1. NRCCTE How might I use what I learned or reaffirmed yesterday regarding millennial students to increase learning? CTE Teacher Preparation Project

2. NRCCTE Objectives  Use a set of guiding questions to determine the effectiveness of a unit or lesson.  Apply what is learned from reflections to improve teaching. 2 CTE Teacher Preparation Project

3. NRCCTE  Improves your teaching ◦Understand what happened ◦Use that information to shape what you do in the future  Contributes to your professional growth  Reflecting with others improves your school’s performance CTE Teacher Preparation Project

4. NRCCTE CTE Teacher Preparation Project

5. NRCCTE Important things I’ve learned or had reaffirmed… Today’s experiences have left me feeling… Questions I want answered now…What I will do next to build on what I’ve learned…. CTE Teacher Preparation Project

6. NRCCTE  Describe in detail the facts and event(s) of the lesson or activity.  What difference did the instruction make? How was that significant?  How will you think or act differently in the future as a result of what you’ve learned? CTE Teacher Preparation Project What? So what? Now what?

7. NRCCTE  How does reflection contribute to professional growth?  What should you consider when you reflect?  How can you make accurate judgments about the effectiveness of instruction?  How can you use those judgments to continue to improve your instruction? CTE Teacher Preparation Project

8. NRCCTE CTE Teacher Preparation Project 1)What warm feedback helped me to reaffirm I am on the right track? 2) What cool feedback helped me to improve my lesson? 3) How could I have provided feedback that would have better helped my colleagues?

9. NRCCTE Objectives  Explain the new mission of CTE and its implications for the role of CTE in secondary schools.  Apply the new mission of CTE to the CTE courses you teach. 9 CTE Teacher Preparation Project

10. NRCCTE Designing Effective Instructional Plans  How might the deficiencies be addressed?  What are some barriers you might encounter?

11. NRCCTE Designing Effective Instructional Plans  Words or phrases that describe the purpose of career and technical education  Your colleagues’ perceptions Binder – page 2

12. NRCCTE Designing Effective Instructional Plans  Divide the article into equal sections for each person in group  Record “Big Ideas” and “Implications” on page 3  Share with your group  Create a flip chart with main ideas to share with class

13. NRCCTE  Seventy-seven (77) percent of career/technical students say they plan to go on to further study the year after high school.  In contrast, only 60 percent of career/technical teachers say it is very important to prepare almost all students with the academic knowledge and skills needed to enter college and be successful without taking remedial courses or to enter and advance in a career.  And, 21 percent of career/technical teachers indicate that this is the most important goal for career/technical students. CTE Teacher Preparation Project

14. NRCCTE  What are the implications for the discrepancies between teachers’ and students’ perceptions?  If teachers have one purpose and students have another, how should those differences be reconciled?  How would students’ experiences in CTE courses be different than if the sole mission of the teacher was to prepare students for employment? CTE Teacher Preparation Project

15. NRCCTE  A brief description of the fundamental purpose of an organization or program  Answers the question, “Why should we exist?”  What words or phrases might we include in a mission statement for CTE? CTE Teacher Preparation Project

16. NRCCTE CTE Teacher Preparation Project With high expectations and strong partnerships, Kentucky Tech will actively engage all students in the mastery of academic and technical skills needed to be ready for college and a career. To develop a versatile individual by providing technical education and skills training in a safe environment.

17. NRCCTE Help all students be successful in both careers AND further studies.

18. Your Own With a Colleague  Compare and contrast your statements.  Discuss how reading the essays affected your views.  Write a new mission statement that combines the content of both your individual statements. Designing Effective Instructional Plans  Use exactly 20 words.  Incorporate ideas from the activity, The Purpose of CTE, Parts I and II.

19. NRCCTE  Mission of Your CTE Course  Components of Good Course Descriptions  Example: Information Technology Fundamentals  Course description for Your CTE Course CTE Teacher Preparation Project

20. What is it?What is included?  Explains the purpose of the course  Used in course booklets for scheduling or in a course syllabus  Clearly stated purpose or mission statement  Big ideas or topics  Rationale for the course  Fit in the sequence of career courses  Length of the course CTE Teacher Preparation Project 20

21. NRCCTE Tweak your course descriptions according to the criteria given on pages 7 and 8. Have a peer check for readability, grammar and spelling. Would it make sense to a teenager? CTE Teacher Preparation Project

22. NRCCTE Objectives  Explain the use of different planning tools.  Identify and define words typically associated with instructional planning. 22 CTE Teacher Preparation Project

