Introduction This document is an effort to describe the roles of the teacher and student in an exemplary Career and Technical Education instructional environment. The focus of the document is on the instructional core at the center of the educational process as described in detail in the Public Education Leadership Program (PELP) www.hbs.edu/pelp. Future documents will address the outer ring factors that are present in Career and Technical Education classrooms in high achieving schools and districts essential resources for Career and Technical Education programs, stakeholder involvement, the learning culture, structures and system components, including sustained high quality professional learning opportunities for teachers who are at the core of the instructional process. Note: The following documents are not cited in the table below as they are the original sources that serve as the basis for all of the characteristics listed: March 2010 1
American School Counselor Association (2005). ASCA National Standards for Students from www.asca.org National Health Educational Standards, (2007) www.nhes.org The National Standards for Agricultural Education from www.aaaeonline.o rg The National Standards for Business Education, 2007 National Business Association from www.nbea.org The National Standards for Engineering and Technology Education from www.iste.org The National Standards for Family and Consumer Sciences, Second Edition (NASAFAS 2008), from www.aafcs.org The National Standards for Health Science from www.healthscienceconsortium.org The National Standards for Marketing Education, www.mbaresearch.org In addition, the following state documents provide the framework and guidance for Career and Technical Education in Kentucky: Kentucky Department of Education. (2006), Program of Studies. Frankfort, KY: Author. http://www.education.ky.gov/users/jwyatt/pos/pos.pdf Kentucky Department of Education (2006). Core Content for Assessment Version 4.1. Frankfort, KY: Author. March 2010 2
1. Learning Climate Connections to Standards, Research, and Expert Opinion Teacher Characteristics A. Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups. The teacher: 1) Creates learning environments where students are active participants in creating, questioning, sharing, discussing, reasoning, analyzing and making practical application of the content in specific CTE program areas. B. Teacher motivates students and nurtures their desire to learn in a safe, healthy and supportive environment, which develops compassion and mutual respect. The teacher: 1) Creates and nurtures an environment that promotes empathy, compassion, understanding, and mutual respect that motivates students to achieve at high levels. C. Teacher cultivates cross-cultural understandings and the value of diversity. D. Teacher encourages students to accept responsibility for their own learning and accommodates the diverse learning needs of all students. The teacher: 1) Encourages students to accept responsibility for their own learning, respects the right of each student to ask questions and to request resources to more fully understand, enhance, or add clarity to the learning. E. Teacher displays effective and efficient Teacher: A, A1, B1, G, G1, H, I; Student: B, C, D, E1: Alfeld, C., Stone, J. R., Aragon, S. R., Hansen, D. M., Zirkle, C., Connors, J., et al. (2007). Looking inside the black box: The value added by Career and Technical Student Organizations to students' high school experience. St. Paul, MN: National Research Center for Career and Technical Education. Retrieved from http://www.nrccte.org/ CTSOs provide students with individual and cooperative activities... Students learn skills related to specific occupations and develop their technical literacy through exposure to the general concepts of their chosen field. Some of the positive experiences identified by CTSO members include teamwork, decision-making, competition, leadership, community awareness, career awareness, and personal and social development (p. 2). There was a positive association between amount of CTSO participation and academic motivation, academic engagement, grades, career self-efficacy, college aspirations, and employability skills. Of the four specific elements of CTSOs (leadership, community service, competitions, and professional development), competitions were found to have the most positive effects. Preparation for the competitive events provides hands-on experience in different trade, technical, and leadership fields; develops job-related technical skills and competencies; offers recognition to participants. (p.4) By doing community service projects, CTSO participants may be able to build community partnerships, learn the value of lifelong involvement, serve the needs of others, and practice leadership skills. Due to their co-curricular nature, CTSOs offer students the opportunity to apply knowledge and skills from their academic lessons directly to real-world situations. (p.8) Teacher: A1, D1, F, G1; Student: F: Bottoms, G., & McNally, K. (no date). Actions states can take to place a highly qualified career/technical teacher in every classroom. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html SREB notes that high school career and technical teachers and schools have prepared students for success when students: Use technology to complete projects in a career field. Complete a solid academic core plus have the advantage of their academic knowledge and skills being grounded in real-world projects and tasks that are both challenging and highly engaging. Gain valuable employment skills from programs that provide either direct exposure to the workplace or create simulated workplace environments where students are challenged intellectually, and address the tough problems and uncertainties adults confront on a regular basis (i.e., the sort of task that make work interesting). Simultaneously, these programs attend to the social development of young adults. See the connection between high school and their futures because they are faced with authentic adult tasks and offered more applied learning opportunities. Teacher: A1, D, F, G1; Student: A, B, C, D, F: Bottoms, G., Young, M., & Han, L. (2009). Ready for tomorrow: Six proven ideas to graduate and prepare more students for college and 21st century March 2010 3
classroom management that includes routines that promote comfort, order and appropriate student behaviors. The teacher: 1) Demonstrates effective and efficient classroom/laboratory management (e.g., facilitating cooperative groups, using equipment, implementing safety standards and adhering to legal and ethical practices). F. Teacher provides students equitable access to technology, space, tools and time. G. Teacher effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections. The teacher: 1) Effectively allocates time for students to engage in authentic learning experiences: discuss and process the content, participate in global communities, and make meaningful connections. H. Teacher designs lessons that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of learning. I. Teacher creates an environment where student work is valued, appreciated and used as a learning tool. Student Characteristics: A. Student accepts responsibility for his/her own learning careers. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html The SREB High Schools that Work study found that more students learn at a higher level and meet college- and career-readiness standards when they complete a CT (Career and Technical) program of study that: embeds academic standards for reading, writing and mathematics into the CT curriculum and engages students in applying academic concepts in authentic activities, problems and projects; engages students in intellectual assignments requiring the use of 21st-century skills, including critical thinking and problem solving, oral and written communication, teamwork and collaboration, timely quality work and use of technology; provides extra-help opportunities in a timely manner and in a climate and context that will build the confidence of students to make the effort to meet college- and career-readiness standards; provides school- and community-based experiences enabling students to investigate, explore and reflect on career and educational goals and to adjust the goals as they gain new insights and selfassurance. These experiences should include a mentor/adviser to work with students during all four years of high school, to help set post-high school goals, to develop an educational plan for achieving the goals and to support students in reaching the goals" Seventy percent of students experiencing the six conditions met the mathematics readiness goal, compared with 36 percent of students experiencing none of the conditions." Teacher: A, A1, D1, G, G1; Student: A, B, D: Castellano, M., Stone, J. R. III, Stringfield, S. C., Farley-Ripple, E. N., Overman, L. T. & Hussain, R. (2007). Career-based comprehensive school reform: Serving disadvantaged youth in minority communities. St. Paul, MN: National Research Center for Career and Technical Education. Retrieved from http://www.nrccte.org/ This 5-year longitudinal study of career-based comprehensive school reform in three middle and high schools and community college feeder sites with programs of work-based learning had mixed results. However, in all six high schools the probability of dropping out declined as the proportion of high school CTE courses increased. High school students benefited from thinking seriously about and making decisions about careers. At two of the three study schools, more students reported having a post-high school plan than their comparison school counterparts. Many students at the study schools aligned their next step with their high school course of study. Teacher: A, A1, D1, F, G, G1, I; Student: A, B: Kemple, J. J., Poglinco, S. M., & Snipes, J. C. (1999). Career Academies: Building career awareness and work-based learning activities through employer partnerships. New York: Manpower Demonstration Research Corporation (MDRC). Retrieved from www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/99/12.pdf Kemple, J. J., & Snipes, J. C. (2000). Career Academies: Impacts on students' engagement and performance in high school. New York: Manpower Demonstration Research Corporation (MCRC). www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/35/4d.pdf March 2010 4
