Career and Technical Teacher Education Program

Transcription

1 i n s i d e > Program Overview and Requirements > The Professional Development Plan > The Courses and the Three-year Schedule > The Level I Educator s License While Teaching > Completing an Associates, Bachelors or Masters degree after completing this Program Career and Technical Teacher Education Program vtc.edu/cewd

2 CT Teacher Ed Program: Straight from the field, become certified to teach at a licensed regional career and technical center. Vermont s Regional Career and Technical Centers t h e r e are 17 c a r e e r and technical c e n t e r l o c at i o n s ac r o s s vermont b a r r e Barre Technical Center b e n n i n g t o n Southwest Vt. Career Development Center Enosburg Falls Newport b r a d f o r d River Bend Career and Technical Center St. Albans b r a t t l e b o r o b u r l i n g t o n Windham Regional Career Center Burlington Technical Center Burlington Hyde Park Lyndon Center e n o s b u r g falls Cold Hollow Career Center Essex Jct. Barre St. Johnsbury e s s e x jct. The Center for Technology, Essex h y d e park Green Mountain Tech and Career Center Middlebury Randolph Bradford l y n d o n center Lyndon Institute m i d d l e b u r y n e w p o r t Patricia A. Hannaford Career Center North Country Career Center Rutland White River Jct. r a n d o l p h Randolph Technical Career Center Springfield r u t l a n d Stafford Technical Center s p r i n g f i e l d River Valley Technical Center s t. albans s t. johnsbury Northwest Technical Center St. Johnsbury Academy Bennington Brattleboro w h i t e river jct. Hartford Area Career and Technical Center 2

3 Program Overview The Career and Technical Teacher Education Program at Vermont Technical College is an approved Vermont Agency of Education (AOE) alternative educational licensing route for trades and industry teachers, primarily in grades 11 through 12, at Vermont s 17 regional career and technical centers. Typically, once a teacher is hired at a regional career and technical center, he or she enters this three-year program to complete the qualifications for a Level I Educator License. The teacher-candidate first obtains an Apprenticeship License from the AOE, which requires at least a high school diploma and six years of experience in the trades or industry, or an associate s degree, or higher, and at least four years of experience. The teacher-candidate takes education courses and receives support during the next three years from the CT Teacher Ed Program. Similar to traditional apprenticeship programs in the trades, career and technical teachers in the CT Teacher Ed Program receive support during class time and during the school year. Observations provide feedback so teachers can reflect on, and improve, their teaching. The CT Teacher Ed Program is designed to meet teachers needs by offering courses on Saturdays during the school year, during week-long summer sessions, and online. c o n t e n t s 2 Center Locations 3 Program Overview 4 Program Requirements 5 Professional Development Plan 6 Required Coursework Academic Support Services 7 Course Descriptions Transferring Credits 8 Academic Skills Assessment 9 Educator Licensure Portfolio Scoring the Portfolio 10 Earning an Associate s Degree 11 Requesting an Extension Degree completion options 12 Applying for the License Career Clusters and Pathways 13 Endorsement Areas 14 Student Information 15 Career Technical Education Endorsement 16 Standards & Learning Progressions for Vermont Educators 18 Professional Ethics 3

4 Program Requirements a teac h e r-candidat e s ta r t i n g with: n e e d s to: At least six years of experience in endorsement area High school diploma No college credits At least six years of experience in endorsement area High school diploma Fewer than 24 college credits Complete 24 college credits in this program with at least a B grade point average within three years. Take the Praxis Core Exam during the first year, and pass it with the AOE designated score within three years. Receive an overall rating of pass on the Level I Educator Portfolio. Complete 24 additional college credits. Complete 24 college credits in this program with at least a B grade point average within three years. Take the Praxis Core Exam during the first year, and pass it with the AOE designated score within three years. Receive an overall rating of pass on the Level I Educator Portfolio. Complete additional college courses to total 24 credits. ja r g o n & ac r o n y m s c t te a c h e r e d p r o g r a m Vermont Technical College s Career and Technical Teacher Education Program a o e Vermont Agency of Education At least four years of experience in endorsement area An associate s degree or higher Complete 24 college credits in this program with at least a B grade point average within 3 years. Take the Praxis Core Exam during the first year, and pass it with the DOE designated score within three years. Receive an overall rating of pass on the Level I Educator Portfolio. e n d o r s e m e n t a r e a The grade level and field in which an educator is authorized to teach, specifically the trades or industries identified in Section 5445 of the DOE rules (listed on page 17). p d p Professional Development Plan v e r m o n t tech Vermont Technical College CT Teacher Ed Program Faculty Nov

