting a Positive Environment Chapter Test
Effective Classroom –Professionalism in the Classroom
Management and –Principles of Managing Learner Behavior
Supervision –Managing Chronic Misconduct
Academic Advisement



Managing Difficult Learner Behavior
–Constant Attention Seeking and Interruptions
–Chronic Tardiness
–Too Shy to Participate
–Sleeping in Class or Inattentiveness
–Distracting Side Conversations
–Doubt and Pessimism
–Having All the Answers
Conflict Management

Chapter 5 LP 5.0 About Teaching and Learning Chapter Test
Basic Methods of Teaching Teaching and Learning Methods and Techniques
and Learning –Interactive Lecture
–Demonstration and Practice
–Group Discussion and Discovery
–Role-Playing
–Window Paning
–Field Trips
–Guest Speakers
–Mind Mapping
–Peer Coaching
–Projects
–Workbooks and Partially Complete Handouts
–Case Studies
–Concept Connectors
–Visualization
–Stories and Anecdotes
–Mnemonics
–Energizers
–Characterizations
–Experiments
–Humor
–Games, Group Synergy, and Competitions




Chapter 6 LP 6.0 Planning Concepts and Preliminary Analysis Chapter Test
Program Review, Curriculum Development
Development, and Lesson –Steps for Developing a Course of Study
Planning –Advisory Council
–Organizing Material
–Instructional Outcomes
–The Course Outline
–Orientation Program

Lesson Plan Development
–Advantages of Lesson Planning
–The Lesson Plan: Pieces, Parts, and Points

Chapter 7 LP 7.0 The Master Educator’s Role Chapter Test
Educational Aids and Why Use Educational Aids and Technology?
Technology in the –Advantages of Using Instructional Aids and Technology
Classroom What to Consider
–Important Concepts
Classifications of Educational Materials
–Standard Print Materials (Nonprojected)
–Audiovisual Materials (Nonprojected)
–Audiovisual Materials (Projected)
–Equipment

Chapter 8 LP 8.0 Communication Skills Chapter Test
Effective Presentations –Steps for Increasing Personal Awareness
CREATE
–C—Consider the Topic
–R—Research the Topic
–E—Examples for Clarification
–A—Analyze Your Learners
–T—Teach with Poise
–E—Enjoy and Be Enthusiastic



What Makes a Powerful Presentation
–Powerful Motivation
–Creating Motivational Circumstances
–Powerful Openings
–Building Powerful Content
–Closings with Impact
–Connecting All the Parts
–Varying the Stimuli
–Questioning
–Reinforcement

Chapter 9 LP 9.0 Assessing Progress and Advising Students Chapter Test
Assessing Progress and What’s in a Grade?
Advising Students –What to Grade
–Sample Grading Procedures
–When to Grade
Grading Styles
–Grading By Disposition
–Grading with Spite
–Grading by Personal Fetish
–Grading without Risk
–Grading by Assumption
–Grading in Absentia
–Grading Improvement Only
–Grading with Warm Fuzzies
Grading Methods: The Test Plan
–Questions Types in Test Development
Descriptive Performance Evaluations
–Likert Scales
–Rating Scales
–Checklists
–Performance Checklists
–Multiple-Category Grading

–Point Grading
–Rubrics
Academic Advisement and Counseling



Chapter 10 LP 10.0 Practical Skills Training Chapter Test
Making the Student Salon The Student Salon Philosophy
an Adventure The Essence of Teamwork
The Profitable Student Salon
What Does the Public See?
The Warm Reception
High-Tech, High-Touch Safety
Record-Keeping Requirements

The Efficient Dispensary
Cultivating Satisfied Clients
–Recognizing First-Time Clients
–Tender, Loving Client Care
–Interacting with Clients
Building a Successful Clientele
–Rebooking Clients for Future Services
–Encouraging Repeat Services
–Client Referrals
–Upgrading Client Tickets
–Effective Use of Downtime
The Professional Portfolio
Making the Student Salon an Adventure
–In-School Promotions
–Contests
–Simple Surprises
Student Salon Teaching
–The Three Elements of Zone Teaching
Supervising Multiple Students
Tools of the Educator

Chapter 11 LP 11.0 Preparing for Employment Chapter Test
Career and Employment –Resume Development
Preparation –Employment Portfolio