B. Student actively participates and is authentically engaged. C. Student collaborates/teams with other students D. Student exhibits a sense of accomplishment and confidence E. Student takes educational risks in class. The student: 1) Takes educational risks in class and other instructional settings (e.g., CTSO, WBL and service learning opportunities). F. Student practices and engages in safe, responsible and ethical use of technology. Kemple, J. J. (2004). Career Academies: Impacts on labor market outcomes and educational attainment. New York: Manpower Demonstration Research Corporation (MDRC). Retrieved from www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/d8/e8.pdf The three references above are reports on a long-term, large-scale, multi-site, random assignment study of over 1700 students in nine high schools with career academies. The academies were organized as small learning communities to create a supportive, personalized learning environment; combined academic and career and technical curricula around a career theme; and established partnerships with local employers to provide career awareness and work-based learning opportunities. Findings from 1999 include that career academies: o o o o increased the level of interpersonal support students experienced and their participation in career awareness and work-based learning activities; substantially improved attendance, reduced dropout rates, and increased academic coursetaking among students at high risk of dropping out; increased the likelihood of graduating on time and vocational course-taking among students least likely to drop out; and, decreased dropout rates dramatically in academies with greatly enhanced interpersonal support from teachers and peers (without enhanced supports the dropout rates increased). The second report (2000) focused on the partnerships established with local employers that included a range of career awareness and work-based learning student activities, including job shadowing and field trips. Local employers provided resources, time, and equipment. In school activities: students did job research, discussed work school connections with students or adults, and were counseled on job search and behaviors. Students learned about jobs, the range of jobs available, career possibilities, and the world of wor-. Most students participated intensively. The Academy students were employed more during school and incorporated higher levels of workbased learning content than did students in the control groups. The third report (2004) looked at the long-term results and found that the Career Academies substantially improved the labor market prospects of young men most at risk of dropping out of high school. Teacher: C, D, G, G1, H; Student: A, B: Martinez, R. L., Jr., (2007). An evolving set of valuesbased principles for career and technical education. Journal of Career and Technical Education, 23(1), 72-84. Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ Based on literature, current trends, and legislation, the author has identified accepted principles of CTE. These include: Equity-Based Principles Individuals with special needs are served through Career and Technical Education; Elimination of gender bias and stereotyping is promoted through Career and Technical Education; Diverse students and perspectives are beneficial for Career and Technical Education; Learning-Based Principles Lifelong learning is promoted through Career and Technical Education; Leadership development is an integral feature of Career and Technical Education; March 2010 5
Critical contextual and experiential learning are at the constructive pedagogical roots of Career and Technical Education; Career and Technical Education Curriculum is competency-based; Supervised occupational experience is provided through Career and Technical Education; Teacher: A, A1, B, B1, D, G, G1, H, I; Student: B, C, D: National Research Center for Career and Technical Education. (2008). Major research findings 2000-2007: Engagement, achievement, and transition. Louisville, KY: University of Louisville. Retrieved from http://136.165.122.102/userfiles/file/pubs/majorresearchfindings2000-2007.pdf CTE contributes to strengthening student engagement by reducing dropout rates, increasing school completion rates, improving technical and academic achievement, and smoothing transitions to postsecondary education and employment. Quality CTE courses taught by skilled CTE instructors are characterized by four attributes: 1. Relevance of the instruction: Students do not have to ask, "Why do I have to learn this?" The answer is inherent in the content. 2. Less full-class lecture and discussion: In CTE classes, most instruction is individualized with students engaged in hands-on activities and teachers serving primarily as coaches and guides. This one-to-one interaction encourages the development of teacher-student relationships. 3. More time with students: Students participating in CTE typically spend half the school day in occupational classes. That time, coupled with individualized instruction, allows for both teachers and students to get to know each other, forming small learning communities that nurture both engagement and achievement. 4. Opportunities for success: Many students find in CTE courses a match for their learning styles and interests and perform better than they do in academic classes. Teacher: B1, D, D1, F; Student: A, B, C: Platt E. 1996. The vocational classroom: A great place to learn English. New York: Andrew W. Mellon Foundation. Retrieved from http://www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/7f/eb.pdf This literature review indicates vocational education teachers can facilitate English as a second language because vocabulary, pronunciation and structure ought to emerge from the vocational classroom discourse or occupational settings. Content-based language teaching activities should be based on principles of scaffolding, vocational instruction, and fostering independent learning. Students should learn to identify their own specific needs and questions as well as their most effective ways of knowing. Teachers should expand instruction with technology and assignments, peer tutors or paraprofessionals, computer-assisted instruction, adapting vocational materials in collaboration with vocational teachers, individual and small group projects and by developing students' higherorder thinking skills. All activities should emphasize students' active participation and taking responsibility for themselves. March 2010 6
Teacher: A, A1, C, E1; Student: B, C: Rehm, M. L. (2008). Career and technical education teachers' perceptions of culturally diverse classes: Rewards, difficulties, and useful teaching strategies. Career and Technical Education Research, 33: 45 66. Retrieved from http://scholar.lib.vt.edu/ejournals/cter/ Survey data from 41 teachers in three CTE programs with diverse populations identified a number of useful strategies that can ease language barriers: visual aids, extra handouts, repetition with technical concepts, demonstrations, hands-on projects instead of oral presentations and written papers, practice of new skills, inclusion of examples from representative cultures, dividing processes into smaller segments, graphic organizers, concept maps, and individualized attention from teachers or other students. Mentioned frequently were Teamwork, pairing, sharing, laboratory projects, discussions, and applications to daily life. Teacher: B, B1, D, E, E1, G, G1: Roberts, T. G., Dooley, K. E., Harlin, J. F., & Murphrey, T. P. (2007). Competencies and traits of successful agricultural science teachers. Journal of Career and Technical Education, 22(2), 1-11. Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ From literature and focus groups authors identified required competencies of agricultural science teachers. "Instructional competencies included: 3) instructional/teaching skills, 4) classroom management, 5) ability to motivate and persuade others, 6) group facilitation skills, 10) conflict resolution, and 11) mentoring skills. Student organization and management competencies include: 7) providing approved safety apparel and devices for hazardous equipment; managing, maintaining, and improving laboratories. Competency in working with diverse groups transcends and interacts with all the other areas. 2. Classroom Assessment and Reflection Connections to Standards, Research, and Expert Opinion Teacher Characteristics: A. Teacher uses multiple methods to systematically gather data about student understanding and ability. B. Teacher uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice. The teacher: 1) Collaborates with students and others (e.g., CTSO competitive event guidelines, WBL employer evaluations) to develop scoring guides or rubrics to make clear the Teacher: D, F, G, I: Brookhart, S, Moss, C., & Long B. (2008). Feedback that fits. Educational Leadership, 65 (4), 54-59. Retrieved from http://www.ascd.org/publications/educational_leadership/archived_issues.aspx Recommendations for effective formative assessment based on research: Give feedback immediately on simple concepts and facts. Give feedback as often as possible on major assignments when student is receptive. Give as much feedback as practicable depending on students needs and developmental levels. Best mode of feedback is conversations and questions guiding the student. Feedback may be given to individuals (valuing individual) and/or groups (wider reteaching). Feedback should be specific, related to goals and students understanding. Be descriptive not judgmental, be positive and specific, so students understand they are in charge of their own learning. Teacher: A, B1, C, F, I, J; Student A, B, D, E: Brookhart, S., Moss, C., & Long, B. (2008). Formative assessment that empowers. Educational Leadership, 66(3), 52-7. Retrieved from http://www.ascd.org/publications/educational_leadership/archived_issues.aspx March 2010 7
expectations for quality performance. C. Teacher revises instructional strategies based upon analysis of student achievement data. D. Teacher uncovers students prior understandings of the concepts to be addressed and addresses students misconceptions/incomplete conceptions. 1) Uses a variety of technologies to assess prior knowledge of content and to address misconceptions. E. Teacher co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance. F. Teacher guides students to apply rubrics to assess their performance and identify improvement strategies. This is a report on a school district and university that collaborated to improve formative assessment practices. Teachers met in professional groups, learned to integrate formative assessment into classrooms, and adapted to students characteristics. Formative assessment practices include specific, regular feedback to shape ongoing learning and give students more control over their own learning. These actions led to increased student motivation with students taking ownership of their own learning, setting their own goals, and monitoring their own progress and understanding, which led to higher scores for Title 1 students. Teacher: C, D, J: Bambrick-Santoyo, P. (2008). Data in the driver s seat. Educational Leadership, 65(4), 43-46. Retrieved from http://www.ascd.org/publications/educational_leadership/archived_issues.aspx Two New Jersey schools used data from interim assessments. Teachers taught to mastery, examined data to understand student errors, and planned instruction based on data. After three years students' scores improved substantially, outstripping district and state averages. Teachers in both schools used a spreadsheet to analyze results on the interim assessments; they also analyzed student responses to individual questions. Teachers also designed action plans for targeted tutoring sessions and differentiated small group learning (para. 16). Teacher: B, C, G, J: Bottoms, G., & McNally, K. (no date). Actions states can take to place a highly qualified career/technical teacher in every classroom. