1. Sandra H. Harwell, Ph.D. Harwell Enterprises

2. Program of Study Components #3 PROFESSIONAL DEVELOPMENT Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance. Effective professional development should: Support the alignment of curriculum from grade to grade (9- 12) and from secondary to postsecondary education (vertical curriculum alignment). Support the development of integrated academic and career and technical curriculum and instruction (horizontal curriculum alignment). Ensure that teachers and faculty have the content knowledge to align and integrate curriculum and instruction. Foster innovative teaching and learning strategies 2

3. TEACHING AND LEARNING STRATEGIES Innovative and creative instructional approaches enable teachers to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework. Effective teaching and learning strategies should: Be jointly led by interdisciplinary teaching teams of academic and career and technical teachers or faculty. Employ contextualized work-based, project-based, and problem-based learning approaches. Incorporate team-building, critical thinking, problem-solving, communication skills, such as through the use of career and technical student organization (CTSO) activities. 3 Program of Study Components #9

4. Five Models 4 Linked Courses Clustered Courses Infused Occupational Courses Infused Academic Courses Hybrid Courses Perrin, D. Curriculum and Pedagogy to Integrate Occupational and Academic Instruction in the Community College: Implications for Faculty Development

5. Linked Courses Two courses are able to link their standards and outcomes and reinforce each other, 5

6. Challenges Scope and sequence of the two courses difficult to match Difficult to schedule courses with specific cohort of students Students at many different levels of academic proficiency 6

7. Example A marketing course and a speech course are linked. Instruction and assignments are combined. Students get credit for the assignment in each course. 7

8. Clustered Courses Courses are taught in academies or small learning communities with a common theme. All courses in the communities are taught with the same theme and all instruction and assignments are related. 8

9. Challenges Limited time for teacher planning Many teachers need help seeing the connections between courses Teacher beliefs about academics versus CTE 9

10. Example 10 McKeel Academy, Lakeland, FL Principal: Dr. Linda Acocelli lindaacocelli@mckeelschools.com http://mckeelacademy.com/

11. Infused Occupational Courses CTE courses are taught infusing rigorous academic content where appropriate and where overlap in the two courses exists. 11

12. Challenges Differences in vocabulary/language between CTE and academic faculty Difficulty or refusal to teach academics in CTE Varying levels of readiness of students Preparation of CTE faculty 12

13. Example of Strategy Using Writing Prompts across the curriculum Reading in the content areas Research papers in CTE area Writing letters to persuade businesses to come to an event 13

14. Infused Academic Courses Academic courses are taught in the context of occupational relevance. 14

15. Challenges Preparation of academic faculty High stakes testing requirements Vocabulary/language differences Perception of importance among academic faculty 15

16. Examples Using occupational examples in a mathematics class—calculating slope or “pitch” of a roof Determining appropriate fertilizer for a hayfield based on soil analysis Designing an advertising campaign for a business 16

17. Hybrid Courses New courses are developed specifically to teach both academic and occupational content in tandem and fully integrated. 17

18. Challenges State Course Code requirements Graduation requirements Preparation of faculty Teacher certification requirements 18

19. Examples CATER program in Florida http://www.justreadflorida.com/cater.asp 19

20. Developmental Stage Stage appropriate Tasks Zone of Proximal Development Peer Support/ Coaching Scaffolding Dysfunctional Cycle Frustration Withdrawal Locked into Poor performance

21. Using familiar experiences Using familiar objects Demonstrating relevance Solving authentic problems Gradually increasing the level of difficulty

22. Research-based Practices Identifying Similarities and Differences Summarizing and Note-taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinquistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Questions, Cues, and Advance Organizers 22 www.ascd.org

23. 23 www.leadered.com

24. Resources 24 www.leadered.com www.cordcommunications.com