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Technology Centers That Work: A Framework of Key Practices and Conditions for Improving Academic and

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Title: Technology Centers That Work: A Framework of Key Practices and Conditions for Improving Academic and


1
Technology Centers That Work A Framework of
Key Practices and Conditions for Improving
Academic and Technical AchievementAnn
Bensongben_at_brightok.net
TCTW
2
Workshop Objectives
TCTW
  • Develop awareness and understanding of goals, key
    practices and conditions that have been
    customized for shared-time centers
  • Determine the status of school and classroom
    practices according to a set of benchmark
    indicators
  • Determine whether CTE curriculum, instruction and
    courses meet the requirements of Perkins IV
  • Examine strategies for using 21st century skills
    to advance college- and career-readiness
    standards and
  • Leave with a set of actions for implementing the
    goals, key practices and conditions of TCTW.

3
High Schools That Work
SouthernRegionalEducationBoard
4
Tech Centers That Work
MO
KY
NY
PA
NJ
SC
AL
SouthernRegionalEducationBoard
GA
AR
OK
LA
5
Background Technology Centers That Work
  • Origin of HSTW
  • Effort-based school improvement (Responsibility)
  • Rigorous academic and quality CT curriculum
    (Rigor and Relevance)
  • Supportive Relationship between students and
    Adults
  • Setting personal goals with a plan to achieve
    (Focused)
  • Continuous improvement (Reflection)
  • Supportive Conditions

6
Work Harder to Get Smarter We need to change
our thinking and our language from an ability
model to an effort model.
SouthernRegionalEducationBoard
7
Why Work in Teams
SDW
7
8
How Many Do You Remember?
HSTW
  • Take one minute to work independently to list all
    the items on the preceding slide (hint there
    were 25)
  • Use the blank page two of the planner

SDW
8
9
Teams Work Better
HSTW
  • Now work together in table teams to see if your
    table can come up with all 25.

SDW
9
10
Teams Work Better
SDW
10
11
TCTW Key Conditionsfor Accelerating Student
Achievement
  • A clear, functional mission statement
  • Strong leadership
  • Plan for continuous improvement
  • Quality teachers
  • Commitment to goals
  • Flexible scheduling opportunities
  • Support for professional development

SouthernRegionalEducationBoard
11
12
Clear, Functional Mission
  • Individually, write down on the bottom of page 3
    the mission of your school
  • Share around the table to see if there is
    consensus
  • Does it drive decision-making?
  • Does it communicate a clear purpose?
  • We will share out specific examples

13
Create a Functional Mission
  • Turn to page 11 in the planner
  • Create a Driving Mission in 10 words or less
  • Create a Bumper Sticker of the mission and post
    near your table (includes the mission in a format
    that makes it easy to remember)
  • Question Why is the mission important?

14
TCTW Key Conditionsfor Accelerating Student
Achievement
  • A clear, functional mission statement
  • Strong leadership
  • Plan for continuous improvement
  • Quality teachers
  • Commitment to goals
  • Flexible scheduling opportunities
  • Support for professional development

SouthernRegionalEducationBoard
14
15
Fundamental Beliefs
  • Almost all students can and will make the effort
    to learn standards if adults create the right
    conditions
  • All students should be enrolled in a program of
    study that will prepare them for further study
    and a career
  • Students who have a goal and see meaning and
    purpose in learning are more motivated to learn

15
16
Fundamental Beliefs
  • Students learn best when they have a personal
    connection to the school
  • Students learn best when teachers maintain a
    demanding and supportive environment
  • Students change behavior and become more
    motivated to meet school goals when adults use
    school and classroom practices based on effort
    rather than ability.
  • All faculty should be involved in continuously
    improving teaching and learning.

16
17
Table Team Discussion
  • Estimate the percentage of staff whose practices
    indicate they hold each belief. (page 11)
  • What actions can the leadership team take to get
    more faculty members to embrace the core beliefs?

18
Student Profiles
  • Review the student profiles on page 12 of the
    planner
  • After reviewing the profiles, place each student
    in the quadrant that represents the likelihood of
    that student graduating from high school ready
    for college and careers.

19
Why Implement the TCTW Design? Future Jobs
Require More Education
Source Bureau of Labor Statistics
SDW
19
20
Too Many Students Do Not Complete High School
  • U.S. graduation rate 74.7
  • Graduation rates over 80ID, MO, NE, NJ, OH,
    PA, SD, VT
  • Graduation rates 75 to 80AR, HI, IL, KS, KY,
    MD, MA, OK, VA, WA, WV
  • Graduation rates under 75AL, DE, FL, GA, IN,
    LA, MS, NM, NY, NC, SC, TN, TX

Source NCES 2007-352
SDW
20
21
The Cost of Dropouts
  • A HS dropout contributes about 60,000 less in
    taxes over a lifetime
  • Dropouts from the class of 2007 will cost the
    U.S. 330 billion in lost wages and productivity
    over their lifetime
  • America could save more than 17 billion in
    Medicaid and expenditures for health care for the
    uninsured by graduating all students
  • If the male graduation rate were increased 5,
    the nation would see an annual savings of 4.9
    billion in crime-related costs
  • (Source Alliance for Excellent Education, 2007)

22
To change student outcomes, schools must change
adult practices!
SDW
22
23
TCTW Goals
TCTW
  • Are the goals for your tech center clear?