5 The Professional Development Plan and Educator Apprenticeship License The CT Teacher Ed Program at Vermont Tech guides teacher-candidates education using a professional development plan. This plan is created soon after the teacher-candidate is hired, and coursework starts right away, to help prepare teacher-candidates to enter the classroom and effectively teach. 1) Once the teacher-candidate is hired, the career and technical center director sends Step 1 of the apprenticeship license packet to the Vermont Agency of Education, typically by or fax. a) Approval is received via . b) The AOE sends the apprenticeship license application to the teacher-candidate. 2) The technical center director contacts the CT Teacher Ed Program director that a new teacher has been hired. The program director meets with the teacher-candidate about the program and to develop their professional development plan (PDP). 3) The teacher-candidate sends step 2 of the apprenticeship license application and required documentation to the AOE. 4) The AOE will issue an apprenticeship license valid for three years (if the license is applied for in the middle of the year, teachercandidates should note the expiration date when the license arrives). a) The teacher-candidate sends a copy of the license to the CT Teacher Ed Program director. 5

6 Required Coursework The CT Teacher Ed Program consists of courses totaling 24 credits at Vermont Tech. Teacher-candidates must maintain a 3.0 grade point average in the program. The goal is for these courses to be taken in sequence, which assures teachercandidates have initial skills before entering the classroom. If a new teacher is hired after the summer session begins, an alternative schedule will be developed to meet that teacher s needs. If a teacher-candidates has courses from another institution they wish to use in the CT Teacher Ed Program, a transcript review will be performed with the Program Director at the initial meeting when the Professional Development Plan is created. Academic Support Services As Vermont Tech students, teacher-candidates may take advantage of the free assistance offered by the Center for Academic Success. Tutoring is available in subjects such as math and reading, and assistance in writing is available through the Writing and Communications Center. Tutoring services are located not only on the Randolph and Williston campuses but also around the state. The writing center is located at each campus. Contact the academic skills coordinator for tutoring: in Randolph or in Williston. Teacher-candidates should have a suspected learning disability documented. This may be completed by their school or by an outside organization. This is important so that accommodations may be requested, not only for coursework, but also for the Praxis Core Assessment. 6