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html SREB identified minimum pedagogy skills needed by career/technical teachers which includes the following:.. assess student knowledge and skills to inform student and teacher;.. counsel students about their program of studies, career options, labor market decisions and postsecondary plans; and.. reflect on and revise their teaching practice as necessary. G. Teacher provides regular and timely feedback to students and parents that moves learners forward. H. Teacher allows students to use feedback to improve their work before a grade is assigned. Teacher: A, D1: Bottoms, G., & Timberlake, A. (2008). Measuring the Quality of Career/Technical Programs. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html From High Schools That Work and Technology Centers That Work research, SREB identified indicators of quality programs, which include state assessments, HSTW Assessments and college readiness and industry credentialing and technical assessments. I. Teacher facilitates students in self- and peerassessment. The teacher: 1) Uses state standards in developing assessment methods (e.g., multiple choice and scenario writing) in preparation for the Kentucky Occupational Skills Standards Assessment. Teacher: A, D1: Castellano, M., Stone, J., Stringfield, S., Farley, E. N., & Wayman, J. C. (2004). The effect of CTE-enhanced whole-school reform on student course taking and performance in English and science. St. Paul, MN: National Research Center for Career and Technical Education. Retrieved from http://www.nrccte.org/ Three high schools, which served disadvantaged youth and adopted CTE-enhanced whole-school reform, integrated CTE and academic education. Faculty used computers for student assessment and reporting, instruction, and remediation. On measures of quantity and difficulty of courses, students from the schools with CTE-enhanced reforms either (a) fared better than students from control March 2010 8
J. Teacher reflects on instruction and makes adjustments as student learning occurs. schools, or (b) were behind control-school students in the early high school years and closed this gap during the later high school years. Students from the study schools fared better on grades and number of courses taken in English than students from control schools. Science results were more mixed, but generally favored students from the study schools. Student Characteristics: A. Student recognizes what proficient work looks like and determines steps necessary for improving his/her work. B. Student monitors progress toward reaching learning targets. C. Student develops and/or uses scoring guides periodically to assess his/her own work or that of peers. D. Student uses teacher and peer feedback to improve his/her work. E. Student reflects on work and makes adjustments as learning occurs. Teacher: E: Cooper, J. W., (2006). Journal writing in career and technical education: A tool to promote critical thinking skills. Journal of Industrial Teacher Education, 43 (2). Retrieved Feb. 27, 2010 from http://scholar.lib.vt.edu/ejournals/jite/v43n2/cooper.html If the journals are to be graded, it is vital that instructors establish clear-cut assessment criteria in order to keep the assessment process fair for all students. If instructors assess journals on their "gut reactions" or personal interpretations, they risk grading inconsistencies. With precise standards for assessment, instructors are better able to support the students in their learning. Assessing the journals with established criteria tells the students that the instructor has a purpose for and perceives value in the learning journal assignment.assessment of learning journals does not have to be complicated. Educators can develop rubrics as simple or complex as the nature of the program and the prominence of journal writing in the program dictates Whatever the rubric format, the essential concept is that the students know and understand the journal assessment criteria. Teacher: A, B, C, D1, J: Foster, J. C. (2009). Improving technical competence. Techniques, 84 (8), 29-32. Retrieved from http://www.acteonline.org/techniques.aspx Career and technical educators understand the value of formative assessment and of making an end-of-program assessment part of a system that produces improvement in programs and recognition for students. CTE teachers also recognize the value of assessing various domains to determine competence. Many NOCTI [National Occupational Competency Testing Institute] clients assess a student s cognitive skills as well as their psychomotor skills. Many of these clients also use workplace readiness skill assessments to help determine students mastery of the soft skills (affective) that employers demand" (p. 29)....technical competence... is determined by a series of longitudinal benchmarks and fostered by program improvements that show that the CTE community has embraced a system of continuous improvement in the teaching of not just three or four subject areas, but hundreds of dynamically changing technical programs"(p. 32). Teacher: A, B1, C, D, D1, F, G, I, I1, J; Student: A, D, E: MacQuarrie, D., Applegate, B. & Lacefield, W. (2008). Criterion referenced assessment: Delineating curricular related performance skills necessary for the development of a table of test specifications. Journal of Career and Technical Education, 24(2), 69-89. Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ The authors describe a qualitative analytical process for discovering and defining underlying, assumed, and prerequisite Automotive Service Technology Foundational Skills (ASTFS) and the curricular and assessment alignment processes for teaching and assessing those skills. "High quality internal formative pre-test and post-test practices can guide the teaching and learning process using student feedback as a first stage intervention process" (p. 88) March 2010 9
A "post-test aligned with the skills of an existing summative assessments, such as state imposed proficiency tests, would allow early interventions prior to actual high stakes testing.(p. 88)...Students would likely best benefit if they were to learn aligned ASTFS skills prior to testing for National Automotive Technician standards, as they are underlying skill abilities (p. 88)....the ASTFS skills would likely be transferable to many other transportation and industrial areas, making them ideal for career preparation skills...a CTE program that has aligned curricula and internal assessments with both valid content and ability domains is likely to improve student learning each year as demonstrated on mandated external proficiency assessments (88). Teacher: B, B1, C, D, G, H, I1, J: Pritz, S., & Kelley, P. (2009). Survey delves into educators' use of assessment data. Techniques, 84(8), 34-37. Retrieved from http://www.acteonline.org/techniques.aspx The authors survey a random sample of CTE teachers to identify desirable instructional uses of data. They found that 20 to 45% of the CTE teachers used assessment to make changes in instruction as follows: Changed lesson plans to place more emphasis in areas in which the group scored low; Added more projects and exercises in areas in which the group scored low; Requested additional supplies or equipment; Re-evaluated textbooks and learning materials based on the results of assessment; Discussed appropriateness of the assessment with peers; Discussed curriculum relevance and alignment with standards and assessments with peers; Asked for additional support and ideas from other teachers/administrators; and, Requested that business advisory committee members help address problem areas. Those same CTE teachers made changes with individual students based on data as follows: Provided students with additional assistance during class in areas in which they performed poorly; Emphasized students strengths to motivate them; Provided poorly performing students with materials on test-taking skills and strategies; Teamed up low-performing students with students who performed better in those areas; and, Provided high-performing students with additional, more challenging projects and/or readings. Teacher: A, B, B1, C, F, G, H, J; Student: A, B, D, E: Popham, W. J. (2009). Transformative Assessment: Alexandria, VA: ASCD. Based on research, this book explains the relationships among formative assessment, instruction, and student learning in four function levels: Level 1 calls for teachers to use formative assessment to collect evidence by which they can adjust their current and future instructional activities. Level 2 deals with students' use of formative assessment evidence to adjust their own learning tactics. Level 3 represents a complete change in the culture of a classroom, shifting the overriding role of classroom assessment from the means to compare students with one another for grade assignments to the means to generate evidence from which teachers and students can, if March 2010 10
warranted, adjust what they're doing. Level 4 consists of school-wide adoption of one or more levels of formative assessment, chiefly through the use of professional development and teacher learning communities. (Preface) March 2010 11
3. Instructional Rigor and Student Engagement Teacher Characteristics: A. Teacher instructs the complex processes, concepts and principles contained in state and national standards using differentiated strategies that make them accessible to all students. B. Teacher scaffolds instruction to help students reason and develop problem-solving strategies. The teacher: 1) Uses a variety of real world scenarios and technologies to effectively differentiate instruction to help students to reason and develop problem-solving strategies. C. Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. D. Teacher provides meaningful learning opportunities for students. The teacher: 1) Integrates a variety of learning resources with classroom and laboratory instruction to increase learning options. 2) Integrates a variety of experiences within classroom instruction to engage all students (e.g., guest presenters, field experiences, career exploration, work based learning and CTSO). E. Teacher challenges students to think deeply about problems and encourages/models a variety Connections to Standards, Research, and Expert Opinion Teacher: D, D1, D2, F, F1; Student: A1: Alfeld, C., Stone, J. R., Aragon, S. R., Hansen, D. M., Zirkle, C., Connors, J., et al. (2007). Looking inside the black box: The value added by Career and Technical Student Organizations to students' high school experience. St. Paul, MN: National Research Center for Career and Technical Education. Retrieved from http://www.nrccte.org/ CTSOs provide students with individual and cooperative activities... Students learn skills related to specific occupations and develop their technical literacy through exposure to the general concepts of their chosen field. Some of the positive experiences identified by CTSO members include teamwork, decision-making, competition, leadership, community awareness, career awareness, and personal and social development (p. 2). CTE (Career and Technical Education) students with CTSO courses began the school year with similar or higher scores than CTE students without CTSO and general, non-cte students. There was a positive association between amount of CTSO participation and academic motivation, academic engagement, grades, career self-efficacy, college aspirations, and employability skills. Of the four specific elements of CTSOs (leadership, community service, competitions, and professional development), competitions were found to have the most positive effects. Preparation for the competitive events provides hands-on experience in different trade, technical, and leadership fields; develops job-related technical skills and competencies; offers recognition to participants. (p.4) Teacher: B, B1, C, D, D1, D2, E, F, F1, G, H; Student: A1, B1, C, C1: Bottoms, G., & Timberlake, A. (2008). Measuring the Quality of Career/Technical Programs. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html Based on student surveys, SREB found that schools that place high emphasis on the following skills had higher achievement that schools that did not: critical thinking and problem solving; professionalism and work ethic; teamwork and collaboration; written communication; information technology application; and, oral communication. From High Schools That Work and Technology Centers That Work research, SREB has identified indicators of quality programs, which include: programs of study; career/technical syllabus; work-based learning; career/technical student organizations; March 2010 12
