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Teaching to Lead Preparing CTE Teacher for Today’s Students
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Characteristics and Needs of Beginning Teachers
All Beginning Teachers Beginning CTE Teachers Beginning CTE Teachers Entering Through Alternative Route Guide—Activity, Page 10 Share list and write on whiteboard or chart paper
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Characteristics and Needs of Beginning Teachers
All Beginning Teachers Beginning CTE Teachers Beginning CTE Teachers Entering Through Alternative Route Reality shock Loneliness Loss of idealism Struggle to survive Guide—Activity, Page 10 Share list and write on whiteboard or chart paper
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Characteristics and Needs of Beginning Teachers
All Beginning Teachers Beginning CTE Teachers Beginning CTE Teachers Entering Through Alternative Route Reality shock Loneliness Loss of idealism Struggle to survive Added responsibilities of lab and classroom space Expectations to connect with business and the community CTSOs Possibly teaching in larger blocks of time Guide—Activity, Page 10 Share list and write on whiteboard or chart paper
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Characteristics and Needs of Beginning Teachers
All Beginning Teachers Beginning CTE Teachers Beginning CTE Teachers Entering Through Alternative Route Reality shock Loneliness Loss of idealism Struggle to survive Added responsibilities of lab and classroom space Expectations to connect with business and the community CTSOs Possibly teaching in larger blocks of time Demographics Limited preparation in education theory, practices and foundations Mission of CTE Curriculum foundations Guide—Activity, Page 10 Share list and write on whiteboard or chart paper
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Perceived Needs of Alternatively Certified CTE Teachers
Teacher tasks Teacher licensing and professional development Institutional issues PG—Information Sheet, Page 11-12 Briggs, J. Perceptions of career and technical education teachers about teacher mentoring and teacher retention. Ph.D. dissertation, The Ohio State University.
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Teaching to Lead A research-based professional development model designed to increase early career CTE teachers’ competence, self-efficacy and career commitment.
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Conceptual Framework High-Quality Professional Development
School Support Increased Teacher Success
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Conceptual Framework for Teaching to Lead
High-Quality Professional Development Delivered Over Time High-Quality School-Based Support Increased Teacher Success Content responsive to the needs of CTE teachers Sequence and duration of the professional development sessions Quality of instruction Regular, structured interaction with trained on-site mentor and administrator On-site observations and feedback from professional development instructor Regular interaction with a community of practice Instructional competence Confidence to impact student learning Career commitment to teaching
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Components of Teaching to Lead
Professional Development Support On-site coaching visits from the professional development instructor Mentoring from a trained, experienced teacher Support from the building administrator Electronic communities of practice 10 10 Day Summer Institute Prior year one teaching 6 3, 2 -day follow-ups during year one teaching Post year one teaching Follow-ups on Friday and Saturday.
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Professional Development
Lesson Content Authentic Tasks Teach-back/Homework Continuously Modeling for Teachers Productive Struggle
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Professional Development Content
10/29/2017 Professional Development Content Teacher Competence Instructional Planning Create short-term and long-term standards-based instructional plans based on the varying learning needs of students. Instructional Strategies Use instructional strategies that actively engage students in learning and encourage the development of problem-solving, critical thinking, and teamwork skills. Classroom Assessment Use formal and informal assessment strategies to evaluate student progress toward learning goals and provide feedback to improve student learning. Classroom Management Create a learning environment that encourages student motivation, positive behavior, and collaborative social interaction. Teacher Reflection: Reflect, both individually and collaboratively, on the effects of instruction and use the reflective process to continually improve instructional practice.