Targeting the School
–Observe the Target
–The School Visit
–Arranging the Employment Interview
–Interview Preparation
–The Interview
–The Employment Application
Success on the Job
–The Institution
–The Curriculum
–Stay in Balance
Fundamentals of Business Management
Types of School Ownership
–Individual Ownership
–Partnership
–Corporation
Special Skills Needed
The Importance of Record Keeping
–Purchase ands Inventory Records
–Service Records
Operating a Successful School
–Planning the School’s Layout
–Personnel
–Payroll and Employee Benefits
–Managing Personnel
The Front Desk
–The Reception Desk
–The Receptionist
–Booking Appointments
–Use of the Telephone in the School
–Good Planning
–Incoming Phone Calls
–Handling Complaints by Telephone

Selling in the School
Promoting the Clinic in the Community

MASTER EDUCATOR LESSON PLAN INDEX—VOLUME II
PROFESSIONAL DEVELOPMENT FOR CAREER EDUCATION INSTRUCTORS


Chapter 1 LP 1.0 Relationships of a Master Educator Chapter Test
Educator Relationships Human Relations
Communication Basics
–Meeting and Greeting New Students
–Educator-to-Learner Relationships
–Educator-to-Educator Relationships
–Educator-to-Supervisor/Employer Relationships
–Other Educator Relationships

Chapter 2 LP 2.0 Special Learning Needs Chapter Test
Achieving Learner Results Learning Disabilities
–Dyslexia
–Attention Deficit Disorder or Attention Deficit
Hyperactivity Disorder (ADHD)
Chronic Behaviors
–Coping with Chronic Behavior
–Accommodation Plan
Barriers to Learning
–Learner Apprehension
–Learner Recall
–Distractions
–Rapid Response
–Lack of Learner Motivation
–Educator Behaviors

Chapter 3 LP 3.0 The Best Conditions for Learning Chapter Test
Learning Is a Learning and Laughter Defined
Laughing Matter –The Purpose of Laughter
–The Mental Health Benefits of Laughter
–Work-Related Benefits of Laughter
–Physical Health Benefits of Laughter
–This Thing Called Stress



Laughter Enhances Creativity
–What Is an Idea?
–Inspiring an Idea
–The Origins of Imagination
–What If?
Integrating Humor into the Workplace
Integrating Humor into the Classroom

Chapter 4 LP 4.0 Learning Is Lifelong Chapter Test
Teaching Study and Developing Reading and Study Skills
Testing Skills –Reading Skills
–Underlining and Highlighting
–Note-Taking Skills
–When to Study
–Fifteen Effective Study Habits
–Forget the Five Failure Behaviors
Study Groups
Fitness Is a Must
Teaching Testing Skills
–Preparing for the Test
–On Test Day
–Deductive Reasoning
–Test–Taking Strategies
–Educator Strategies

Chapter 5 LP 5.0 Success Is a Choice Chapter Test
Teaching Success Strategies Value Yourself
for a Winning Career –Self-Assessment for Valuing Yourself
–Actions for Valuing Yourself
Motivate Yourself
–Self-Assessment for Internal Motivation
–Actions for Self-Motivation




Expect to Win
–Self-Assessment for Expecting to Win
–Actions for Expecting to Win
Effective Goal Management
–Self-Assessment for Goal Management
–Actions for Effective Goal Management
Develop a Strong Work Ethic
–Self-Assessment for a Strong Work Ethic

–Actions for Developing a Strong Work Ethic
Value the Client
–Self-Assessment for Client Service
–Actions for Outstanding Client Care

Chapter 6 LP 6.0 The Concept of Teamwork Chapter Test
Teams at Work –Teams and Teamwork Defined
–Team Motivation
The Team-Building Process
–Determine the Need
–Gaining the Team’s Buy-in
–Taking the Team’s Temperature
–Building the Team Essentials
–Implementing the Plan
–Evaluating the Results
Think Like Geese

Chapter 7 LP 7.0 Effective Communication Skills Chapter Test
Communicating Confidently –What Is Communication?
–Sending and Receiving Information
Barriers to Communication
Getting the Message Across
–The Spoken Word
–Nonverbal Communication



Effective Listening
Communication Styles
–Identifying Your Communication Style
–Establishing Trust and Rapport
Tips for Communicating Confidently
In-School Communication
–Communicating with Coworkers
–Communicating with Managers

