Presentation on theme: "Carol Klotz Gittinger Great Oaks Career Development Campuses."— Presentation transcript:
Carol Klotz Gittinger Great Oaks Career Development Campuses
Took a hard look at our present PD Was it meeting our staff needs? Was it meaningful and building? Recognized a need for ongoing PD Harry Snyder’s connection with Heather Sass Heather hired as Manager of School Improvement for Great Oaks Harry, Heather, and Carol meet to plan PD
National Research Center for Career and Technical Education materials and Heather Sass’s expertise. Determined where we were at in the year to determine our immediate needs (middle of the year at this point). Designed a plan that would build on skills and sustain us through the next 18 months.
Fridays worked for us. Instructors have 16 Fridays (makeup days) to work; workday hours are 10:30 a.m. – 7:00 p.m. Started with 4 hour blocks of time, including lunch Developed a timeline for PD for full-time instructors from January 11, 2013 through June 6, 2014 (see “Timeline” handout)
We developed these for each session First four sessions were four hours Complaints from instructors as to the time commitment Scaled back to 2 hours, brought lunch This allowed time for various other duties before students came in at 3 p.m.
Instructors did use strategies Instructors were able to observe other instructors give mini-lessons Instructors able to try instructional strategies on peers to see if they worked Instructors given a multitude of resources
Some resented being told how to teach “If it ain’t broke, don’t fix it” mindset Resented time they could devote to other projects Instructors had to travel to the central campus for training and back to their campus for instruction on these days
Designed to set teachers up for success for the beginning of the year. All Curriculum Maps developed and/or updated All Syllabi updated and ready for 2014 First two week of class were mapped out to set student and instructor up for success
High School goes to Marzano Marzano Art and Science of Teaching Teacher Evaluation Model Learning Map Consists of 41 Key strategies which are organized into 9 Design Questions
Instructors trained to model the high performance workplace with the high performance classroom Student Learning Goals and their importance
The dreaded…”We need to talk….” Instead of the session, we met and had honest and open feedback about the process We learned and we redefined…
We had a difficult winter as you did and had to do more makeup…this cut into the PD We listened and adjusted our sessions to one per month or sometimes twice a month Yes, things slowed down. We reworked the calendar…gained their trust.
High School has embraced the I-Observation Model from Marzano, and we are about a year behind them. We have new staff and will need to start again. We realize to have systemic change, we need to embrace a professional development model that will sustain our staff and be ongoing.
Sometimes we are uncomfortable learning new methods. We see what it is like to “sit” in a chair for too long. We learn more when we are engaged. We can be uncomfortable when giving feedback.
What have you done to successfully conduct Professional Development in you career training centers?
Carol Gittinger, AWD Director Great Oaks 513-612-5793 firstname.lastname@example.org