of approaches to a solution. F. Teacher integrates a variety of learning resources with instruction to increase learning options. The teacher: 1) Provides opportunities for and encourage students to develop 21st century skills (including global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, health literacy, information, media, and information, communication and technology, life and career skills). G. Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse. H. Teacher integrates the application of inquiry skills into learning experiences. I. Teacher clarifies and shares with students learning intentions/targets and criteria for success. Student Characteristics: A. Student articulates and understands learning intentions/targets and criteria for success. The student: 1) Collaborates with other students. 2) Generates additional testable questions. 3) Formulates and revises explanations and models. B. Student reads and understands a variety of texts. embedded literacy; embedded numeracy; use of technology; professional development; and, retention and completion. Teacher: A, B, B1, C, D, D1, D2, E, F1, G, H; Student: A1, B1, C, C1: Bottoms, G., Young, M., & Han, L. (2009). Ready for tomorrow: Six proven ideas to graduate and prepare more students for college and 21st century careers. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html The SREB High Schools that Work study found that more students learn at a higher level and meet college- and career-readiness standards when they complete a CT (Career and Technical) program of study that: includes a rigorous academic core curriculum... taught by faculty committed to creating engaging and relevant learning experiences; embeds academic standards for reading, writing and mathematics into the CT curriculum and engages students in applying academic concepts in authentic activities, problems and projects; engages students in intellectual assignments requiring the use of 21st-century skills, including critical thinking and problem solving, oral and written communication, teamwork and collaboration, timely quality work and use of technology; operates within a school structure in which academic and CT teachers work together to maintain high expectations for all students in all classrooms; provides extra-help opportunities in a timely manner and in a climate and context that will build the confidence of students to make the effort to meet college- and career-readiness standards; provides school- and community-based experiences enabling students to investigate, explore and reflect on career and educational goals and to adjust the goals as they gain new insights and selfassurance. These experiences should include a mentor/adviser to work with students during all four years of high school, to help set post-high school goals, to develop an educational plan for achieving the goals and to support students in reaching the goals" Seventy percent of students experiencing the six conditions met the mathematics readiness goal, compared with 36 percent of students experiencing none of the conditions." Teacher: D1, F1: Castellano, M, Stringfield, S., Stone, J., (2002). Helping disadvantaged youth succeed in school: Second-year findings from a longitudinal study of CTE-based whole-school reforms. Columbus, OH: National Dissemination Center for Career and Technical Education, Ohio State University. Retrieved from http://www.nrccte.org/ The progress of 3 cohorts of students--seventh, ninth, and eleventh grade--was followed as they proceeded through 10 schools serving predominantly disadvantaged students. Findings indicated all three high schools had integrated CTE and academic education; faculty at high schools participated in many professional development activities; all high schools used computers--for student assessment March 2010 13
The student: 1) Uses appropriate technology to enhance investigations/problem solving. and reporting requirements, teaching students about computers, instruction, and remediation; all middle schools were involved in some reform effort; strong leadership was a crucial factor in effecting change across all high schools; and administrators and faculty attempted to allow students to have their first choice of unit/program. C. Student applies and refines inquiry skills. 1) Accurately and effectively communicates results and responds appropriately to critical comments. Teacher: A, B, B1, C, D1, D2, E, F, H: Edwards, M. C. (2004). Cognitive learning, student achievement, and instructional approach in secondary agricultural education: A review of literature with implications for future research. Journal of Vocational Education Research, 29(1). Retrieved from http://scholar.lib.vt.edu/ejournals/jver/ This review concludes that agricultural education should refocus teaching toward critical thinking, high-order thinking and cognitive abilities and the ability to transfer learning with a problem solving, decision making, and hands-on approach to learning. Mastery of mathematics, physical science, and biological principles should be integrated with agriculture learning. Laboratory experiences should be open-ended. Teachers from different disciplines should work together to create integrated, standardsbased curriculum units, e.g., Oklahoma secondary students who received instruction in agricultural power and technology through the math-enhanced curriculum and instructional approach performed significantly better than their peers who did not. Teacher: D, F1: Hoachlander, G. (2008). Bringing industry to the classroom. Educational Leadership, 65(8), 22-27. Retrieved from http://www.ascd.org/publications/educational_leadership/archived_issues.aspx Research indicates that multiple curricular pathways having major industry themes combined with challenging academics and demanding career and technical education can benefit students in terms of improved grades, improved reading skills, high school completion, success in postsecondary education, and higher income levels. Teacher: C, D, D1, D2, E, F, H; Student: A1, B, C1: Hyslop, A. (2010`). CTE's role in adolescent literacy. Techniques, 82(5), 18-21. Retrieved from http://www.acteonline.org/techniques.aspx CTE courses can have a substantial impact on student literacy engagement and achievement. "High-quality CTE teachers expose students to rigorous and relevant information-rich content that motivates them to develop their literacy skills, integrate content-area reading and writing strategies..., and provide numerous enrichment activities to help student apply higher-level literacy skills to their interests and future goals (p. 18). Strategies include increasing time for reading. Relevant literature helps students make connections across fields. Students learn professional and technical writing, e.g., laboratory processes, work logs, case studies, vocabulary in context, proofreading, summarizing project results, and resumes. Higher level literacy includes critical thinking, oral communication, leadership, and teamwork. "Internships, work-based learning experiences, and Career and Technical Student Organization (CTSO) activities provide even more opportunities to enhance literacy skills in an authentic environment" (p. 20). March 2010 14
Teacher: B1, C, D, E, F1, H; Student: A1, A2, A3, C1: Jerald, C. D. (2009). Defining a 21st century education. Alexandria, VA: Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/atf/cf/%7b00a4f2e8-f5da-4421-aa25-3919c06b542b%7d/21st%20century%5b1%5d.jerald.pdf In an extensive review of research, Jerald identified three types of learning that are becoming increasingly important for students to succeed in work, post-secondary education, and life: 1. Traditional academic knowledge and skills; 2. Real world application, the ability to apply their learning to meet real-world challenges 3. Broader competencies (based on employer surveys and other evidence) including most importantly: (a) the ability solve new problems and think critically; (b) strong interpersonal skills necessary for communication and collaboration; (c) creativity and intellectual flexibility; and (d) self-sufficiency, including the ability to learn new things when necessary.(executive Summary, para. 10) "Employers consistently rank collaboration very high on their list of must have competencies..best understood as a cluster of related interpersonal skills that give one the power to interact effectively with others, including the ability to communicate effectively both orally and in writing, to relate well to others and cooperate with them, to negotiate and manage conflicts, and to lead through persuasion." Executive Summary, para. 12) Teacher: A, D, D1, D2, F, F1: Martinez, R. L., Jr., (2007). An evolving set of values-based principles for career and technical education. Journal of Career and Technical Education, 23(1), 72-84. Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ Based on literature, current trends, and legislation, the author has identified accepted principles of CTE. These include: Equity-Based Principles Individuals with special needs are served through Career and Technical Education; Elimination of gender bias and stereotyping is promoted through Career and Technical Education; Diverse students and perspectives are beneficial for Career and Technical Education; Learning-Based Principles Lifelong learning is promoted through Career and Technical Education; Leadership development is an integral feature of Career and Technical Education; Critical contextual and experiential learning are at the constructive pedagogical roots of Career and Technical Education; Career and Technical Education Curriculum is competency-based; Supervised occupational experience is provided through Career and Technical Education. Teacher: B1, C, D, D1, D2, E, G, H, I; Student: A2, A3: Moore, D. T. & Hughes, K. L., (2001). Developing work-based learning pedagogies. The CEIC Review, 10(8), 14-15. Retrieved from http://www.temple.edu/lss/ceicmain.htm Critical pedagogy for understanding and creation of knowledge and work conditions, rather than functional pedagogy for a specific job is necessary for the modern world. Principles of critical pedagogy include 1) work placement provides opportunity for rich learning, 2) student reflection on March 2010 15