Chapter 8 LP 8.0 The Importance of a Sound Retention Plan Chapter Test
The Art of Retaining Establishing the Vision and Mission
Students Sound and Ethical Administrative Policies
Defining the School Culture
Admissions and New Student Orientation
Instilling Student Ownership
The Creative Curriculum
Energized Educators
Delivering Outstanding Customer Service
Investing in Your Educators
The P-R-A-I-S-E Policy

Chapter 9 LP 9.0 Performance Assessment Chapter Test
Evaluating Professional General Standards of Evaluation
Performance –Production
–Thoroughness and Accuracy
–Independent Action
–Work Methods
–Problem Solving
–Interpersonal Skills and Professional Conduct
–Work Habits
–Cost Consciousness
–Self-Motivation
Educator Position Description

–Job Knowledge and Job Duties



Sources of Performance Assessment
–Supervisors
–Other Educators and Coworkers
–Learners
–Graduates and Their Employers
–You, the Educator
Professional Development
–Sample Professional Development Plan

–Resources for Professional Development

Section Support Materials
and Forms
II

16

● SAMPLE INSTRUCTOR COURSE SYLLABUS

750 HOURS–20 WEEKS

DESCRIPTION: The primary purpose of the instructor course is to train the student in the basic teaching
skills, educational judgments, proper work habits, and desirable attitudes necessary to pass the state board
examination and for competency in entry-level employment as an instructor or a related position.

OBJECTIVES: Upon completion of the course requirements, the determined graduate will be able to:
1. Project a positive attitude and a sense of personal integrity and self-confidence.
2. Practice proper grooming and effective communications skills and visual poise.
3. Understand employer–employee relationships and respect the need to deliver worthy service for
value received.
4. Perform the basic skills necessary for teaching, including writing lesson plans, performing
lectures and demonstrations, directing student projects, using library resources and audiovisual
aids, conducting theory class instruction and measuring student achievement, supervising clinic
operations, and maintaining required student records.
5. Apply the theory, technical information, and related matter to assure sound judgments, decisions,
and procedures.
To ensure continued career success, the graduate will continue to learn new and current information
related to techniques, communication skills, and teaching methodologies to improve teaching skills.

GRADING PROCEDURES: Students are assigned theory study and a minimum number of practical
experiences. Theory is evaluated after each unit of study. Practical performance is evaluated as assigned
and counted toward program completion only when rated as satisfactory or better. If the performance does
not meet satisfactory requirements, it is not counted and the performance must be repeated. At least two
comprehensive practical skills performance evaluations using detailed criteria will be conducted during
the program of study and rated on a 100% scale. Students must maintain a theory grade average of 75%
and pass a final written and teacher performance evaluation prior to graduation. Students must make
up failed or missed tests and incomplete assignments. Numerical grades are assigned according to the
following scale:

WRITTEN AND PRACTICAL
93–100 EXCELLENT
85–92 VERY GOOD
75–84 SATISFACTORY
74–0 NEEDS IMPROVEMENT; DOES NOT MEET STANDARDS

INSTRUCTIONAL METHODS: The clock-hour education is provided through a sequential set of learn-
ing steps that address specific tasks necessary for state board preparation, graduation, and entry-level
job skills. Clinic equipment, implements, and products are comparable to those used in the industry. The
program is presented through comprehensive lesson plans that reflect effective educational methods. Subjects
are presented by means of lecture, demonstration, and interactive student participation. Audiovisual aids,
projects, activities, and other related learning methods are used for program delivery.

REFERENCES: A comprehensive library of references, periodicals, books, texts, and audio/videotapes is
available to support the program of study and supplement student training. Students should avail themselves
of the opportunity to use these extensive materials.
UNITS OF INSTRUCTION AND HOURS: The contents of the units of instruction in each program along
with the applicable hours devoted to each unit are listed in the following section of this Program Outline.
Health, sanitation, infection control, chemistry, electricity, anatomy and physiology, the use and safety of
products, and the use and safety of tools and equipment are included in both theory and practical study


Section 2 Support Materials and Forms
17

within the applicable units of study. In addition, students learn career and employment information
including professional ethics, effective communications and human relations, compensation packages and
payroll deductions, and the fundamentals of business management applicable to the program.