23. NRCCTE  Does instructional planning compare to any planning you have done in your previous work experience? If so, how is it similar? Different?  What have you received from your school, district or state agency that will be helpful in instructional planning? What other kinds of information or materials do you need?  What are your biggest concerns about instructional planning? CTE Teacher Preparation Project

24. NRCCTE  Curriculum Map  Course Syllabus  Unit Plan  Lesson Plan

25. NRCCTE DescriptionPurposeRole in Effective Planning Communicate the expectations of a course For students, parents, other teachers and the community Include: Description Instructional philosophy Course goals Major projects and assignments Assessment plan References for students and parents about what is expected May be needed for awarding post- secondary credit Develops clear expectations for an entire course Provides a “big picture” of all the work that students will be expected to do CTE Teacher Preparation Project

26. NRCCTE DescriptionPurposeRole in Effective Planning Charts a course for the year Organized by week, month or marking period Provides an overview of: Knowledge and skills Major learning activities Methods of assessment Develops a calendar of what will be taught Requires consideration of a logical sequence of your content Creates a “big picture” of topics and learning activities Ensures time for all important knowledge and skills CTE Teacher Preparation Project

27. NRCCTE DescriptionPurposeRole in Effective Planning Designed to help students achieve a “chunk” of course content Include similar concepts and skills Last a week or more Include a sequence of activities that result in student learning Develops a logical sequence of learning activities for a “chunk” of content Results in better learning and assessment CTE Teacher Preparation Project

28. NRCCTE Objectives  Analyze the different types of content that are taught in CTE.  Explain the Common Career Technical Core as a curriculum framework for CTE. 28 CTE Teacher Preparation Project

29. NRCCTE

30. CTE Teacher Preparation Project

31. DescriptionExamples  State or local career/technical standards or competencies verified by business and industry  National industry standards  Business Management: Identify potential business threats and opportunities for protecting a business’s financial well-being.  Health Sciences: Explain infection control practices and procedures.

32. DescriptionExamples  State academic standards ◦Reading ◦Mathematics ◦Science  National standards— Common Core State Standards  Read, comprehend, and synthesize information from a wide range of sources within the technical field.  Demonstrate mathematical reasoning and procedures, and an understanding of major mathematics concepts that underlie a career field.

33. DescriptionExamples  Common foundation fundamental to success in all workplaces  Needed for further learning Productivity and Accountability  Set and meet goals, even in the face of obstacles and competing pressures  Prioritize, plan, and manage work to achieve intended results CTE Teacher Preparation Project 33

34. NRCCTE  Write an example of each type of content.  Discuss the questions and be prepared to share your ideas with the rest of the group. CTE Teacher Preparation Project

35. NRCCTE  How have you used each of these kinds of knowledge and skill in your own work experience?  In what ways have you learned these different types of content—formal training, on the job, personal experiences, etc.?  How does each type of content contribute to the mission of CTE?  How do the different types of content overlap? Interact? CTE Teacher Preparation Project

36. NRCCTE Career Ready Practices (12) Career Cluster Standards (16) Career Pathway Standards (79) Provide a framework for developmental experiences necessary to become career ready Experiences that can be practiced using many different approaches All students refine these practices throughout their learning Knowledge and skills fundamental to similar occupations Critical expectations for students at the cluster level Driven by specific industry standards Internationally benchmarked CTE Teacher Preparation Project

37. NRCCTE CTE Teacher Preparation Project

38. NRCCTE  Identify the career pathway that best matches your CTE program.  List sample practices or standards part of the framework related to your pathway.  Answer the questions about your findings. CTE Teacher Preparation Project

39. NRCCTE Objectives  Explain the development of industry- specific knowledge and skills and their role in CTE course content.  Analyze state-level CTE standards.  Determine the process for becoming an industry-certified CTE program.  Outline the process of earning an industry credential in a specific CTE field. 39 CTE Teacher Preparation Project

40. NRCCTE CTE Teacher Preparation Project

41. NRCCTE  Identify the knowledge and skills for your program.  Research the questions about their content and development.