SDW for CT
23
24
TCTW Goals
TCTW
  • Are the goals for your Tech Center clear?
  • On the 2008 TCTW Teacher Survey, only 43 said
    they
  • strongly agree that the goals and priorities for
    their center are clear.

SDW for CT
24
25
Helping students acquire the technical knowledge
and skills needed to get a good job is a very
important goal.
  • All Sites
  • 83

2008 TCTW Teacher Survey Report
SDW for CT
25
26
Preparing all students for the dual objective of
employment and further study is a very important
goal.
  • All Sites
  • 60

2008 TCTW Teacher Survey Report
SDW for CT
26
27
Ensuring students earn a high school diploma is a
very important goal.
  • All Sites
  • 71

2008 TCTW Teacher Survey Report
SDW for CT
27
28
TCTW Goals
  • Which goals on Page 4 of the planner best fit
    your school?
  • Circle the goals that match your schools current
    goals.

29
TCTW Goals
TCTW
  • Increase to 85 percent the percentages of CT
    students who meet career and college-readiness
    goals in reading, mathematics and science.
  • Increase the percentages of technology center
    graduates who complete a CT concentration and
    enter employment within the field for which they
    were prepared and who enter postsecondary studies.

30
TCTW Goals
TCTW
  • Increase to 95 percent the percentages of high
    school students who enter the technology center
    in grade 11 and graduate on time.
  • Advance policies and leadership initiatives that
    sustain a continuous school improvement effort.
  • Work with middle schools to use assessments to
    guide students in creating programs of study that
    prepare students for high school and technology
    center.

31
TCTW Goals
TCTW
  • Increase annually the percentage of students
    leaving the technology center with postsecondary
    credit or having met standards for postsecondary
    studies.
  • Work with the high schools to annually increase
    the percentage of students entering technology
    centers prepared to earn college credit based on
    test scores.
  • Increase annually the percentage of graduates
    that pass an improved employers exam. (National
    licensure, state exam/credential, etc., such as
    ASE)

32
TCTW Key Practices (Pages 5-7)
TCTW
  • Culture of Continuous Improvement
  • Challenging Program of Study
  • Challenging Career/Technical Studies
  • Work-based Learning
  • High Expectations
  • Challenging Academic Studies
  • Active Engagement
  • Teachers Working Together
  • Guidance and Advisement
  • Extra Help and Transitions

33
Questions
TCTW
  • Whats the difference in old vocational education
    and new career-technical education?
  • How does your school rate?
  • Pages 9-10

SDW for CT
33
34
  • What do employers expect of graduates from
    technology centers?

35
Applied Skills
  • Basic skills high school graduates should possess
    as ranked as very important by employers
  • Professionalism / Work Ethic (80)
  • Teamwork / Collaboration (74)
  • Oral Communications (70)
  • Ethics / Social Responsibility (63)
  • Critical Thinking / Problem Solving (58)
  • Information Technology Application (53)

36
Applied Skills
  • Basic skills high school graduates should possess
    as ranked as very important by employers, cont.
  • Written Communication (53)
  • Diversity (52)
  • Lifelong Learning / Self Direction (43)
  • Creativity / Innovation (36)
  • Leadership (29)

37
Emphasis on Applied Skills
38
Emphasis on Applied Skills
39
Implementation Differences Result in Achievement
DifferencesPercent of Students Meeting Readiness
Goals
Source 2008 HSTW Assessment
40
Key Question
TCTW
  • Why do students at most-improved CT centers make
    greater gains in achievement than students at
    non-improved centers?

41
The Detailed Answer
  • More students at most-improved CT centers
  • Completed the HSTW-recommended curriculum in
    reading, math and science
  • Experienced high expectations in the classroom
  • Experienced reading, writing and math skills
    across the curriculum
  • Were engaged in science
  • Experienced quality career/technical studies and
    work-based learning
  • Had access to quality extra help and guidance
  • Understood the importance of learning and doing
    well in high school

42
The Short Answer
HSTW
  • The most-improved CT centers more fully
    implemented the TCTW design.
  • They took action to increase student achievement.