7 Course Descriptions t e ac h i n g methods (4 courses, 12 credits) A high-quality teacher workforce is an essential component of improving the achievement, engagement, and transition of secondary Career and Technical Education (CTE) students. Being a CTE teacher in the 21st century carries new demands and responsibilities from integrating grade-level literacy and numeracy that will support increased student achievement to designing intellectually challenging projects and real-world problems that will engage an increasingly diverse population of learners. New CTE teachers need the crucial skills to meet these demands and challenges so that their students gain the full benefits of CTE programs increased achievement, high school completion, and successful preparation for the workplace. In addition to developing their teaching skills, new CTE teachers need adequate support to meet the challenges of the first few years of teaching so that they will remain in the profession and hone their expertise. The Teaching Methods courses are designed to improve the competence, self-efficacy, and career commitment of new CTE teachers entering from their professions so that their students are engaged in rich, academically rigorous activities in which they develop 21st century skills. The curriculum was developed by the Southern Regional Education Board as a partner of the National Research Center for Career and Technical Education. The curriculum is divided into four modules: Instructional Planning: Create short-term and long-term standards-based instructional plans based on varying learning needs of students. Research-based Instructional Strategies: Use instructional strategies that actively engage students in learning and encourage the development of problem-solving, critical thinking, and teamwork skills Classroom Management: Create a learning environment that encourages student motivation, positive behavior, and collaborative social interaction. Classroom Assessment: Use formal and informal assessment strategies to evaluate student progress toward learning goals and provide feedback to improve student learning. i n s t r u c t i o n fo r students with sp e c i a l needs (3 credits) This course is designed to inform technical educators about students who are members of special populations, including methods of identification and assessment, modifications and accommodations provided to these individuals, and the role of the technical educator in these processes. e d u c at i o n psyc h o l o gy (3 credits) This is a study of the psychological constructs surrounding instruction and learning in the classroom. Concepts and principles to be addressed include personality theory, motivation, cognition, and a variety of developmental issues. Knowing how to create healthy relationships will be a central focus of the course. The course will also examine the dynamics of such issues as family systems, class discipline, hope, anger, sexuality, gender, change, collegiality, and parental interaction. e d u c at i o n e x t e r n s h i p (1 credit) This course strives to further develop understanding of best practices in teaching and learning and application to teachercandidates content area education. The thread throughout is to apply feedback through an observation and class session in order for the teacher to modify their teaching and improve student learning. i s s u e s and trends in te c h n i c a l educat i o n (3 credits) This course is designed to provide in-depth coverage of current issues and trends in career and technical education. Issues are examined from a historical and sociocultural perspective. There is also an emphasis on issues and applications for rural career and technical centers, as well as a focus on relevant federal and state laws. t e c h n o l o gy in the cl a s s r o o m (1 credit) This course explores the use of computers as an instructional aid in the classroom. The course allows students to use software packages, and access the Internet to locate, review and apply information. c a p s t o n e: portfo l i o (1 credit) This course will assist students in developing the Portfolio required for licensure. Students will demonstrate reflective practice through the artifacts that are included in the portfolio. Transferring Credits into the Program It is possible to transfer course credits into the CT Teacher Ed Program. Teacher-candidates should talk with the program director immediately upon entering the program so the professional development plan can include the transferred courses. Because the Level I Licensure Portfolio is created during coursework over the three years, it is the teacher-candidate s responsibility to create those entries if they use transfer credits (see page 9). 7

8 Academic Skills Assessment All teacher-candidates seeking level I educator licensure in Vermont are required to obtain passing scores established by the Standards Board for Professional Educators on the Praxis Core Assessments. The Praxis Core is designed to assess levels of knowledge and skills in reading, writing and mathematics. Teacher-candidates must take the Praxis Core Assessments in their first year. If extra assistance or course work in an area is needed, this will give them time to complete that work and take the Praxis Core again before their license expires. One possible venue for assistance is tutoring through Vermont Tech or courses through the Community College of Vermont. The CT Teacher Ed Program Director can help teachercandidates locate the appropriate resources. passing scores: Teacher-candidates must meet the three individual Praxis Core tests scores: Reading 156, Writing 162, and Mathematics 150. alternatives to praxis Core: Qualifying SAT, GRE or ACT scores may be submitted instead of the Praxis Core if the teacher-candidate meets the combined and minimum scores required, and were taken before August 31, For more information about this, see the Praxis I Transition Plan at the AOE website listed below. to register: For more information about the Praxis Core, preparation materials, and to register, go to For additional information about Vermont s testing requirements, go to 8

9 Portfolio Entry Alignment e n t ry 1 e n t ry 2 e n t ry Analyzing the Learning Environment Accommodating Students Identified as Having Special Needs c o u r s e Start in Teaching Methods I; Finalize in Issues & Trends Instruction for Students with Special Needs e n t ry 3A Colleagueship Teaching Methods 2 ENTRY 3B Advocacy Education Psychology e n t ry 4 e n t ry 5 Teaching Episodes Teaching Over Time Start in Teaching Methods and Finalize in Education Externship Start in Instruction for Students with Special Needs; Finalize in Capstone Course e n t ry 6 Reflection and Vision Capstone Course Level I Educator Licensure Portfolio The AOE requires the development of a Level I Licensure Portfolio by each teacher-candidate in the CT Teacher Ed Program. Portfolio development is a dynamic process for teachercandidates, allowing them to grow in their understanding of themselves as professional educators and in their understanding of students as learners. As a licensure requirement, the portfolio also provides teacher-candidates with the opportunity to document their qualifications for becoming licensed educators. The portfolio entries are embedded in the courses required as part of the program. p o r t f o l i o org a n i z at i o n: The chart at left illustrates how the portfolio is organized. More information on the Level I Licensure Portfolio may be found on the AOE website. Scoring the Portfolio The State requires Vermont Tech to use the scoring rubrics provided for each entry when assessing teacher-candidates portfolio. The rubrics are based upon criteria derived from the statement of purpose, required evidence, prompting questions, and the principles. There are four assessment ratings for each criterion: no evidence, emergent, approaching standard, and meets standard. A comment section has been provided in each rubric for assessors to provide further feedback to candidates. Each part of the portfolio will be evaluated separately by two qualified assessors. A final composite score will be calculated by combining the three scores. In order to achieve a pass on the licensure portfolio, a teacher-candidate must achieve an overall rating of pass on all six entries. To achieve a pass on an entry, a candidate must have a rating of meets standards in the majority of cells, with no ratings of emergent. Because entries are developed during coursework in the CT Teacher Ed Program, teacher-candidates have the opportunity to submit draft entries for feedback and re-writes as needed before the entry is submitted as their final version. Note that the Portfolio is currently being revised to meet the new Teaching Standards, which replaced the Principles. 9