42. NRCCTE  What are the purposes of credentials and certifications?  What is the value of students’ obtaining these credentials and certifications? What is the value of promoting these certifications and credentials in CTE programs?  Why should CTE instructors be aware of these certifications and credentials as they plan their instruction? CTE Teacher Preparation Project

43. NRCCTE  What purposes do industry examinations serve?  What constitutes a “rigorous” industry examination?  What is the process for developing these examinations?  Why are industry examinations significant to CTE?  Should industry examinations be used as requirements for graduation? Why or why not? CTE Teacher Preparation Project

44. DescriptionExamples  The context in which technical knowledge and skills are used  “Big picture” of the industry  Explain labor issues within the industry  Understand health and safety challenges of the industry as a whole CTE Teacher Preparation Project 44

45. NRCCTE  What does All Aspects of an Industry mean and why is it an important focus for CTE?  What are the eight central concepts of All Aspects of an Industry?  Give examples of how these concepts are applied to your CTE area. CTE Teacher Preparation Project

46. NRCCTE Objectives  Develop a rationale for integrating academics into CTE courses.  Analyze the academic knowledge and skills students need to transition from high school to further learning and the workplace. 46 CTE Teacher Preparation Project

47.  Far too many recently-hired graduates are inadequately prepared to be successful in the workplace. CTE Teacher Preparation Project High School GraduatesTwo-Year College Graduates Four-Year College Graduates 43.5% of employers find graduates deficiently prepared in Reading comprehension Writing Mathematics Professionalism/work ethic Critical thinking and problem solving 15.6% of employers consider preparation of graduates to be “excellent” 21.7% report that graduates are deficiently prepared 23.7% of employers consider preparation of graduates to be “excellent” 17.4% report that graduates are deficiently prepared 31.5% of employers consider preparation of graduates to be “excellent” Source: Silvert, Henry and Jill Casner-Lotto. New Graduates’ Workforce Readiness: The Mid-Market Perspective. The Conference Board, 2008.

48. NRCCTE  Read and INSERT:  A checkmark when you agree with something or already knew it  An exclamation point next to things you think your classroom instructional strategies can address  A question mark next things you don’t understand, aren’t sure whether they pertain to your career field, or if you aren’t sure how you can address through classroom instructional strategies CTE Teacher Preparation Project

49. NRCCTE CTE Teacher Preparation Project FindingSource Students using the National Research Center for CTE’s Math-in-CTE model, which uses highly integrated CTE and academic teaching methods and courses, scored significantly higher on two national math assessments than students using traditional teaching methods. National Research Center for CTE, 2006 Students who complete a rigorous academic core coupled with a career concentration have test scores that equal or exceed “college prep” students. These dual-concentrators are more likely to pursue postsecondary education, have a higher grade point average in college and are less likely to drop out in the first year. SREB, 2009

50. CTE Teacher Preparation Project FindingSource CTE students were significantly more likely than their non-CTE counterparts to report that they had developed problem-solving, project completion, research, math, college application, work-related, communication, time management and critical thinking skills during high school. National Research Center for CTE, 2007 Students in programs that blend basic skills and occupational training to generate more contextualized learning are far more likely to improve basic skills and earn college-level credits. Community College Research Center at Columbia University’s Teachers College, 2009

51. NRCCTE CTE Teacher Preparation Project FindingSource A ratio of one CTE class for every two academic classes minimizes the risk of students dropping out of high school. National Research Center for CTE, 2005 In a 2009 report for the Gates Foundation, 81% of respondents said that more learning opportunities which make the classroom relevant to the real world would have helped them to finish high school. Bill and Melinda Gates Foundation, 2006 Source: Association for Career and Technical Education, Facts about Career Technical Education. Available at www.acteonline.org.www.acteonline.org

52. NRCCTE Develop your rationale in the following categories:  Improved Student Achievement and Successful Completion of High School  Readiness for Further Learning  Readiness for the 21st Century Workplace CTE Teacher Preparation Project

53. NRCCTE  Mission Statement  About the Standards  Myths vs. Facts  English Language Arts Standards  Mathematics Standards  Standards for Literacy in History/Social Studies, Science and Technical Subjects CTE Teacher Preparation Project

54. NRCCTE  Locate the state standards for academic areas through on-line sources.  Determine whether state-level CTE curriculum standards are aligned with state academic standards. CTE Teacher Preparation Project

55. NRCCTE  Read, comprehend and synthesize information from a wide ranges of sources within the technical field.  Write and speak clearly using the language of the field to communicate effectively to various audiences.  Gather, evaluate and synthesize information from multiple sources.  Demonstrate mathematical reasoning and numeracy skills, mathematics procedures and an understanding of major mathematics concepts that underlie a career field. CTE Teacher Preparation Project

56. NRCCTE  Integrating academics into my CTE program is important because…  When I integrate academics into my CTE program I will emphasize several skills, such as…  The biggest challenges I see in integrating academics into my program are… CTE Teacher Preparation Project

57. NRCCTE  Look at the Anticipation Guide.  Put a + in the blank under “Before Reading” if you think the statement is accurate. Put a 0 if you think the statement is untrue.  At your table, share your predictions and come to consensus.  Use critical thinking skills to argue your position.  Share with the whole group.

