program standards - day 3 presentation

PROGRAM STANDARDS WORKSHOP day 3 8:00am -3:30pm David Robinson, Supervisor : PROGRAM STANDARDS WORKSHOP day 3 8:00am -3:30pm David Robinson, Supervisor Detroit Public Schools Office of Career & Technical Education Director – Arlene Gibson January 31, 2009

WHAT SKILLS SHOULD A HS GRADUATE HAVE? : WHAT SKILLS SHOULD A HS GRADUATE HAVE?

I stand here today humbled by the task before us : I stand here today humbled by the task before us

Welcome & Introductions : Welcome & Introductions Parking LOT

Workshop Agenda : Workshop Agenda EXPECTATIONS Trac review summary Bias training for teaching & learning Segmenting Pacing Guides - PART 2 LESSON PLANNING & “SEGMENT ASSESSMENTS” Advisory Committees

TRAC Review : TRAC Review THE GOOD THE BAD & THE UGLY

Expectations : Expectations Pacing guide for segment Segmenting Document LESSON PLANNING & SEGMENT ASSESSMENT

BIAS TRAINING : BIAS TRAINING Many human attitudes arise automatically and without conscious control. Such attitudes, termed “implicit biases,” manifest in a variety of social domains [1]. For example, people prefer the young to the old, and pair women with the home more often than they pair women with the laboratory [2]. People show a negative implicit association with members of a racial group other than their own

Effective Teaching : What is effective teaching? GRAPHIC ORGANIZER EXERCISE Effective Teaching

Characteristics of an effective CTE Instructor? : Characteristics of an effective CTE Instructor? 1. Instructor’s are committed to students and their learning. 2. Instructor’s know the subjects they teach and how to teach those subjects to students. 3. Instructor’s are responsible for managing and monitoring student learning. 4. Instructor‘s think systematically about their practice and learn from experience. 5. Instructor’s are members of learning communities. Five Core Propositions

LESSON PLANNING PREPERATION YOUR INSTRUCTIONAL CONTEXT : LESSON PLANNING PREPERATION YOUR INSTRUCTIONAL CONTEXT What is your school setting (e.g., middle school, high school, alternative school)? What are the number, age, and grades of the students in the class, the title and subject matter of the class, and scheduling of the class? (Example: 21 students in grades 10 through 12, ages 16 through 18+, Electronic Technology, students learn to build, troubleshoot, test, and repair electronic equipment; meets three days a week, 90- minute class) What are the relevant characteristics of this class that influenced your instructional strategies: ethnic, cultural, and linguistic diversity; the range of abilities of the students; the personality of the class? This might include but is not limited to: a description of your students’ skills, knowledge, interests, career aspirations, previous experiences, and family backgrounds that relate to the career and technical education area you teach; and the particular instructional challenges this class represents.     What are the relevant characteristics of the students with exceptional needs and abilities that influenced your planning for this instruction (for example, the range of abilities and the cognitive, social/behavioral, attentional, sensory, and/or physical challenges of your students)? Give any other information that might help you “see” this class. What are the relevant features of your teaching context that influence you when teaching this class? This might include other realities of the social and physical teaching context (e.g., available resources, scheduling of classes, room allocation, etc.) that are relevant

LESSON PLANNING & SEGMENT ASSESSMENT : LESSON PLANNING & SEGMENT ASSESSMENT What were your goals for the first assessment? What concepts and/or skills were you assessing? Why are these concepts and/or skills important, challenging, and appropriate for your students? How are these concepts and/or skills connected to workplace standards and expectations? How did this assessment allow the featured students to show their understanding, and display their critical thinking and problem-solving skills? What did the students do (e.g., respond to a written exam, perform a job-related task, create a product, etc.)? What criteria did you use to assess the featured student work? Why did you use these Criteria? How did you communicate your assessment criteria to the students? How did your use of this assessment support your learning goals for your students?

Advisory Committees : Advisory Committees It takes a village & an Advisory Committee………..

Starting today, we must pick ourselves up, dust ourselves off, and begin again the work of remaking America. : Starting today, we must pick ourselves up, dust ourselves off, and begin again the work of remaking America. What does this mean for CTE teachers?

PARKING LOT : PARKING LOT Evaluations Next Session QUESTIONS & CONCERNS Sign-out