1. How Shall we prepare teachers for deeper community partnerships?
Jared R. Stallones, Ph.D.
Introduce self- genesis of interest in this work
Have attendees introduce selves

2. Questions for today
What Deeper Partnerships Do I Mean? What Knowledges/Skills do Educators Need to Engage in Deeper Community Partnerships? What Challenges do Deeper Community Partnerships Pose for Educator Preparation? How Do We Effectively Prepare Educators for Deeper Community Partnerships?

3. Deeper Community Partnerships: Kentucky’s career-Themed Academies
The Model Defined An approach to education that transforms the traditional high school experience by bringing together strong academics, a demanding technical education, and real-world experience to help students gain an advantage in high school, postsecondary education, and careers. Students can choose among industry-themed pathways in fields such as engineering, arts and media, and biomedicine and health. Students are exposed to a broad range of career opportunities in authentic settings Teachers incorporate input from industry professionals, and collaborate with each other across disciplines Students engage in a range of work-based learning experiences that introduce them to real-world workplaces Learning becomes integrated with the real world and helps students answer the question, “why do I need to learn this?”
Not a program or a brand.
So, how accustomed are teachers, counselors, and principals in providing these opportunities for students?

4. Inclusive of many models
NAF Academies: 36 states, 675 academies, 96K+ students Linked Learning: 9 states, 800 schools, 400K+ students Ford NGL: 16 states, 376 academies, 148K+ students (including Academies of Lexington, Louisville, Bowling Green) Career Academies CAlifornia Partnership Academies Career Pathways Small Schools Charter Schools P-TECH District-Wide Strategy
Major organizations behind the movement- similar approaches with multiple names
Lexington-3 Ford NGL Academies; Louisville-11 Ford NGL Academies; Bowling Green?

5. Career-Themed Academies: deep partnerships
Collaboration at school site: Cross-disciplinary academics-including career and technical education-to prepare students for a range of futures Collaboration among teachers to design cross-curricular instruction culminating in a project-based assessment Collaboration among students to complete authentic career-themed projects A fundamental restructuring of of school governance, schedule, mission, curriculum, and relationships
So, career-themed, interdisciplinary, community-based authentic curriculum using projects to teach and assess student learning.
Do we prepare teachers to collaborate in these ways? Is the school structured to allow it?

6. Career-Themed Academies: deep partnerships
Collaboration with community: Collaboration with community for work-based/work-related learning Productive partnerships with local industry and business to inform curriculum development and support work-based learning A fundamental restructuring of of school governance, schedule, mission, curriculum, and relationships
Do we prepare teachers/administrators. to interact with the community in these ways?

7. Career-Themed Academies: deep partnerships
Collaboration with colleges and universities: Collaboration with and among postsecondary institutions to ensure a smooth transition after graduation Collaboration with educator preparation programs to provide teachers and school leaders who can adeptly infuse 21st century skill development into their curriculum Collaboration with educator preparation programs district and site leaders who understand and champion the pathway structure and effectively support implementation by site and region Collaboration across campus and with community to provide WBL opportunities and real world expertise A fundamental restructuring of of school governance, schedule, mission, curriculum, and relationships
Do our school-university partnerships look like this?
CAEP Standard 2!

8. Behaviors of Learning and Teaching Continuum
How do we prepare educators to foster
collaboration?
Work With Others
Students can be seen:  
Regularly working with industry and postsecondary partners as learning resources and project clients.
Practicing teamwork skills in a variety of collaborative teams and settings.
Using industry-specific norms, strategies and technology tools to make their teamwork efficient and effective.
The Behaviors of Learning and Teaching Continuum describes the progress of students, teachers, and industry and community partners in developing the behaviors of learning and teaching (BLT) that dramatically improve student motivation, empowerment, understanding and achievement.
CHARACTERISTICS
CHALLENGES?
QUESTION
SHARE

9. Behaviors of Learning and Teaching Continuum
How do we prepare educators to foster
student self-direction?
Students can be seen: Work Students Lead
Designing their interdisciplinary learning experiences and organizing, revising, and self-monitoring a learning plan.
Learning through an inquiry-based approach where their questions, choices, insights, and solutions lead the way.
Pursuing learning through feedback, reflection, revision, and defense of work.
SELF-DIRECTION
CHARACTERISTICS
CHALLENGES?
QUESTION
SHARE

10. Behaviors of Learning and Teaching Continuum
How do we prepare educators to foster
a focus on outcomes?
Students can be seen: Work With a Goal
Creating, using, seeking feedback on, and revising plans for project work and for their college and career goals.
Explaining how their daily work helps them master project, course, and pathway outcomes.
Completing complex tasks and persevering when facing learning challenges.
FOCUS ON OUTCOMES
CHARACTERISTICS
CHALLENGES?
QUESTION
SHARE

11. Behaviors of Learning and Teaching Continuum
How do we prepare educators to
help students see relevance?
Students can be seen:   Work That Matters
Engaging in projects of personal interest that are authentic to an industry sector and matter to external clients.
Using state-of-the-art, industry-specific technologies to produce work that reflects standards of the workplace.
Participating in a developmental sequence of work-based learning experiences.
RELEVANCE
CHARACTERISTICS
CHALLENGES?
QUESTION
SHARE

12. Behaviors of Learning and Teaching Continuum
How do we prepare educators to foster
rigor?
Students can be seen:   Work That Challenges
Engaging in deep critical thinking using challenging material and industry- specific problem-solving tools.
Designing and publicly defending high-quality project solutions.
Articulating how they are mastering the Common Core State Standards and other pathway outcomes.
RIGOR
CHARACTERISTICS
CHALLENGES?
QUESTION
SHARE

13. Behaviors of Learning and Teaching Continuum
How do we prepare educators to foster
curriculum integration?
Students can be seen:   Work That Connects
Intentionally using concepts and skills from pathway theme courses in core academic courses—and vice versa.
Making connections across core academic and career technical subjects in theme-based interdisciplinary projects.
Engaging in work-based learning experiences that link directly with core academic and career technical courses.
CURRICULUM INTEGRATION
CHARACTERISTICS
CHALLENGES?
QUESTION
SHARE

14. How can the WE help Educators
To: Bring real world applications to the classroom? Accentuate connections between high school and life afterwards? Accentuate connections among subjects? Accentuate connections with CTE? Make connections among the school, the university, and the community? Co-plan across departments and community? Co-assess authentic products with industry professionals? Initiate/develop/maintain partnerships needed for these models? Prepare students for and enhance their WBL experiences?
Divide questions among tables
SHARE

15. Thank you!
Discussion