58. NRCCTE  Silently read the passage assigned to you and check the items you think are true in the “After Reading” column.  When you find the information that validates or refutes your position, INSERT the number of the statement by that information.  Talk with your table group and compare answers. Come to consensus and be prepared to support your answers in class discussion.  Share with the large group.

59. ReadingWriting  CCR Anchor Standards for Reading  Reading Standards for Literacy in Science and Technical Subjects 6-12  RST: Four categories and 10 anchor standards  Grade-level bands  CCR Anchor Standards for Writing  WHST: Grade-level bands  RST.9-10.1  WST.11-12.2.C CTE Teacher Preparation Project 59

60. NRCCTE Follow the arrows to discover the treasures in the Standards for Literacy in History/Social Studies, Science and Technical Subjects.

61. NRCCTE Watch the video and consider:  Why are the mathematical practices important?  What are some of the skills addressed in the mathematical practices?  Why are these skills significant to CTE? CTE Teacher Preparation Project

62. NRCCTE  Use the Common Core State Standards for Mathematics.  Answer the questions in each box.  Be prepared to discuss the key ideas of the Common Core Standards for Mathematics and the Standards for Mathematical Practice. CTE Teacher Preparation Project

63. NRCCTE CTE Teacher Preparation Project

64. NRCCTE Objectives  Explain 21st century skills that are necessary for workplace readiness.  Identify ways to teach 21st century skills in your CTE course. 64 CTE Teacher Preparation Project

65. Partnership for 21st Century Skills Career Ready Practices Microsoft Education Competencies A framework that outlines a vision for student success in the 21st century global economy Identifies skills and provides resources to teachers Provide a framework for developmental experiences necessary to become career ready Experiences that can be practiced using many different approaches All students refine these practices throughout their learning Represent attributes, behaviors, areas of knowledge, skills, and abilities required for successful job performance Includes definition, levels of proficiency, sample interview questions, activities and resources, and examples of overdoing the competency CTE Teacher Preparation Project

66. NRCCTE  Define the skill and its importance  Provide examples and non- examples  Define effective performance of the skill  Assess performance and provide regular feedback CTE Teacher Preparation Project

67. NRCCTE  Get Started/Engage  Discover/Explain  Practice  Check for Understanding  Close  Support, Modifications, and Extensions CTE Teacher Preparation Project

68. NRCCTE  Select a 21st Century Skill  Write the Lesson Outline Using the Suggestions  List the Materials for the Lesson  Teach and Reflect on the Lesson CTE Teacher Preparation Project

69. RationaleExamples  What is the impact on student achievement when career/technical classrooms emphasize 21st century skills?  Record examples from your section of the article in one row of the chart.  Share and record your colleagues’ examples in the other rows CTE Teacher Preparation Project

70. NRCCTE  Select a 21st Century Skill  Integrate a 21st Century Skill Into a Unit of Study  Teach a Portion of the Lesson to Your Colleagues for Feedback  Make Revisions to the Lesson CTE Teacher Preparation Project

71. NRCCTE CTE Teacher Preparation Project

72. NRCCTE Objectives  Describe the components of a unit plan and the role each component plays in effective instruction.  Develop unit plans for a CTE course. 72 CTE Teacher Preparation Project

73. NRCCTE  What kind of information is included?  How does the unit plan help you… ◦Make the best use of instructional time? ◦Focus the lesson on what the students are to learn? ◦Actively engage the students in learning? ◦Organize the resources you have to facilitate learning? ◦Assess the students’ progress toward the learning goals? CTE Teacher Preparation Project

74. NRCCTE Criteria  Standards-Focus  Scenario or Problem  Instructional Activities  Assessment  Cohesiveness  Read the advanced column and insert: ◦“+” It affirms something you already know. ◦“!” It surprises you to see that! ◦“?” If is something you have a question about.

75. NRCCTE  Rate the unit plan on your assigned criteria.  Be prepared to share your rating and your rationale for assigning the rating with the rest of the class.

76. NRCCTE  Content  Scenario or Problem/Essential Questions  Assessment  Materials and Resources  Support, Modifications and Extensions  Calendar of Major Learning Activities CTE Teacher Preparation Project

77. NRCCTE  Select a Topic and Outline the Content Students Will Learn  Write a Scenario  Identify Formative and Summative Assessments  Identify Resources  Outline Support, Modifications and Extensions  Map the Unit  Enrich the Instructional Strategies in the Unit  Teach and Reflect on the Unit Plan