HOURS SUBJECT/UNIT
50 ORIENTATION: School Rules and Regulations; Qualities of the Professional Educator; Code
of Ethics; Familiarization with School Facilities and Supplies; Licensing Requirements and
Regulations, Laws; Fundamentals of Business Management; Professional Ethics; Business
Plan; Written Agreements; School Operations, Policies, and Practices; Compensation
Packages; Payroll Deductions; Telephone Use; Advertising; Sales; Communications;
Public/Human Relations; Insurance; Salon Safety; Seeking Employment
300 METHODS OF TEACHING AND CLINIC MANAGEMENT: Principles of Teaching, Learning, and
Lesson Plan Development: Outlines, Examples of Lesson Plans, Components of Effective
Lesson Plans, Preparation, Teaching Methods; Presentation Techniques: Application,
Testing, Lecture and Workbooks, Demonstrations, Return Demonstrations, Discussion,
Question and Answer, Projects, Field Trips, Developing and Using Educational Aids,
Films or Videos, Charts, Manikins, Reference Materials, Chalkboard, Overhead
Projectors and Transparencies; Program Development and Review; Program Review
150 STUDENT SALON/CLINIC MANAGEMENT: Independent Clinic Supervision; Client Commu-
nications; Reception Desk; Inventory Control; Effective Dispensary Procedures; Supervision
of Clinic Sanitation and Client Safety; Technical Skills Ability; Independent Classroom
Instructing; Administrative Responsibilities; Records and Reports Management; Safety
Measures, Classroom Conditions, and Maintenance; Class Supervision and Control;
Classroom Problems and Solutions; Organizational and Regulatory Requirements
250 INSTRUCTION AND THEORY: Planning; Analysis; Implementation; Benefits; Assessment
or Measurement of Student Ability/Achievement/Learning; Diagnosis of Student
Weaknesses and Overall Progress; Student Motivation for Study and Learning; Oral
and Written Testing; Evaluation of Overall Progress; Development and Use of Testing/
Measurement Instruments; Academic Advising
750 TOTAL HOURS


INSTRUCTOR COURSE—THEORY GRADE RECORDED BY COURSE UNIT

STUDENT NAME: ___________________________

UNITY OF STUDY GRADE DATE POSTED STUDENT UNITY OF STUDY GRADE DATE POSTED STUDENT
TO COM SIGNATURE TO COM SIGNATURE
Volume I Volume II
The Career Education Educator Relationships
Instructor
The Teaching Plan and Achieving Learner Results
Learning Environment
Basic Learning Styles and Learning Is a Laughing
Principles Matter
Effective Classroom Teaching Study and Testing
Management and Skills
Supervision
Program Review, Teaching Success
Development, and Lesson Strategies for a Winning
planning Career
Educational Aids and Teams at Work
Technology in Classroom
Effective Presentations Communicating Confidently
Assessing Progress and The Art of Retaining
Advising Students Students
Making the Student Salon Evaluating Professional
an Adventure Performance
Career and Employment Instructor Discretion—
Preparation Assignment
Midterm Written Exam Midterm Written Exam
Volume I—Final Written Volume II—Final Written
Exam Exam
Volume I—Final Practical Volume II—Final Practical
Exam Exam
Test grades for each unit are entered on this form on the same day the test is administered. When a student is counseled, he or she should
sign for all grades received since the previous evaluation. The written documentation may be used to document the date the written grades are
posted to the computer.


SAMPLE FORM
MONTHLY ACADEMIC REVIEW/PROGRESS EVALUATION

All students receive an academic review monthly. This form may also be used to document a student’s Satisfactory Academic
Progress Evaluations. Simply mark the appropriate block to indicate the purpose of the review.
❐ COUNSELING ❐ SATISFACTORY ACADEMIC PROGRESS EVALUATION
STUDENT NAME________________________________________ COURSE____________________________
REVIEW FOR PERIOD ENDING______ MONTHLY HOURS EARNED______ MONTHLY ATTENDANCE %______
TOTAL HOURS EARNED TO DATE_____________ CUMULATIVE ATTENDANCE_____________%
MONTHLY THEORY AVERAGE_____________% CUMULATIVE THEORY AVERAGE_____________%