work organization is provided by dialogue and adult guidance from teacher; 3) connections to academic knowledge and reflections on the relationships are extremely important, 4) teachers help students construct knowledge themselves with critical concepts and probing questions, and 5) critical pedagogy is the responsibility of the school instructor, not the work-based supervisor. In addition, teachers need experiential professional development geared to work-based learning and critical reflection. Teacher: F, F1; Student: B: Park, T. D. & Osborne, E. (2007). Reading strategy instruction in secondary agricultural science courses: An initial perspective. Career and Technical Education Research, 32(1), 45-75. Retrieved from http://scholar.lib.vt.edu/ejournals/cter/ A quasi-experimental design compared the effects of implementing content area reading strategies (CARS) on comprehension and reading behaviors in secondary agricultural science students for 23 class days. Although testing demonstrated no significant difference in comprehension, the students in the treatment group read significantly more hours per week for school and for pleasure indicating improved motivation and reading efficacy. Teacher: B, B1, C, D, D1, D2, E, F, G, H; Student: A1, A2, B, C: Platt E. (1996). The vocational classroom: A great place to learn English. New York: Andrew W. Mellon Foundation. Retrieved from http://www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/7f/eb.pdf This literature review indicates vocational education teachers can facilitate English as a second language because vocabulary, pronunciation and structure ought to emerge from the vocational classroom discourse or occupational settings. Content-based language teaching activities should be based on principles of scaffolding, vocational instruction, and fostering independent learning. Students should learn to identify their own specific needs and questions as well as their most effective ways of knowing. Teachers should expand instruction with technology and assignments, peer tutors or paraprofessionals, computer-assisted instruction, adapting vocational materials in collaboration with vocational teachers, individual and small group projects and by developing students' higher-order thinking skills. All activities should emphasize students' active participation and taking responsibility for themselves. Teacher: A, G: Roberts, T. G., Dooley, K. E., Harlin, J. F., & Murphrey, T. P. (2007). Competencies and traits of successful agricultural science teachers. Journal of Career and Technical Education, 22(2), 1-11. Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ From literature and focus groups authors identified required competencies of agricultural science teachers. "Instructional competencies included: 3) instructional/teaching skills, 4) classroom management, 5) ability to motivate and persuade others, 6) group facilitation skills, 10) conflict resolution, and 11) mentoring skills. Student organization and management competencies include: 7) providing approved safety apparel and devices for hazardous equipment; managing, maintaining, March 2010 16
and improving laboratories. Competency in working with diverse groups transcends and interacts with all the other areas (p. 10). 4. Instructional Relevance Connections to Standards, Research, and Expert Opinion Teacher Characteristics: A. Teacher designs learning opportunities that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of the learning. The teacher: 1) integrates appropriate CTSO co-curricular instructional strategies as part of the program. B. Teacher links concepts and key ideas to students prior experiences and understandings, using multiple representations, examples and explanations. C. Teacher incorporates student experiences, interests and real-life situations in instruction. D. Teacher selects and utilizes a variety of technology that support student learning. The teacher 1) designs lessons that allow students to participate in activities in which they understand that learning is a process which provides links to continuing education, life and career options. E. Teacher effectively incorporates 21 st Century Learning Skills that prepare students to meet future challenges. The teacher 1) uses multiple examples and explanations to Teacher: A, C, G, G1; Student: E2: Afterschool Alliance: Afterschool for All. (2009). Afterschool programs: Making a difference in America's communities by improving academic achievement, Keeping kids safe and helping working families. Retrieved from http://www.afterschoolalliance.org/researchfactsheets.cfm This review of research on the outcomes of co-curricular activities reported that high school students participating in Chicago's After School Matters program which offers paid internships in the arts, technology, sports, and communications to teenagers in some of the city's most underserved schools have higher class attendance, lower course failures and higher graduation rates than similar students who do not participate in the program. (University of Chicago, Chapin Hall Center for Children, (2007). Teacher: A1, C, D1, G1; Student: D, E1, E2: Alfeld, C., Stone, J. R., Aragon, S. R., Hansen, D. M., Zirkle, C., Connors, J., et al. (2007). Looking inside the black box: The value added by Career and Technical Student Organizations to students' high school experience. St. Paul, MN: National Research Center for Career and Technical Education. Retrieved from http://www.nrccte.org/ CTSOs provide students with individual and cooperative activities... Students learn skills related to specific occupations and develop their technical literacy through exposure to the general concepts of their chosen field. Some of the positive experiences identified by CTSO members include teamwork, decision-making, competition, leadership, community awareness, career awareness, and personal and social development (p. 2). CTE (Career and Technical Education) students with CTSO courses began the school year with similar or higher scores than CTE students without CTSO and general, non-cte students. There was a positive association between amount of CTSO participation and academic motivation, academic engagement, grades, career self-efficacy, college aspirations, and employability skills. Of the four specific elements of CTSOs (leadership, community service, competitions, and professional development), competitions were found to have the most positive effects. Preparation for the competitive events provides hands-on experience in different trade, technical, and leadership fields; develops job-related technical skills and competencies; offers recognition to participants. (p. 4) By doing community service projects, CTSO participants may be able to build community partnerships, learn the value of lifelong involvement, serve the needs of others, and practice leadership skills. Due to their co-curricular nature, CTSOs offer students the opportunity to apply knowledge and skills from their academic lessons directly to real-world situations. (p. 8) Teacher: A, A1, C, D, E, E1, F, G; Student: A, B, C, D, E, F: Bottoms, G., Young, M., & Han, L. (2009). Ready for tomorrow: Six proven ideas to graduate and prepare more students for college and March 2010 17
prepare students for 21st century careers. F. Teacher works with other teachers to make connections between and among disciplines. G. Teacher makes lesson connections to community, society, and current events. The teacher 1) provides opportunities for student involvement in work based learning (e.g., internship, job shadowing, clinical experiences, and school-based enterprises) as it relates to the career pathway. Student Characteristics: A. Student poses and responds to meaningful questions. B. Student uses appropriate tools and techniques to gather, analyze, and interpret quantitative and qualitative data. C. Student develops descriptions, explanations, predictions and models using evidence. D. Student works collaboratively to address complex, authentic problems which require innovative approaches to solve. E. Student communicates knowledge and understanding in a variety of real-world forms. The student 1) develops leadership, teamwork and 21st century careers. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html The SREB High Schools that Work study found that more students learn at a higher level and meet college- and career-readiness standards when they complete a CT (Career and Technical) program of study that: includes a rigorous academic core curriculum... taught by faculty committed to creating engaging and relevant learning experiences; embeds academic standards for reading, writing and mathematics into the CT curriculum and engages students in applying academic concepts in authentic activities, problems and projects; engages students in intellectual assignments requiring the use of 21st-century skills, including critical thinking and problem solving, oral and written communication, teamwork and collaboration, timely quality work and use of technology; operates within a school structure in which academic and CT teachers work together to maintain high expectations for all students in all classrooms; provides extra-help opportunities in a timely manner and in a climate and context that will build the confidence of students to make the effort to meet college- and career-readiness standards; provides school- and community-based experiences enabling students to investigate, explore and reflect on career and educational goals and to adjust the goals as they gain new insights and selfassurance. These experiences should include a mentor/adviser to work with students during all four years of high school, to help set post-high school goals, to develop an educational plan for achieving the goals and to support students in reaching the goals" Seventy percent of students experiencing the six conditions met the mathematics readiness goal, compared with 36 percent of students experiencing none of the conditions." Teacher: A, C, D1, E1, F, G1; Student: A, D, E, E1, E2, F, F1: Bottoms, G., & McNally, K. (no date). Actions states can take to place a highly qualified career/technical teacher in every classroom. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html SREB notes that high school career and technical teachers and schools have prepared students for success when students: Acquire the technical literacy skills needed to: a. read, understand and communicate in the language of a career field; b. use mathematics reasoning and understanding to solve problems found in a career field; c. understand underlying technical concepts, principles and procedures in a career field; and d. use technology to complete projects in a career field. Complete a solid academic core plus have the advantage of their academic knowledge and skills being grounded in real-world projects and tasks that are both challenging and highly engaging. Learn and model technical knowledge and skills that provide a firm grounding in a given career field, not just a narrow set of skills to satisfy the requirements of an entry-level job. Gain valuable employment skills from programs that provide either direct exposure to the March 2010 18