10 Earning An Associate s Degree or the Equivalent Teacher-candidates must have a minimum of 48 credits or an associate s degree to qualify for the Level I Educator License, of which 24 credits are earned by taking the required program courses. The CT Teacher Ed Program director will work with teacher-candidates to develop a plan to ensure that they meet this requirement. Because the program coursework takes three years, a two-year extension may be requested to complete the additional coursework. The director meets with teachercandidates to create a plan to complete either the 48 credits or obtain an associate s degree within this five-year period. (See page 11 for more information on requesting an extension.) Career and technical teachers are good candidates for the Vermont State Colleges course Assessment of Prior Learning, offered at Community College of Vermont locations around the state. This course leads participants through documenting their experience in terms of college courses in a portfolio. Portfolios are submitted to the Vermont State Colleges Office of External Programs (OEP). The OEP assembles advanced standing committees to assess the portfolios and recommend college course credit. For more information about the Assessment of Prior Learning course, go to the Community College of Vermont website: 10

11 Castleton CTE Bachelor s Degree The Castleton Bachelors in Applied Science in Career and Technical Education was created through a partnership between Vermont Tech and Castleton State College as a degree completion program for practicing CTE educators who hold a level I or II license with a CTE endorsement in Vermont. Prospective candidates must have completed the Career Technical Teacher Education Program. Requesting a License Extension vermont regulation states that the: Apprenticeship license shall not be extended unless the standards board, or its designee, determines extenuating circumstances exist that prevented the holder from satisfactorily completing an associate s degree, or the equivalent, or the technical development plan, within the three (3) years. Under these conditions, the apprenticeship license may be extended for one additional two (2)-year period. To request an extension, the technical center director needs to write a letter to the AOE explaining the circumstances why the requirements were not met and an explanation of how they will be completed within the two year extension. Castleton CTE Master s Degree The Castleton Master of Arts in Education: Curriculum and Instruction with a Concentration in Career and Technical Education has been developed for practicing CTE educators who hold a Bachelor s degree. CTE coursework has been developed to support educators with current pedagogical skills, practices and state and Federal requirements. This 36 credit Master s Degree program combines required, elective and transfer course options offered in a variety of formats, including face-to-face instruction and hybrid delivery models. The CT Teacher Ed Program courses may be taken for graduate credit and transferred into this master s degree program. there are many options for teacher-candidates who need additional coursework to meet the 48 credits required for licensure. Vermont and SUNY institutions offer a wide range of choices. 11