DEVELOPMENT
PERFORMANCE EXCELLENT VERY GOOD SATISFACTORY OPPORTUNITY

PRACTICAL SKILLS

PROFESSIONALISM,
POLICIES, ATTITUDE

Identify development opportunities and action plan for improvement of student performance below as needed:
_____Practice skills in _________________________________________________________________________________________
_____Attend theory class regularly and on time.
_____Practice skills in:_________________________________________________________________________________________
_____Use time more effectively and complete more practical projects in: _____________________________________________
_____Adhere to the standards of conduct and school policies at all times.
_____Increase speed by completing timed projects in: _____________________________________________________________
_____Disciplinary probation (explain in comments)
_____Disciplinary suspension (explain in comments)
_____Disciplinary dismissal (explain in comments)
_____Other (explain) ___________________________________________________________________________________________
COMMENTS __________________________________________________________________________________________________
_____________________________________________________________________________________________________________

COMPLETE THIS PORTION OF THE FORM WHEN THE STUDENT IS SCHEDULED FOR A SATISFACTORY PROGRESS
EVALUATION. CHECK THE APPLICABLE SECTIONS BELOW.
_____ PROBATION (determined making satisfactory progress). If improvement to minimum requirements does
not occur by the end of the probationary period, a second probation will apply. Financial aid (if applicable)
continues during the first probationary period.
_____ SECOND CONSECUTIVE PROBATION (determined NOT making satisfactory progress at the end of the
probationary period. Financial aid funds (if applicable) are suspended until all minimum requirements for
satisfactory progress are met. Student must make or increase cash payments for balance of tuition owed until
satisfactory progress is reestablished.
_____ CONTINUED PROBATION (determined NOT making satisfactory progress). At current progress student will not
graduate by the contract ending date. The student will owe additional instructional charges according to the
registration contract after the contract ending date.
_____ APPEAL: By checking here the student appeals the satisfactory progress determination and will complete the
required forms and provide supporting documentation as required for the appeal.
_____ SATISFACTORY PROGRESS IN BOTH ACADEMICS AND ATTENDANCE IS BEING MAINTAINED.


Section Comprehensive
Lesson Plans
III Volume I—Basic Teaching Skills for
Career Education Instructors

● MASTER EDUCATOR—VOLUME I COURSE MANAGEMENT GUIDE
CLASS SIGN-IN SHEET NO. 1

SUBJECT: BASIC TEACHING SKILLS FOR THE CAREER EDUCATION INSTRUCTOR
TOPIC: THE CAREER EDUCATION INSTRUCTOR
LESSON OBJECTIVES:
Upon completion of the lesson, the student will:
1. Identify the qualities and characteristics desired in a master educator.
2. Understand the purpose and importance of developing each characteristic.

IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED:
Student Instructor Items
x x Master Educator
x Lesson Plan
x Student Notebook
x Pens, Pencils

TEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor):
1. Chalkboard
2. LCD Projector and Instructor Support Slides
3. TV and DVD player

FACILITY: Theory Classroom

TIME ALLOTMENT: 1 to 2 hours (adjust based on school schedule and student activities/participation)

PRIOR STUDENT ASSIGNMENT:
1. Read Volume I, Chapter 1, Master Educator

EDUCATOR REFERENCES:
1. Master Educator interactive text/workbook

Student Signatures Student Signatures

(If more space is needed, use reverse side of form.)

22 © 2009 Milady, a part of Cengage Learning.

Section 3 Lesson Plan 1
23

● COURSE MANAGEMENT GUIDE LESSON PLAN 1

SUBJECT: BASIC TEACHING SKILLS FOR THE CAREER EDUCATION INSTRUCTOR
TOPIC: THE CAREER EDUCATION INSTRUCTOR
LESSON OBJECTIVES:
Upon completion of the lesson, the student will:

1. Identify the qualities and characteristics desired in a master educator.
2. Understand the purpose and importance of developing each characteristic.

IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED:
Student Instructor Items
x x Master Educator
x Lesson Plan
x Student Notebook
x Pens, Pencils

TEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor):
1. Chalkboard
2. LCD Projector and Instructor Support Slides
3. TV and DVD player

FACILITY: Theory Classroom

TIME ALLOTMENT: 1 to 2 hours (adjust based on school schedule and student activities/participation)

PRIOR STUDENT ASSIGNMENT:
1. Read Volume I, Chapter 1, Master Educator

EDUCATOR REFERENCES:
1. Master Educator interactive text/workbook

_______________________________________________ _______________________________________________
INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT
_______________________________________________ _______________________________________________
_______________________________________________ _______________________________________________
_______________________________________________ _______________________________________________