communication skills through appropriate CTSO activities. 2) gains real-life career experiences through work based learning (e.g., internship, job shadowing, clinical experiences, and schoolbased enterprises). F. Student communicates knowledge and understanding for a variety of purposes. The student 1) understands the importance of life-long learning in a global society. workplace or create simulated workplace environments where students are challenged intellectually, and address the tough problems and uncertainties adults confront on a regular basis (i.e., the sort of task that make work interesting). Simultaneously, these programs attend to the social development of young adults. See the connection between high school and their futures because they are faced with authentic adult tasks and offered more applied learning opportunities. SREB identified minimum pedagogy skills needed by career/technical teachers which include the following: design instruction to support development of technical knowledge and skills, the field s underlying academic competencies, social development and workplace readiness; advance student learning through a repertoire of research-based instructional strategies; assess student knowledge and skills to inform student and teacher; counsel students about their program of studies, career options, labor market decisions and postsecondary plans. Teacher: A1, D, G1; Student: A, B, D, E, E1, E2, F Bottoms, G., & Timberlake, A. (2008). Measuring the Quality of Career/Technical Programs. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html Based on student surveys, SREB found that schools that place high emphasis on the following skills had higher achievement that schools that did not: critical thinking and problem solving; professionalism and work ethic; teamwork and collaboration; written communication; information technology application; and, oral communication. From High Schools That Work and Technology Centers That Work research, SREB has identified indicators of quality programs, which include: career/technical syllabus; work-based learning; career/technical student organizations; embedded literacy; embedded numeracy; use of technology; professional development; guidance and advisement; and, parental involvement. Teacher: A, C, D, F, G1: Castellano, M, Stringfield, S., Stone, J., (2002). Helping disadvantaged youth succeed in school: Second-year findings from a longitudinal study of CTE-based whole-school March 2010 19
reforms. Columbus, OH: National Dissemination Center for Career and Technical Education, Ohio State University. Retrieved from http://www.nrccte.org/ The progress of 3 cohorts of students--seventh, ninth, and eleventh grade--was followed as they proceeded through 10 schools serving predominantly disadvantaged students. Findings indicated all three high schools had integrated CTE and academic education; faculty at high schools participated in many professional development activities; all high schools used computers--for student assessment and reporting requirements, teaching students about computers, instruction, and remediation; all middle schools were involved in some reform effort; strong leadership was a crucial factor in effecting change across all high schools; and administrators and faculty attempted to allow students to have their first choice of unit/program. Teacher: A1, C, F, G; Student: E2: David, J. L. (2009). Service learning and civic participation. Educational Leadership, 66(8), 83-84. Retrieved from http://www.ascd.org/publications/educational_leadership/archived_issues.aspx This review of research showed that service learning that is directed toward citizenship, social problems, and public agencies and integrated and explicated with academic curriculum can have positive effects on students civic attitudes and community engagement, school performance. Teacher: E, F; Student: A, E1: Edwards, M. C. (2004). Cognitive learning, student achievement, and instructional approach in secondary agricultural education: A review of literature with implications for future research. Journal of Vocational Education Research, 29(1). Retrieved from http://scholar.lib.vt.edu/ejournals/jver/ This review concludes that agricultural education should refocus teaching toward critical thinking, high-order thinking and cognitive abilities and the ability to transfer learning with a problem solving, decision making, and hands-on approach to learning. Mastery of mathematics, physical science, and biological principles should be integrated with agriculture learning. Laboratory experiences should be open-ended. Teachers from different disciplines should work together to create integrated, standardsbased curriculum units, e.g., Oklahoma secondary students who received instruction in agricultural power and technology through the math-enhanced curriculum and instructional approach performed significantly better than their peers who did not have that instruction. Teacher: A, A1, B, C, D, D1, E, G; Student: A, B, C, D, E, E1, F1: Gerdes, D., Ljung, E. J. (2009). The students have the answers. Educational Leadership, 67(1). 71-75 Retrieved from http://www.ascd.org/publications/educational_leadership/archived_issues.aspx The Illinois Innovation Talent Project brought schools and businesses together to solve authentic problems. Project was student centered. Students used technology to develop innovative products, computer simulations, and digital media to communicate and collaborate using multiple sources, critical thinking, and alternative solutions. Teacher: C, F, G: Hoachlander, G. (2008). Bringing industry to the classroom. Educational Leadership, 65(8), 22-27. Retrieved from March 2010 20
http://www.ascd.org/publications/educational_leadership/archived_issues.aspx Research indicates that multiple curricular pathways having major industry themes combined with challenging academics and demanding career and technical education can benefit students in terms of improved grades, improved reading skills, high school completion, success in postsecondary education, and higher income levels. Teacher: A1, C, D1, E, F, G1; Student: E2: Kemple, J. J., Poglinco, S. M., & Snipes, J. C. (1999). Career Academies: Building career awareness and work-based learning activities through employer partnerships. New York: Manpower Demonstration Research Corporation (MDRC). Retrieved from www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/99/12.pdf Kemple, J. J., & Snipes, J. C. (2000). Career Academies: Impacts on students' engagement and performance in high school. New York: Manpower Demonstration Research Corporation (MCRC). www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/35/4d.pdf Kemple, J. J. (2004). Career Academies: Impacts on labor market outcomes and educational attainment. New York: Manpower Demonstration Research Corporation (MDRC). Retrieved from www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/d8/e8.pdf The three references above are reports on a long-term, large-scale, multi-site, random assignment study of over 1700 students in nine high schools with career academies. The academies were organized as small learning communities to create a supportive, personalized learning environment; combined academic and career and technical curricula around a career theme; and established partnerships with local employers to provide career awareness and work-based learning opportunities. Findings from 1999 include that career academies: o increased the level of interpersonal support students experienced and their participation in career awareness and work-based learning activities; o substantially improved attendance, reduced dropout rates, and increased academic course-taking among students at high risk of dropping out; o increased the likelihood of graduating on time and vocational course-taking among o students least likely to drop out, decreased dropout rates dramatically in academies with greatly enhanced interpersonal support from teachers and peers (without enhanced supports the dropout rates increased); The second report (2000) focused on the partnerships established with local employers that included a range of career awareness and work-based learning student activities, including job shadowing and field trips. Local employers provided resources, time, and equipment. In school activities: students did job research, discussed work school connections with students or adults, and were counseled on job search and behaviors. Students learned about jobs, the range of jobs available, career possibilities, and the world of work. Most students participated intensively. The Academy students were employed more during school and incorporated higher levels of workbased learning content than did students in the control groups. The third report (2004) looked at the long-term results and found that the Career Academies substantially improved the labor market prospects of young men most at risk of dropping out of high school. March 2010 21
Teacher: F: Lewis, M. V. (2008). Effectiveness of previous initiatives similar to programs of study: Tech Prep, Career Pathways, and Youth Apprenticeships. Career and Technical Education Research, 33, 165-188. Retrieved from http://scholar.lib.vt.edu/ejournals/cter/ Based on evidence from earlier programs, It is recommended that CTE teachers be given opportunities to work with their academic colleagues, examine CTE curricula to identify embedded academic content, and develop their own Programs of Study (POS). Providing such opportunities encourages the emergence of communities of practice among teachers. These communities, in turn, develop a sense of ownership in the POS and a commitment to their implementation. Obviously, these communities will need criteria, templates, professional development, and technical assistance. (p.182). Teacher: A1, C, E1, G1; Student: E2: Lippman, L., Atienza, A., Rivers, A., & Keith, J. (2008). A developmental perspective on college & workplace readiness. Washington, DC: Child Trends. Retrieved from http://www.childtrends.org/files//child_trends- 2008_09_15_FR_ReadinessReport.pdf The majority of the workforce readiness literature identifies the following competencies as being notably more important than the completion of a high school degree: workforce readiness credentials (such as a certificate program) or school work programs (such as internships) that teach many important competencies that are not taught in schools (p. 14). Teacher: D1, G1; Student: E1, E2, F1: Martinez, R. L., Jr., (2007). An evolving set of values-based principles for career and technical education. Journal of Career and Technical Education, 23(1), 72-84. Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ Based on literature, current trends, and legislation, the author has identified accepted principles of CTE. These include: Equity-Based Principles Individuals with special needs are served through Career and Technical Education; Elimination of gender bias and stereotyping is promoted through Career and Technical Education; Diverse students and perspectives are beneficial for Career and Technical Education; Learning-Based Principles Lifelong learning is promoted through Career and Technical Education; Leadership development is an integral feature of Career and Technical Education; Critical contextual and experiential learning are at the constructive pedagogical roots of Career and Technical Education; Career and Technical Education Curriculum is competency-based; Supervised occupational experience is provided through Career and Technical Education. Teacher: A, D, E: Roberts, T. G., Dooley, K. E., Harlin, J. F., & Murphrey, T. P. (2007). Competencies and traits of successful agricultural science teachers. Journal of Career and Technical Education, 22(2), 1-11. Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ From literature and focus groups authors identified required competencies of agricultural science March 2010 22