12 12 Applying for the Educator Level I License Once teacher-candidates have successfully completed the requirements of the CT Teacher Ed Program, they qualify to apply for a Level I Educator License. To qualify for this license, the apprenticeship license holder must: Successfully complete the CT Teacher Ed Program, including development and review of a culminating portfolio, and Complete the requirements for an associate s degree or the equivalent (48 college credits). The apprenticeship license expires on June 30, and application for the level I license should start in the winter before expiration to ensure everything is submitted before the license expires. The requirements and process are described on the AOE website (see link below). Applicants should pay close attention to all the pieces that must be submitted together. This includes official transcripts from all institutions of higher education. The program courses end by mid-may, so teacher-candidates have time to obtain an official Vermont Tech transcript before the June 30 submission deadline. Career Clusters and Pathways agriculture and natural resources Agricultural Mechanics Diversified Agriculture Environmental Technology Forestry and Natural Resources Horticulture business systems Business Administration Information Support Business Financial Support Occupations Business Management Culinary Arts Culinary Management International Business Marketing Travel and Tourism health and human services Cosmetology Child Care Human Services Dental Assisting Early Childhood Education Health Careers Human Services Medical Records Salon Management public service Emergency and Fire Management Law Enforcement Legal Services engineering and technical systems Auto Body Repair Automotive Technology Aviation Technology Carpentry Construction Site Management Diesel/Truck Mechanic Drafting and Design Electrical Engineering Technology Electricity/Electronics Occupations Engineering Technician Heating, Ventilation and Air Conditioning Heavy Equipment Industrial Maintenance Industrial Mechanics Precision Machining Technology Welding/Metal Fabrication Woodworking arts and communications Animation and Web Design Communications Technology Computer Network Management Computer Programming Design Visual Communication Graphic Design Performing Arts Performing Arts Dance Printing Video Production Web/Multimedia Management licensure application forms and online directions are on the AOE website:

13 The 13 Endorsement Areas for Technical Educators the career cluster icons are being used with permission from the state s Career Cluster Initiative, The production, processing, marketing, distribution, financing, and development of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources. Careers in designing, planning, managing, building and maintaining the built environment. Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services. Planning, managing and providing education and training services, and related learning support services. Planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development. Encompasses the management, marketing and operations of restaurants and other food services, lodging, attractions, recreation events and travel related services. Encompasses careers relating to families and human needs. Planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services. Planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production control, maintenance and manufacturing/ process engineering. Planning, managing, and providing scientific research and professional and technical services (e.g. physical science, social science, engineering) including laboratory and testing services, and research and development services. Careers encompassing planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. The career opportunities are available in every sector of the economy. (Vermont includes Marketing in this endorsement.) Building linkages in IT Occupations Framework: for entry level, technical, professional careers related to the design, development, support and management of hardware, software, multimedia, and systems integrations. Planning, managing, and moving people, materials, and goods by road, pipeline, air, rail and water and related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment and facility maintenance. 13

14 Paying for Your Vermont Tech Course Each Career and Technical Center has a different agreement with their teachers union concerning course tuition payments. Some centers require teacher-candidates to pay for courses, while others are able to request reimbursement for some or all of them; in some cases the center pays directly for the courses. Teacher-candidates need to check with their director or office staff about the process for course approval. There is usually an approval process for each course. Vermont Tech accounts must be paid in full before teacher-candidates are allowed to register for the next semester s course. Student Information for Teacher-candidates Vermont Tech, along with colleges and universities around the globe, has gone green in its communications with students. Rather than sending out paper documentation, the college provides important student information through a web-based course management system. Here are instructions for finding basic information online. Accessing Courses on Moodle Teacher-candidates should see their courses in the middle of the main page if the instructor has designated an online component of the course. activating your vermont tech account Go to the Vermont Tech website: www. vtc.edu Click on VSC Portal on the bottom right of the screen On the Central Authentication Services page, click on New users: Activate your account here If you don t know your College ID, follow the What s my college ID? Link on the left side of the screen then return to the CAS page. Complete your information to activate your account. Create a password, following the instructions listed. Do not lose this password. Add answers to the three questions that only you will know. These will help you reset your password, if needed. downloading your tuition invoices Vermont Tech does not send invoices for tuition; instead teacher-candidates must go online to get them. Vermont Tech also does not send invoices to schools; it is the responsibility of teacher-candidates to print the invoice and give it to their school if the school is paying for the course. Follow these directions to get their invoice: Log onto the portal Click on VSC Web Services on the right side of the screen, you will have to log in again. Click on Students on the right side of the screen. Click on the appropriate link under Student Billing/Financials You will have to log in again into that system. Downloading Your Grades and Transcripts Teacher-candidates should follow the same directions for obtaining their Vermont Tech invoice, but in the Students section of Web Services, select Grades in the Academic Profile section. To request an official transcript, select Transcript in the Academic Profile section. Tip: If you bookmark the financial log in page, you will not need to go through the portal and web services to get there again. 14

