southern regional education board what do great ct leaders do? tips for developing great ct teachers...
TRANSCRIPT
Southern
Regional
Education
Board
What do great CT leaders do?
Tips for Developing Great CT Teachers and Teaching
LEADERSHIP MATTERS
Gene BottomsSenior Vice President
Southern Regional Education [email protected]
404-875-9211
Southern
Regional
Education
Board
Rising Workplace Requirements and Opportunities
“The new economy requires not just white-collar workers but also workers with outstanding technical skills and highly developed problem-solving abilities. These workers will be the backbone of tomorrow’s prosperity.”
Source: A Sharper Focus on Technical Workers How to Educate and Train for the Global Economy. NGA Center for Best Practices, 2010.
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Business today requires knowledgeable workers who:
Use their brains every minute to get the job done;
Understand complicated processes and systems; and
Anticipate, predict, prevent, troubleshoot and solve problems in a high-pressure environment.
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Teachers of high-achieving CT programs report their leaders:
Consult with staff. Encourage new instructional strategies. Organize teacher study teams. Emphasize guiding students to take
challenging academic courses. Stress teaching all students to same high
standards. Use data for continuous improvement. Involve teachers in improvement
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1. To have greater teachers, SELECT the right person.
Select persons who have:Passion for teachingQuality work experienceGrounding in learning skills, literacy
and mathDepth in technical content and skillsCapacity to use a range of technology
and software
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2. Support and connect new CT teachers to a great mentor.
Check with them at end of one day, five days, a week, a month and monthly
Assign mentor buddy teacher to provide tips on:Achieving a successful first class and first
weekClassroom managementInstructional planningClassroom assessments
Leaders and mentors conduct classroom observations with feedback
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3. Set clear expectations for robust assignments.
Good assignments matter and involve:An authentic projectDoing research (reading)Developing a logical plan, set of tasks
and timelineDeveloping logical arguments for a
work plan
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3. Set clear expectations for robust assignments. (Cont’d)
Good assignments matter and involve:Using technology and software to
complete the projectUsing math to complete the projectCompleting an extended project
covering several daysPreparing a final written and oral report
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Assignments Matter
What are the criteria for a good assignment?
1.
2.
3.
4.
5.
6.
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Possible Criteria for a GoodStudent Assignment
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A good assignment will require students to: Yes No
Take several days to complete and would involve a blend of learning — classroom lab, team and independent learning — along with enabling learning activities.
Use higher-order thinking skills for:
critical thinking and problem solving;
exercising judgment; and
researching, designing, building, testing, evaluatingand revising.
Check yes, no
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Possible Criteria for a GoodStudent Assignment
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A good assignment will require students to: Yes No
Do background research by reading textbooks, technical documents, articles by experts, etc.
Frame or refine the project/problem.
Develop a possible solution.
Prepare a design or work plan for completing the project.
Develop a logical argument for a work plan or design.
Check yes, no
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Possible Criteria for a GoodStudent Assignment
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A good assignment will require students to: Yes No
Apply core academic skills to complete literacy, math and science.
Prepare written and oral deliverables that meet expectations as a first draft report.
Maintain a reflective daily/weekly journal/notebook.
Learn to use technology and software to complete a project.
Learn to apply technical knowledge and skills.
Check yes, no
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Possible Criteria for a GoodStudent Assignment
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A good assignment will require students to: Yes No
Do authentic work that would be expected in a workplace.
Specify how students will be assessed on the:
completed project;
end-of-project written exam; and
demonstration of 21st-century skills.
Check yes, no
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Robust CT Assignments
IndicatorsHad
Rigorous CT
No Rigorous CT (Matched
Sample)
n = 7980 n = 7980
1. Develop a logical argument for your solution to a problem or project.
70% 13%
2. Make inferences from information provided to develop a solution for a problem or project.
77 15
3. Use math to solve complex problems related to my CT area.
70 19
4. Apply academic knowledge and skills to my CT area.
90 33
Source: 2012 HSTW AssessmentTexas 10-02-13 14
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Robust CT Assignments
IndicatorsHad
Rigorous CT
No Rigorous CT (Matched
Sample)
n = 7980 n = 7980
5. Apply technical knowledge and skills to new situation.
90% 33%
6. Develop and test hypothesis. 73 6
7. Complete an extended project that requires planning, developing a solution or product and presenting the results orally or in writing.
73 17
8. Use computer skills to complete an assignment or project in their CT classes at least weekly.
59 28
Source: 2012 HSTW Assessment 15Texas 10-02-13
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Robust Assignments:Foundation for Advanced Career
Of students who reported having robust assignments in CT courses in 2010 and 2012, 15 to 20 percent more met reading, math and science college-readiness goals when compared with CT students who did not have such assignments.
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Source: HSTW Assessment
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Interview of Students at Columbia Montour CT Center in Pennsylvania
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# of Indicators Involved in Assignment
1. Designed a commercial kitchen 7 of 8
2. Completed a forensics analysis 8 of 8
3. Did clinical work at a nursing home
5 of 8
4. Designed a car for drag racing 8 of 8
5. Designed a computer game 4 of 8
6. Designed a graduation announcement
4 of 8
7. Did a cosmetology internship 4 of 8
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Interview of Students at Columbia Montour CT Center in Pennsylvania
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# of Indicators Involved in Assignment
8. Study of cerebral palsy 6 of 8
9. Internship in a hotel 6 of 8
10. Study of spray tanning 4 of 8
11. Landscaping project for a local restaurant
8 of 8
12. Designing and building a radio 8 of 8
13. Planning a wedding event with a set budget
6 of 8
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4. Support teachers in having students follow a problem-solving process.