teachers. "Instructional competencies included: 3) instructional/teaching skills, 4) classroom management, 5) ability to motivate and persuade others, 6) group facilitation skills, 10) conflict resolution, and 11) mentoring skills. Student organization and management competencies include: 7) providing approved safety apparel and devices for hazardous equipment; managing, maintaining, and improving laboratories. Competency in working with diverse groups transcends and interacts with all the other areas (p. 10). 5. Knowledge of content Connections to Standards, Research, and Expert Opinion Teacher Characteristics: A. Teacher demonstrates an understanding and indepth knowledge of content and maintains an ability to convey this content to students. B. Teacher maintains ongoing knowledge and awareness of current content developments. The teacher 1) keeps abreast of current developments in business & industry, advisory councils, professional journals, and other appropriate sources. 2) demonstrates proficiency in high level skills related to the program area to enhance student learning opportunities. C. Teacher designs standards-based courses/lessons/units using KY POS, Academic Expectations, and CCA 4.1. The teacher 1) uses the Kentucky Occupational Skills Standards as another resource to design standards-based courses. Teacher: D2; Student: A, B, C: Alfeld, C., Stone, J. R., Aragon, S. R., Hansen, D. M., Zirkle, C., Connors, J., et al. (2007). Looking inside the black box: The value added by Career and Technical Student Organizations to students' high school experience. St. Paul, MN: National Research Center for Career and Technical Education. Retrieved from http://www.nrccte.org/ CTSOs provide students with individual and cooperative activities... Students learn skills related to specific occupations and develop their technical literacy through exposure to the general concepts of their chosen field. Some of the positive experiences identified by CTSO members include teamwork, decision-making, competition, leadership, community awareness, career awareness, and personal and social development (p. 2). CTE (Career and Technical Education) students with CTSO courses began the school year with similar or higher scores than CTE students without CTSO and general, non-cte students. There was a positive association between amount of CTSO participation and academic motivation, academic engagement, grades, career self-efficacy, college aspirations, and employability skills. Of the four specific elements of CTSOs (leadership, community service, competitions, and professional development), competitions were found to have the most positive effects. Preparation for the competitive events provides hands-on experience in different trade, technical, and leadership fields; develops job-related technical skills and competencies; offers recognition to participants. (p. 4) By doing community service projects, CTSO participants may be able to build community partnerships, learn the value of lifelong involvement, serve the needs of others, and practice leadership skills. Due to their co-curricular nature, CTSOs offer students the opportunity to apply knowledge and skills from their academic lessons directly to real-world situations. (p. 8) Teacher: D, D1, D2, E, E1, G1; Student: A, B, C, D: Bottoms, G., Young, M., & Han, L. (2009). Ready for tomorrow: Six proven ideas to graduate and prepare more students for college and 21st century careers. Atlanta, GA: Southern Regional Education Board. Retrieved from March 2010 23
D. Teacher demonstrates high quality teaching and learning content. The teacher 1) demonstrates use of various technologies related to the specific CTE program. 2) understands the connections between CTE and academic content and integrates connections into instruction. D. Teacher uses and promotes the understanding of appropriate content vocabulary. The teacher 1) uses and promotes the understanding of appropriate industry/program-specific vocabulary. F-Teacher provides essential supports for students who are learning English or have limited English proficiency. G-Teacher accesses a rich repertoire of instructional practices/strategies and applies them appropriately. The teacher: 1) provides support for all students in CTE (e.g., students with disabilities, Title 1, and gifted/talented students). Student Characteristics: A. Student demonstrates growth in content knowledge. B. Student uses and seeks to expand appropriate content vocabulary. http://www.sreb.org/page/1252/publications.html The SREB High Schools that Work study found that more students learn at a higher level and meet college- and career-readiness standards when they complete a CT (Career and Technical) program of study that: includes a rigorous academic core curriculum... taught by faculty committed to creating engaging and relevant learning experiences; embeds academic standards for reading, writing and mathematics into the CT curriculum and engages students in applying academic concepts in authentic activities, problems and projects; engages students in intellectual assignments requiring the use of 21st-century skills, including critical thinking and problem solving, oral and written communication, teamwork and collaboration, timely quality work and use of technology; operates within a school structure in which academic and CT teachers work together to maintain high expectations for all students in all classrooms; provides extra-help opportunities in a timely manner and in a climate and context that will build the confidence of students to make the effort to meet college- and career-readiness standards; provides school- and community-based experiences enabling students to investigate, explore and reflect on career and educational goals and to adjust the goals as they gain new insights and selfassurance. These experiences should include a mentor/adviser to work with students during all four years of high school, to help set post-high school goals, to develop an educational plan for achieving the goals and to support students in reaching the goals" Seventy percent of students experiencing the six conditions met the mathematics readiness goal, compared with 36 percent of students experiencing none of the conditions." Teacher: A, D1, D2, E, E1, G; Student: A, B, C, D: Bottoms, G., & McNally, K. (no date). Actions states can take to place a highly qualified career/technical teacher in every classroom. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html SREB notes that high school career and technical teachers and schools have prepared students for success when students: Acquire the technical literacy skills needed to: a. read, understand and communicate in the language of a career field; b. use mathematics reasoning and understanding to solve problems found in a career field; c. understand underlying technical concepts, principles and procedures in a career field; and d. use technology to complete projects in a career field. Complete a solid academic core plus have the advantage of their academic knowledge and skills being grounded in real-world projects and tasks that are both challenging and highly engaging. Learn and model technical knowledge and skills that provide a firm grounding in a given career field, not just a narrow set of skills to satisfy the requirements of an entry-level job. Gain valuable employment skills from programs that provide either direct exposure to the workplace or create simulated workplace environments where students are challenged March 2010 24
C. Student connects ideas across content areas. D. Student uses ideas in realistic problem-solving situations. intellectually, and address the tough problems and uncertainties adults confront on a regular basis (i.e., the sort of task that make work interesting). Simultaneously, these programs attend to the social development of young adults. See the connection between high school and their futures because they are faced with authentic adult tasks and offered more applied learning opportunities. SREB identified minimum pedagogy skills needed by career/technical teachers which include the following: design instruction to support development of technical knowledge and skills, the field s underlying academic competencies, social development and workplace readiness; advance student learning through a repertoire of research-based instructional strategies; assess student knowledge and skills to inform student and teacher; counsel students about their program of studies, career options, labor market decisions and postsecondary plans; and, reflect on and revise their teaching practice as necessary. Teacher: B, B1, C1, D1, E, E1; Student: B, D: Bottoms, G., & Timberlake, A. (2008). Measuring the Quality of Career/Technical Programs. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/page/1252/publications.html Based on student surveys, SREB found that schools that place high emphasis on the following skills had higher achievement that schools that did not: critical thinking and problem solving; professionalism and work ethic; teamwork and collaboration; written communication; information technology application; and, oral communication. From a study of High Schools That Work (HSTW) and Technology Centers That Work, SREB has identified indicators of quality programs, which include: career/technical syllabus; work-based learning; career/technical student organizations; embedded literacy; embedded numeracy; use of technology; professional development; guidance and advisement; parental involvement; articulation and dual enrollment agreements; advisory committee; marketing, public relations and community outreach; March 2010 25