15 Career and Technical Education Endorsement From the Vermont Standards Board for Professional Educators Rules Governing the Licensing of Educators: The holder is authorized to teach one or more career cluster area courses of study offered by a Career Technical center in grades 7-12 as specified on the endorsement. In order to qualify for this endorsement, a candidate must demonstrate the following: core knowledge standards core performance standards The educator demonstrates knowledge of how to plan, deliver, and evaluate instruction as reflected in the standards approved by the State Board of Education for students, and student, community and workforce needs, including industry standards and procedures. Specifically, the educator understands: The educator implements a comprehensive, standardsbased curriculum that incorporates industry skill standards and enables students to acquire the knowledge, skills, and attitudes that will prepare them to succeed in the chosen trade or industry. Specifically, the educator: The legal and ethical requirements and safety issues pertaining to the specific trade or industry Career and technical education curriculum and assessment strategies and instructional methods that enable integration, via applied learning opportunities and activities, of Vermont s standards, Grade Level Expectations, and the Common Career Technical Core Standards with the industry skills necessary for success in the specific career cluster area of study and related pathway(s) Equity issues in career and technical education including occupational stereotypes and strategies to break down barriers to opportunities for male and female students in non-traditional occupations Skills, techniques, and procedures for effectively integrating students with special needs, including individuals with disabilities, individuals from economically disadvantaged families, individuals preparing for non-traditional fields, etc. in career and technical education settings The career development/planning process and how to integrate employability skills into the curriculum Integrates the teaching of Vermont s standards, Grade-Level Expectations, and the Common Career Technical Core Standards throughout all instructional activities Creates instructional activities that provide students with the knowledge and skills to successfully complete the program of study assessments within the particular trade or industry Collaborates with the CTE Special Needs Coordinator to effectively integrate students with special needs, including individuals with disabilities, individuals from economically disadvantaged families, individuals preparing for non-traditional fields, etc., into his/her classroom and to meet each student s individual learning needs Consults with industry advisory committees, colleagues, the community, and parents to maximize curricular and instructional resources, and develops experiential learning opportunities for students Plans, organizes, and manages laboratories/technical facilities for instruction so that activities are carried out in accordance with state and national safety guidelines and in compliance with all local, state, and federal regulatory codes governing the trade or industry The significant role in career and technical education of partnerships and collaborative relationships with industry, organized labor, parents, community agencies, and post-secondary institutions in delivering the curriculum, and how to form advisory committees that include these parties How to foster the development of students leadership skills through delivery of the curriculum, and incorporation of appropriate Career Technical student organization standards into the curriculum Demonstrates sensitivity to inequities in technical education learning and career opportunities by incorporating specific instructional activities that promote equity Fosters the development of students leadership, teamwork, and effective communication skills, and teaches deportment in a manner appropriate to the industry Advises students in the career planning process that teaches employability skills as indicated in the program core competencies developed by industry and education 15

16 Standards and Learning Progressions for Educators: In 2011, The Vermont Standards Board for Professional Educators (VSBPE) adopted the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. These professional educator standards include performances, essential knowledge, and dispositions that every teacher should strive toward to ensure student learning. To further support educator growth, the VSBPE also adopted the InTASC Learning Progressions which describe the developmental levels of effective practice for each standard. The goal of the CT Teacher Ed Program is to support every teacher in meeting the basic competence level described by the Progressions. Progression for Standards #1 & #2: Learner Development and Learning Differences The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 1. The teacher uses understanding of how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning experiences. 2. The teacher uses understanding of learners commonalities and individual differences within and across diverse communities to design inclusive learning experiences that enable each learner to meet high standards. Progression for Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 1. The teacher collaborates with others to build a positive learning climate marked by respect, rigor, and responsibility. 2. The teacher manages the learning environment to engage learners actively. Progression for Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches. 2. The teacher creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Progression for Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 1. The teacher connects concepts, perspectives from varied disciplines, and interdisciplinary themes to real world problems and issues. 2. The teacher engages learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues. Progression for Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. 1. The teacher uses, designs or adapts multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives. 2. The teacher uses assessment to engage learners in their own growth. 3. The teacher implements assessments in an ethical manner and minimizes bias to enable learners to display the full extent of their learning. 16