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Engineering Design Process
Ask/Inquire
Imagine
Plan
Create
Experiment/ Evaluate
Improve
Communicate
Life Cycle Design
Define Requirements
Design/Build
Test
Implementation
Evolution
Troubleshooting Process
Diagnose the Problem
Find Possible Solutions
Work Plan - Steps
Take Action
Evaluate and Analyze
Deliver Final Product
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5. Set clear expectations for grading.
Base 20% on habits of behavior and mind — develop rubric.
Base 40% on quality of project product.
Base 40% on end-of-project exam.
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6. Work with teachers to develop good written classroom exams.
One-half of items will focus on literacy, math and science.
One-half of items will focus on technical, technology and software.
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7. Invest in teacher development.
Instructional planning (embedded academics)
Project assignment managementClassroom managementClassroom assessment
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8. Support strong advisory committees with members from industry and postsecondary and academic teachers.
Use them to:Review assignmentsReview assessmentsArrange work-site learningPostsecondary orientation
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9. Engage CT teachers in using data about academic and technical achievement and outcomes.
State examsPlacement examsIndustry examsGraduation
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10. Support teachers to adapt well-developed national curricula and become a part of a school improvement network.
High Schools That Work (HSTW) Technology Centers That Work (TCTW) Advanced Career (AC) Programs
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College Trackor
Career Track
Why Not Both?
Adopt Advanced Career (AC) Pathway Programs of Study
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Why should schools adopt
Advanced Career (AC) pathways?
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Advanced Career (AC)New Thinking
AC career pathways prepare students for college and careers.
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Regional
Education
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Key Features of Advanced Career
Fully Developed AC Pathway ProgramsAdvanced Career (AC) Programs of
StudyProject-Based LearningBlended Learning ExperiencesTechnology and Software
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Key Features of Advanced Career
AssessmentsCounseling for CareersTeacher Selection, Professional
Development and SupportDual Credit and Industry
CertificationCollaboration and Partnerships
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Partner States
*Ready for adoption in fall of 2014.
Alabama Aerospace Engineering*
Arkansas Innovations in Science and Technology*
Kansas STEM Education and Training
Kentucky1. Informatics*2. Advanced Manufacturing*
New Jersey1. Entrepreneurship2. Global Logistics
North Carolina Project Management
Ohio1. Automated Materials Joining Technologies2. Health Informatics*
South Carolina Clean Energy Technology*
West Virginia Energy and Power*
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AC Energy and Power Course 1 – Energy and Power Foundations
This course engages students in a variety of hands-on, authentic projects to learn about energy and power methods through the design and construction of motors, pumps, heat exchangers, hydraulics and pipeline systems.
Through contextual projects, students will learn and apply physics, chemistry, fluid mechanics, thermodynamics, algebra and statistics in learning how these systems interact in the energy and power arena. Students will learn how engineers and technicians use these systems in the real world to optimize their efficiency.
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AC Energy and PowerMath Embedded in Course 1
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Math Standards
1.1 Motors &
Generators
1.2 Hydro-electric Power
1.3 Hydraulics
1.4 Plant
Cooling
1.5 Pumps
1.6 Pipeline
Flow Design
Number & Operations: Quantities
X X X X X X
Algebra:Seeing Structure in Expressions
X X X X X X
Algebra:Reasoning with Equations and Inequalities
X X
Algebra:Creating Equations
X X X X X X
Geometry: Geometric Measurement & Dimension
X
Geometry: Modeling with Geometry
X X
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AC Energy and Power Course 1 – Energy and Power Foundations
Science Standards
1Hydro-electric Power
2Hydraulics
3Energy
from Coal
4Plant
Cooling (Heat
Exchanger)
5Pipeline
Flow Design
6Pumps
Engineering Design
X X X X X
Power and Energy
Electrical
Mechanical
Chemical
Thermal
X
X
X
X
X
XX
X
X
X
X
X
X
Forces/Motion X X X X
Thermo-dynamics
X
Matter X 34Texas 10-02-13
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AC Energy and Power Course 2 – Clean Energy Applications
This course builds on the foundation of Course 1 and introduces nuclear power, steam generation, fuel cells, geothermal power, water power, AC/DC power generation, heat transfer and the laws of thermodynamics. In addition, students now use chemical and thermal energy principles to create, store, and use energy efficiently to power a variety of mechanical and electrical devices. Students engage in a variety of hands-on design projects to demonstrate course principles using advanced technology hardware and software.
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AC Clean Energy Technology
Math Embedded in Course 2
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2.1Intro to Nuclear Power
2.2Pump It UP!
(Geothermal)
2.3 Bioenergy
2.4 Fuel Cells
2.5 Water Power
Number & Operations: Quantities
X X
Algebra:Seeing Structure in Expressions
X X
Algebra: Reasoning with Equations and Inequalities
X X X X
Algebra:Creating Equations
X X X X X
Geometry: Congruence
X X
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AC Health Informatics Health Informatics 4 — Health Care Industry
Problems and Solutions
In this advanced course, students study and design solutions to problems facing the health-care systems and the health-care industry. Students explore the following questions through project-based and problem-based scenarios. How can the health-care system work more efficiently
and economically?How do we address health-care issues in rural
locations?How can various community organizations work
together to improve the health of the community?Students interact with professionals in the health
informatics field through interviews or on-site and/or virtual field trips.
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AC Health Informatics
Math Embedded in Course 4
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4.1 Quest for Quality
4.2 Fraud
4.3 Workflow
4.4 Project
Management EHR
4.5 Physician
Care Anywhere
4.6 Unity
Number & Operations: Quantities X X
Algebra:Creating Equations X
Functions:Interpreting Functions X X X
Statistics: Interpreting Categorical and Quantitative Data
X X X
Statistics: Making Inferences and Justifying Conclusions
X X
Statistics: Using Probability to Make Decisions
X
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Leadership Matters
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