post-program positive placement; state assessments, HSTW assessments and college readiness; and, industry credentialing and technical assessments. Teacher: A, B, B1, C, D2, G1: Brand, B. (2009). High School Career Academies: A 40-Year Proven Model for Improving College and Career Readiness. Washington, DC: American Youth Policy Forum. Retrieved from www.aypf.org/publications/index.htm Based on previous research that shows Career Academies improve education and labor market outcomes, an informal consortium of career academy organizations created the "Career Academy National Standards of Practice in 2004." The Standards provide specific guidance for career academy programs. For example, they ensure that career academies are open to any student. They specify that curriculum is sequenced, integrated, relevant, and meets college entrance requirements. Standards provide assurances that students have options for dual credit with two- and four-year colleges, as well as work- and community-based service learning options. They also require that teachers are credentialed and provided with ongoing training in the academy structure, curricular integration, student support, and employer involvement" (P. 7) Teacher: B, B1, D1, D2, G1; Student: A: Castellano, M, Stone, J., Stringfield, S., Farley, E. N., & Wayman, J. C., (2004). The effect of CTE-enhanced whole-school reform on student coursetaking and performance in English and science. St. Paul, MN: National Research Center for Career and Technical Education. University of Minnesota. Retrieved from http://www.nrccte.org/ Three high schools, which served disadvantaged youth and adopted CTE enhanced whole-school reform, integrated CTE and academic education. Faculty participated in much professional development and used computers for student assessment and reporting, instruction, and remediation. On measures of quantity and difficulty of courses, students from the schools with CTE-enhanced reforms either (a) fared better on grades and number of courses taken in English than students from control schools, or b) were behind control-school students in the early high school years and closed this gap during the later high school years. Teacher: B, B1, D1, D2, G1; Student: C: Castellano, M, Stringfield, S., Stone, J., (2002). Helping disadvantaged youth succeed in school: Second-year findings from a longitudinal study of CTE-based whole-school reforms. Columbus, OH: National Dissemination Center for Career and Technical Education, Ohio State University. Retrieved from http://www.nrccte.org/ The progress of 3 cohorts of students--seventh, ninth, and eleventh grade--was followed as they proceeded through 10 schools serving predominantly disadvantaged students. Findings indicated all three high schools had integrated CTE and academic education; faculty at high schools participated in many professional development activities; all high schools used computers--for student assessment and reporting requirements, teaching students about computers, instruction, and remediation; all middle schools were involved in some reform effort; strong leadership was a crucial factor in effecting change across all high schools; and administrators and faculty attempted to allow students to have their first choice of unit/program. March 2010 26
Teacher: C, D2, G; Student: A, C, D: Edwards, M. C. (2004). Cognitive learning, student achievement, and instructional approach in secondary agricultural education: A review of literature with implications for future research. Journal of Vocational Education Research, 29(1). Retrieved from http://scholar.lib.vt.edu/ejournals/jver/ This review concludes that agricultural education should refocus teaching toward critical thinking, high-order thinking and cognitive abilities and the ability to transfer learning with a problem solving, decision making, and hands-on approach to learning. Mastery of mathematics, physical science, and biological principles should be integrated with agriculture learning. Laboratory experiences should be open-ended. Teachers from different disciplines should work together to create integrated, standardsbased curriculum units, e.g., Oklahoma secondary students who received instruction in agricultural power and technology through the math-enhanced curriculum and instructional approach performed significantly better than their peers who did not have that instruction. Teacher: A, B2, D2, E, E1, G; Student: A, B, C: Hyslop, A. (2010`). CTE's role in adolescent literacy. Techniques, 82(5), 18-21. Retrieved from http://www.acteonline.org/techniques.aspx CTE courses can have a substantial impact on student literacy engagement and achievement. "High-quality CTE teachers expose students to rigorous and relevant information-rich content that motivates them to develop their literacy skills, integrate content-area reading and writing strategies..., and provide numerous enrichment activities to help student apply higher-level literacy skills to their interests and future goals (p. 18). Strategies include increasing time for reading. Relevant literature helps students make connections across fields. Students learn professional and technical writing, e.g., laboratory processes, work logs, case studies, vocabulary in context, proofreading, summarizing project results, and resumes. Higher level literacy includes critical thinking, oral communication, leadership, and teamwork. "Internships, work-based learning experiences, and Career and Technical Student Organization (CTSO) activities provide even more opportunities to enhance literacy skills in an authentic environment" (p. 20). Teacher: B1, D2: Lewis, M. V. (2008). Effectiveness of previous initiatives similar to programs of study: Tech Prep, Career Pathways, and Youth Apprenticeships. Career and Technical Education Research, 33, 165-188. Retrieved from http://scholar.lib.vt.edu/ejournals/cter/ Based on evidence from earlier programs, It is recommended that CTE teachers be given opportunities to work with their academic colleagues, examine CTE curricula to identify embedded academic content, and develop their own Programs of Study (POS). Providing such opportunities encourages the emergence of communities of practice among teachers. These communities, in turn, develop a sense of ownership in the POS and a commitment to their implementation. Obviously, these communities will need criteria, templates, professional development, and technical assistance. (p.182). Teacher: F, G1; Student: A: Martinez, R. L., Jr., (2007). An evolving set of values-based principles for career and technical education. Journal of Career and Technical Education, 23(1), 72-84. March 2010 27
Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ Based on literature, current trends, and legislation, the author has identified accepted principles of CTE. These include: Equity-Based Principles Individuals with special needs are served through Career and Technical Education; Elimination of gender bias and stereotyping is promoted through Career and Technical Education; Diverse students and perspectives are beneficial for Career and Technical Education; Learning-Based Principles Lifelong learning is promoted through Career and Technical Education; Leadership development is an integral feature of Career and Technical Education; Critical contextual and experiential learning are at the constructive pedagogical roots of Career and Technical Education; Career and Technical Education Curriculum is competency-based; Supervised occupational experience is provided through Career and Technical Education. Teacher: A, B, B1, B2, D2; Student: A, C: Moore, D. T. & Hughes, K. L., (2001). Developing workbased learning pedagogies. The CEIC Review, 10(8), 14-15. Retrieved from http://www.temple.edu/lss/ceicmain.htm Critical pedagogy for understanding and creation of knowledge and work conditions, rather than functional pedagogy for a specific job is necessary for the modern world. Principles of critical pedagogy include 1) work placement provides opportunity for rich learning, 2) student reflection on work organization is provided by dialogue and adult guidance from teacher; 3) connections to academic knowledge and reflections on the relationships are extremely important, 4) teachers help students construct knowledge themselves with critical concepts and probing questions, and 5) critical pedagogy is the responsibility of the school instructor, not the work-based supervisor. In addition, teachers need experiential professional development geared to work-based learning and critical reflection. Teacher: D2: Park, T. D. & Osborne, E. (2007). Reading strategy instruction in secondary agricultural science courses: An initial perspective. Career and Technical Education Research, 32(1), 45-75. Retrieved from http://scholar.lib.vt.edu/ejournals/cter/ A quasi-experimental design compared the effects of implementing content area reading strategies (CARS) on comprehension and reading behaviors in secondary agricultural science students for 23 class days. Although testing demonstrated no significant difference in comprehension, the students in the treatment group read significantly more hours per week for school and for pleasure indicating improved motivation and reading efficacy. Teacher: D1, D2, E, E1, F, G1: Student: B, C: Platt E. (1996). The vocational classroom: A great place to learn English. New York: Andrew W. Mellon Foundation. Retrieved from http://www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/7f/eb.pdf This literature review indicates vocational education teachers can facilitate English as a second language because vocabulary, pronunciation and structure ought to emerge from the vocational March 2010 28
classroom discourse or occupational settings. Content-based language teaching activities should be based on principles of scaffolding, vocational instruction, and fostering independent learning. Students should learn to identify their own specific needs and questions as well as their most effective ways of knowing. Teachers should expand instruction with technology and assignments, peer tutors or paraprofessionals, computer-assisted instruction, adapting vocational materials in collaboration with vocational teachers, individual and small group projects and by developing students' higher-order thinking skills. All activities should emphasize students' active participation and taking responsibility for themselves. Teacher: D2, F, G1; Student: C: Rance-Roney, J. ( 2009, August). Best practices for adolescent ELLS. Educational Leadership, 66, 32-7. Retrieved from http://www.ascd.org/publications/educational_leadership/archived_issues.aspx Five practices that can help schools improve educational achievement for English language learner students are acceptance of shared responsibility by school staff, a dual curriculum that promotes language development as well as academic needs; careful consideration of how to integrate immigrants with the general school population, extended learning time, and individual progress records. Teacher: D, G, G1: Roberts, T. G., Dooley, K. E., Harlin, J. F., & Murphrey, T. P. (2007). Competencies and traits of successful agricultural science teachers. Journal of Career and Technical Education, 22(2), 1-11. Retrieved from http://scholar.lib.vt.edu/ejournals/jcte/ From literature and focus groups authors identified required competencies of agricultural science teachers. "Instructional competencies included: 3) instructional/teaching skills, 4) classroom management, 5) ability to motivate and persuade others, 6) group facilitation skills, 10) conflict resolution, and 11) mentoring skills. Student organization and management competencies include: 7) providing approved safety apparel and devices for hazardous equipment; managing, maintaining, and improving laboratories. Competency in working with diverse groups transcends and interacts with all the other areas (p. 10). Additional Resources Kentucky Department of Education: Kentucky s Learning Goals and Academic Expectations: http://www.education.ky.gov/kde/instructional+resources/curriculum+documents+and+resources/academic+expectations Kentucky Department of Education Standards and Indicators for School Improvement: http://www.education.ky.gov/kde/administrative+resources/school+improvement/standards+and+indicators+for+school+im provement/ March 2010 29
Kentucky Department of Education (2007). Guide for Reflective Classroom Practices: A Self-Assessment Tool for Teachers, Frankfort, KY: Author. http://www.education.ky.gov/users/otl/reflective/reflective%20guide.pdf March 2010 30