17 Progression for Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 1. The teacher selects, creates, and sequences learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-disciplinary skills. 2. The teacher plans instruction based on information from formative and summative assessments as well as other sources and systematically adjusts plans to meet each student s learning needs. 3. The teacher plans instruction by collaborating with colleagues, specialists, community resources, families and learners to meet individual learning needs. Progression for Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 1. The teacher understands and uses a variety of instructional strategies and makes learning accessible to all learners. 2. The teacher encourages learners to develop deep understanding of content areas, makes connections across content, and applies content knowledge in meaningful ways. Progression for Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/ her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.1. The teacher collaborates with others to build a positive learning climate marked by respect, rigor, and responsibility. 1. The teacher engages in continuous professional learning to more effectively meet the needs of each learner. 2. The teacher uses evidence to continually evaluate the effects of his/her decisions on others and adapts professional practices to better meet learners needs. 3. The teacher practices the profession in an ethical manner. Progression for Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. 1. The teacher collaborates with learners, families, colleagues, other school professionals, and community members to ensure learner growth. 2. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and to advance the profession. 17

18 Vermont Agency of Education Professional Ethics: Codes, Rules and Principles 5500 code of professional ethics and rules of professional conduct for vermont educators 5510 code of professional ethics The essential qualities of the competent and caring educator include moral integrity, humane attitudes, reflective practice, and a sound understanding of academic content and pedagogy. The public vests educators with trust and responsibility for educating the children of Vermont. We believe that fulfilling this charge requires educators to demonstrate the highest standards of professional conduct. We, as professional educators, respect the dignity and individuality of every human being. We are committed to, and model for our students, the lifelong pursuit of learning and academic excellence. We are dedicated to effective scholarly practice, further enhanced by collaboration with colleagues and with those in the greater educational community. Furthermore, we are dedicated to compassionate service on behalf of our students and their families, and we advocate for them in the school and community settings. We recognize and accept both the public trust and the magnitude of responsibility inherent in our profession. To this end, we put forth these rules of conduct as the foundation for professional practice for all Vermont educators to honor and follow rules of professional conduct What follows is a statement of fundamental principles which all Vermont educators should follow, each of which is accompanied by an enumeration of examples of unprofessional conduct which could subject an educator to licensing action principle i. A professional educator abides by all federal, state and local laws and regulations. Unprofessional conduct includes all conduct listed in 16 V.S.A. 1698(1) principle ii. A professional educator maintains a professional relationship with all students, both inside and outside the classroom, and makes reasonable efforts to protect students from conditions which are harmful to their health and safety. Unprofessional conduct includes, but is not limited to: a. Committing any act of child abuse, including physical and/or emotional abuse; b. Committing any act of cruelty to children, or any act of child endangerment; c. Committing any sexual act with, or soliciting any sexual act from, any minor, or any elementary or secondary student regardless of age; d. Committing any act of harassment as defined by state or federal law or regulation; e. Soliciting, encouraging or participating in a romantic or sexual relationship (whether written, verbal or physical) with a student, the educator knows or should know is a student, in the absence of countervailing facts; f. Using patently offensive language including, but not limited to, improper sexual comments; g. Taking patently offensive pictures (digital, photographic or video) of students; h. Patently improper contact with any minor, or with any elementary or secondary student regardless of age, using any means including electronic media; i. Furnishing alcohol or illegal or unauthorized drugs to any student, or allowing or encouraging a student to consume alcohol or illegal or unauthorized drugs principle iii. A professional educator refrains during the course of professional practice from the use of alcohol or drugs not prescribed for the educator s use. Unprofessional conduct includes, but is not limited to: a. Unlawful possession of a drug so as to evidence moral unfitness to practice as an educator; b. Possessing, using or being under the influence of alcohol or drugs, not prescribed for the educator s use, when on school premises or at a school sponsored activity where students are present or may reasonably be expected to be present. (1698(1A)) principle iv. A professional educator exemplifies honesty and integrity in the course of professional practice. Unprofessional conduct includes, but is not limited to: 18