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Instructional Planning Module
Introduction to Teaching in CTE Introductions, Program Overview and Opening Activities The Mission of Career/Technical Education The Role of Career/Technical Education in Public Schools The Instructional Planning Process The Big Picture of Instructional Planning Course Syllabus Curriculum Mapping Unit Plans Lesson Plans Knowledge of Content A Framework for What to Teach in CTE Industry-Specific Knowledge and Skills Academic Knowledge and Skills 21st Century Skills Programs of Study Knowledge of Students Developmental Characteristics of Students Strategies for Meeting Diverse Instructional Needs of Students Students with Special Learning Needs Reflective Practice The Process of Reflection Professional Portfolios Reflective Collaboration with Other Teachers Professional Responsibilities
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Instructional Strategies Module
Creating a Vision for CTE Instruction Understanding Actively Engaging Instruction Designing Intellectually Challenging CTE Work Asking Questions to Foster Learning Presenting Information Effectively Incorporating Work-based Learning Experiences Using Project-Based Learning (PBL) Developing a Rationale for PBL and Qualities of a Good Project Designing High-Quality Projects Managing PBL Using Cooperative Learning Defining Cooperative Learning and Its Importance Choosing Effective Cooperative Learning Strategies Managing Cooperative Learning Activities Integrating Academics in CTE Embedding Literacy in Everyday CTE Lessons Developing Students’ Reading Skills Embedding Numeracy in Everyday CTE Lessons Working with Other Teachers to Integrate Academics and CTE
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Classroom Assessment Module
Understanding Assessment and Its Importance to High-Quality CTE Instruction Defining the Role of the Teacher in Assessing Student Progress Using Formative and Summative Assessment Understanding the Characteristics of High-Quality Assessment Providing Effective Feedback Through Formative Assessment Designing and Using Assessment Tools Using Rubrics to Assess Performance Developing Paper-and-Pencil Tests Embedding Reading and Writing in CTE Assessment Embedding Mathematics in CTE Assessment Using Portfolios to Measure Student Progress Over Time Implementing Effective Grading Practices Establishing the Purpose of Grading in the CTE Classroom Using Standards-Based Grading Organizing and Maintaining a Grade Book Using Assessment Data Analyzing Types of Assessment Data Used by Schools, Employers and Postsecondary Institutions Using Data to Improve Instruction and Learning
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Classroom Management Module
Setting the Stage for Effective Classroom Management Establishing the Importance of Effective Classroom Management Designing Organized and Motivating Classroom and Lab Space Managing and Monitoring Lab Space Creating a Motivating, Personalized Learning Environment School Year Beginning the Getting to Know Students Well Motivating Students to Do Well Establishing Classroom Rules Implementing Classroom Procedures Ending the School Year Supporting Student Success Working with Parents Integrating Career/Technical Student Organizations Being a Teacher Mentor for Students Organizing an Advisory Committee Implementing Classroom Interventions Dealing with Inappropriate Behavior and Academic Learning Difficulties Designing Interventions and Consequences Implementing Interventions that Support Academic Success Schoolwide Rules and Discipline Policies Enforcing
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Day Lessons Authentic Tasks Teach-Back/Homework
1 Introduction, Program Overview and Opening Activities Developmental Characteristics of Students Establishing the Importance of Classroom Management Beginning the School Year Getting to Know Students Well Teach-backs Personal introduction for the first day of school Two-week unit plan for the start of the school year First day of school lesson plan Present introduction to students for the first day of school Homework: The Keys to Student Motivation and research CTSOs 3 The Mission of CTE A Framework for What to Teach in CTE Industry-Specific Knowledge and Skills Academic Knowledge and Skills 21st Century Skills The Big Picture of Instructional Planning Course Syllabus Mission Statement for a CTE Course Basic Course Syllabus Present the content of your course using a basic course syllabus Homework: Review examples of project-based learning
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June, July and August 2015 yrfear ddmol dpocs dan ecneuqes
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June 2016 Frayer Model Scope and Sequence Formative Assessment
Word Sort Rubrics Cooperative Learning Summarize Chunking Jigsaw Classroom Procedures Summative Assessment Think, Pair, Share Paraphrase K-W-L Anticipation Guide Project-based Learning Bloom’s Taxonomy Lesson Plan Unit Plan
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