24

NOTES TO EDUCATOR:
1. Review chapter and entire lesson plan prior to lesson.
2. Review Learning Reinforcement Ideas/Activities for this lesson and predetermine which activities
will be used and at what point during the lesson you will incorporate them based on your time
allotment.
3. Check overhead projector to ensure it is working properly, if applicable to this class.
4. Gather all materials and supplies needed for demonstrations prior to starting class.
5. Take attendance or have students sign in for class based on your school’s procedure.
6. During instructor preparation time and while student instructors are entering and getting settled
for the class, have the slide containing the motivational thought for the day projected on the
screen. If no projection is available, write the inspirational thought on the board. This will help
to get both instructors and student instructors into the appropriate mind-set for learning and for
the day.
7. Instructors should plan a dynamic, powerful opening for the class that will grab student attention
from the beginning. Learners remember what you do first, best!

● LESSON PLAN 1

LEARNING MOTIVATION (WHY?):
Imagine yourself as a graduate of this instructor training course
who is about to embark on your first job interview for a position Inspirational thought for the day:
as an educator within the field of cosmetology. You’re probably “There are millions of birds in the sky;
nervous and don’t really know what to expect. Would your ten- of these, very few are eagles.”
sion be relieved if you knew all the qualities and characteristics —Unknown
that the potential employer was seeking in a new educator?
Would some of the pressure be reduced if you knew ahead of time what skills, abilities, and characteristics
you need to develop to be an educator sought by schools for employment? Of course it would. That is what
today’s lesson is all about. National research was conducted to determine the instructor characteristics
most desired by cosmetology institutions. The schools, your potential employers, identified 17 common
characteristics that are needed for a new instructor to become a master educator.
You’ve read today’s chapter, and now we’re going to discuss what it takes to become an “eagle” among
educators.

SUBJECT OUTLINE IN-DEPTH NOTES
(Information to share during presentation)

I. BASIC FUNCTION OF EDUCATOR To facilitate learning among students.
A. TEACHING An intellectual experience that demands
the ability to invent, adapt, and create new
techniques and procedures to meet the changing
demands of learners.
B. BACKGROUND OF EDUCATORS Licensed to practice certain disciplines; perhaps
public speaking experience; industry platform
work.
C. ROLES OF A MASTER EDUCATOR Motivator, coach, mentor, friend, disciplinarian,
peace-maker, negotiator, arbitrator, nurturer,
entertainer.
ACTIVITY: Have students discuss the various
roles and give examples of how each of the roles


25

could/will occur during their tenure as educators.
The instructor should be prepared to comment
on behaviors by the educator that will impact the
new educator’s effectiveness in each role.
D. BALANCE IN THE EDUCATOR’S LIFE Educators must have interests outside the
classroom; they must be able to converse
confidently about a variety of personalities,
places, and events.
II. PROFILE OF A MASTER EDUCATOR
A. QUALITIES AND CHARACTERISTICS ACTIVITY: Have students discuss what each of
the qualities and characteristics means to them
personally. Instructor should be prepared to
discuss the elements contained within the text/
workbook.
1. Loyalty
2. Welcome Advice from Colleagues
3. Constant Pursuit of Knowledge
4. Effective Time Management and ACTIVITY: Have students look at the Time
Organized Work Methods Utilization Log and review its instructions. Have
students commit to completing the log for the
next few days and preparing a written report
answering the questions stated in the interactive
text/workbook.
5. Authority, Order, and Self-Confidence
6. Ethics and Character
7. Dependability and Flexibility ACTIVITY: To demonstrate to students how
resistant to change we are, have them complete
the following exercise. Ask students who are
wearing jackets, sweaters, or lab coats to stand
and remove them and then put them back on,
noting which arm they insert into the sleeve first.
Then ask them to remove the garments one more
time and intentionally insert the opposite arm
first. You will see some students truly struggling
with the change. Use this exercise as an analogy
regarding how resistant we are to change, but
explain that although change is hard, it is good.
Ask them how they will put their jackets on next
time. Most of them will say they will do it the
first way. Challenge them to change that behavior
to avoid being in the same old “rut.”
8. Cooperation and Teamwork
9. Initiative/Ability to Work Independently
10. Patience and Self-Control
11. Professional Image
12. Courtesy, Compassion, and Consistency
13. Desire and Motivation