19 Vermont Standards Board for Professional Educators a. Falsifying, fraudulently altering or deliberately misrepresenting professional qualifications, degrees, academic awards and/or related employment history, when applying for employment and/or licensure; b. Failure to notify the state, at the time of application for licensure, of past criminal convictions, or of revocations or suspensions of a certificate or license by Vermont or any other jurisdiction; c. Deliberately falsifying, deliberately misrepresenting, or deliberately omitting when requested, information regarding the evaluation of students and/or personnel; d. Deliberately improper administration of state or federal mandated standardized tests (including, without limitation, changing a student s test answers, copying or teaching identified test items, and reading a test to students without authorization); e. Falsifying, or deliberately misrepresenting, information submitted to the Department of Education in the course of an official educational inquiry and/or investigation principle v. A professional educator entrusted with public funds and/or property honors that trust with a high level of honesty, accuracy and responsibility. Unprofessional conduct includes, but is not limited to: a. Misusing, failure to account for, or unauthorized use of, public or school-related funds or property; b. Using any school equipment for the purpose of gaining access to pornography principle vi. A professional educator maintains integrity with students, colleagues, parents, and others regarding gifts and other favors. Unprofessional conduct includes, but is not limited to: a. Soliciting or accepting gifts or other favors for personal use or gain where there may be an actual or apparent conflict of interest principle vii. A professional educator complies with state and federal laws and regulations, relating to the confidentiality of student and employee records, unless disclosure is required or permitted by law. Unprofessional conduct includes, but is not limited to: a. Sharing of confidential information concerning student academic or disciplinary records, health and medical information, family status and/or income, and assessment/testing results, with unauthorized individuals or entities; b. Sharing of confidential information by an administrator about employees with unauthorized individuals or entities principle viii. A professional educator fulfills all of his or her obligations to students. Unprofessional conduct includes, but is not limited to, the failure to provide appropriate supervision of students at school or schoolsponsored activities, or the failure to ensure the safety and well-being of students principle ix. A professional educator complies with obligations to report alleged unprofessional conduct. Unprofessional conduct of an administrator includes, but is not limited to: a. The failure of a superintendent who has reasonable cause to believe an educator has engaged in unprofessional conduct to submit a written report to the commissioner; b. The failure of a principal who submits to the commissioner a report of alleged unprofessional conduct to submit it to his or her superintendent as well principle x. A professional educator ensures just and equitable treatment for all members of the profession in the exercise of academic freedom, and in professional rights and responsibilities. Unprofessional conduct includes, but is not limited to: a. Conduct that unreasonably impairs a colleague s ability to teach or perform his or her professional duties, including acts of harassment or interfering with the free participation of colleagues in professional associations; b. Taking, sharing or disseminating inappropriate pictures (digital, photographic or video) of colleagues. application notes. 1. The foregoing Code of Professional Ethics is adopted in accordance with 16 V.S.A. 1694(5). 2. Nothing in these Rules can, or is intended to, vary the definition of unprofessional conduct which is contained in 16 V.S.A Rather, these Rules enumerate a non-exclusive list of conduct which, if proven in a particular case, might constitute unprofessional conduct. 19

20 t e ac h at a career and t e c h n i c a l center Technical education in Vermont is taught by experienced trades people specializing in the arts, public safety, business, hospitality, manufacturing, automotive and construction trades, to name just a few. Recognizing that individuals in the trades and industry can become masters in their fields without earning a college degree, the state of Vermont developed this program to encourage and support their entry into teaching. Patti Coultas, d i r e c t o r Patti has been Director of the Career and Technical Teacher Education Program since July She came to the program with 13 years of combined experience as the assistant director for adult education for the Green Mountain Technology and Career Center; the program coordinator for the Lamoille Area Professional Development Academy (LAPDA), a non-profit that provides teacher professional development; and the coordinator for the School-To-Work initiative in the Lamoille Valley. She has been an instructor at the Community College of Vermont and taught graduate level courses for LAPDA. She also worked in state government and as the materials manager for a small Vermont manufacturing company. She earned her B.A. from Appalachian State University. After a year of post-baccalaureate study at the University of Stockholm in Sweden, she earned her M.A. at Florida State University. vermont career and technical teacher education program Vermont Technical College, PO Box 500 Randolph Center, Vermont phone fax web pcoultas@vtc.edu REV July 2015