26

14. Enthusiasm and Energy
15. Imagination and Pleasure ACTIVITY: Conduct the Creativity Exercise
found at the end of this lesson plan.
NOTE: Have students compare the length of
their lists. Almost always the second list will be
longer because for that list, students could give
their imagination free rein . . . they could let it
run wild. With the first list, they had to judge
what was reasonable, and that slows down the
creative process. So, the key to creativity is to
suspend judgment. This approach can be used
when dealing with any type of problem as an
educator. Explain to students that they should
first state the problem as clearly as possible;
then allow a specific amount of time to list all the
possible solutions that come to mind no matter
how ridiculous; then review the list, analyzing
and criticizing each idea. After review, apply and
select the best possible solution for the problem.
16. Communications/Generational Skills
17. Winning Personality/Positive Attitude

SUMMARY AND REVIEW:
We’ve established that a variety of qualities and characteristics are essential for us to develop on our quest
to become a master educator. In fact, these are all qualities that will serve us well as human beings, as
friends, as parents, as children, as supervisors, as employees, or in any other capacity in which we find
ourselves. It will take time to develop and master all of the qualities and skills we’ve talked about in this
chapter. But with your commitment and dedication to your goal, it can be accomplished and you can become
a master educator.

LEARNING REINFORCEMENT IDEAS/ACTIVITIES:
1. Have students complete the Enabling Exercises found at the end of Volume I, Chapter 1, of the
Master Educator textbook.
2. Others (the instructor writes in activities or ideas that have been used effectively to supplement this
lesson and aid other instructors who may use this lesson plan):
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________


27

CHAPTER 1—THE CAREER EDUCATION INSTRUCTOR
1. The basic function of the educator is to:
a) facilitate learning.
b) provide entertainment.
c) be a social director.
d) be a counselor.

2. Teaching is an intellectual experience that demands the ability to invent, _________________, and
create new techniques and procedures to meet the changing demands of the learners and the industry.
a) reject
b) copy
c) adapt
d) misapply

3. One of the most frequently cited characteristics that school owners require in their educators is:
a) discipline.
b) loyalty.
c) humor.
d) friendship.

4. Educators must remain open to the knowledge of:
a) their own experiences.
b) only the textbook.
c) only the lesson plans.
d) all those around them.

5. Education is a continuing process; changes and improvements in techniques and technology within
cosmetology and related fields take place:
a) daily.
b) weekly.
c) monthly.
d) yearly.

6. A good rule of thumb for effective professional development as an educator is to obtain how many
hours of continuing education per year?
a) 12
b) 20
c) 30
d) 40

7. ___________ is one of the most valuable resources of life, and every human being has exactly the same
amount of it.
a) Education
b) Knowledge
c) Time
d) Money

8. What will determine the general direction of your life and energy?
a) circumstances
b) goals
c) luck
d) determination

9. The key to managing our time effectively is mastering:
a) life’s nuances.
b) basic elements.
c) event control.
d) theoretical skills.


28

10. Putting off until tomorrow what can be accomplished today is known as:
a) indifference.
b) procrastination.
c) forgetfulness.
d) laziness.

11. When an individual is cited or appealed to as an expert and has the power to influence or command
thought, opinion, or behavior, the individual is considered to be a(n):
a) authority.
b) know-it-all.
c) professional.
d) diplomat.

12. Steps to build self-confidence are liking and accepting yourself, practicing self-control, becoming good
at what you do, and being:
a) critical of others.
b) true to yourself.
c) helpful to others.
d) true to friends.

13. Having authority in the classroom requires that master educators establish a _________ ________
between themselves and learners.
a) close friendship
b) close relationship
c) close proximity
d) formal distance

14. Educators who are of high moral _______________ and firmness and who hold a set of moral principles
or values that are above reproach are in great demand in the workforce.
a) goals
b) purpose
c) excellence
d) relationships

15. In the school, a dynamic team will share a spirit of passion and focus on:
a) individual goals.
b) the same goals.
c) personal beliefs.
d) inconsistent goals.

16. To understand and know what is expected of you in your educator role within an institution, refer
to the:
a) student handbook.
b) position description.
c) state laws.
d) rules and regulations.

17. When your _____________ rises, you will be able to take action without worrying that the action is the
right thing to do.
a) paycheck
b) attitude
c) self-confidence
d) ego

18. To turn challenges into opportunities with ease, the educator must be sincere, patient, and in:
a) control.
b) competition.
c) love.
d) harmony.


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