43
QUESTION
HSTW
  • What are college- and career-readiness
    indicators?
  • Page 13

43
44
Key PracticeHigh Expectations Motivate more
students to meet high expectations by integrating
high expectations into classroom practices and
giving students frequent feedback. When he
wrote, Blessed is he who expects nothing, for he
shall never be disappointed, Alexander Pope
could have been describing the expectations that
some teachers at non-improved schools have for
their students nothing.
TCTW
45
Strongly agree that their center emphasizes
academic standards (English/language arts,
mathematics and science) to ensure students
success in postsecondary studies and careers.
  • All Sites
  • 37

2008 TCTW Teacher Survey Report
46
Somewhat or strongly disagree that students
success or failure at the center is largely due
to factors beyond them.
  • All Sites
  • 40

2008 TCTW Teacher Survey Report
47
Examining Course Goal Statements Role Playing
  • Assume the role of a student
  • Review the sample course goal statements for one
    course
  • Page 14
  • Discuss your reaction as a student to the depth
    of knowledge/skills covered
  • NEXT
  • Think about the courses you teach
  • Discuss the extent to which your course goals
    address both employment preparation as well as
    further education

48
Your Course GoalsStrengths Weaknesses
  • Read the Helpful Questions used to Examine Major
    Course Goals on Page 15.
  • Place a check mark for questions you address best
    in your current course goals.
  • Circle the essential competencies at the bottom
    of the page you feel career/technical teachers
    most often neglect in establishing course goals.
  • Page 15 of Planner

49
Why Raise Expectations?
TCTW
  • Communicate that education counts
  • Enhance the image of CT programs and students
  • Give students a sense of self-worth
  • Help students see that the school believes in
    them
  • Help students be more focused, motivated and
    goal-oriented

50
High Expectations Indicators
  • Teachers often clearly indicated the amount and
    quality of work necessary to earn a grade of A or
    B.
  • Teachers were available frequently to help
    students with their studies.
  • Students spent one or more hours on homework each
    day.
  • They often redo work to meet standards.
  • They often worked hard to meet high standards on
    assignments.

51
Technology Centers That Work
  • Do expectations at a technology center impact
    academic achievement?

52
Emphasis on High Expectations
Source 2008 HSTW and TCTW Assessments
53
Emphasis on High Expectations
Source 2008 TCTW Assessment, All Sites
54
Is CT Homework Important?
  • Would your students say that you assign homework
    regularly?
  • Are homework assignments connected to classroom
    activities?
  • Do you require students to read and write outside
    of the classroom?
  • Do your students leave your program with a CT
    portfolio?

55
Actions to Make Homework of Value
TCTW
  • Multiple formats for homework include short-term
    practice and long-term high level projects
  • Study groups established so students can get
    support
  • Homework crosses multiple curricular areas and
    students receive credit in each area
  • Homework highlights literacy and numeracy skills
    found in the job field
  • Teachers communicate that homework is important
  • Center establishes and communicates a clear
    homework policy

56
Assessing Intellectual Level of Assignments and
Student Work
TCTW
  • At what level would you find most of the student
    work at your center?
  • What steps can you take to move student
    assignments to a higher level of learning?
  • How does this impact a students expectations
  • How could you use the Webb Depth of Knowledge
    (DOK) Levels?
  • Pages 16-18

SDW for CT
56
57
High Expectations
TCTW
  • Review your current status related to the key
    practice of High Expectations and determine one
    outstanding practice in place.
  • Determine one major action your school can take
    to establish common expectations for
    proficient-level work (i.e., define A, B, and C
    work).
  • Identify one major action you or your center
    could take to increase the level of expectations
    for your students.
  • Note Actions should be measurable.
  • Pages 19-20 of planner

58
Key PracticeProgram of Study
TCTW
Have students complete a plan of study that
includes a CT concentration and an upgraded
academic core.
59
Completing a Challenging Program of Study Matters
TCTW
  • A Challenging Program of Study
  • Is the best predictor of achievement
  • Gives focus
  • Prepares students for the next step
  • Makes high school count

60
Taking the Right Classes Matters
  • The academic intensity and quality of ones high
    schools curriculum (not test scores, class rank,
    or grade point average) counts most in
    preparation for bachelors degree completion .
    This is particularly true for economically
    disadvantaged, African American and Hispanic
    students.
  • (Clifford Adelman, Tool Box)

61
TCTW Recommended Academic Core for All Students
TCTW
  • Four credits in college-prep/honors English
  • Students read 8-10 books a year
  • Students write weekly
  • Students complete at least one major research
    paper
  • Four mathematics credits Algebra I, geometry,
    Algebra II and above
  • Three lab-based science credits at the
    college-prep level four credits with a block
    schedule
  • Three credits of social studies four credits
    with a block schedule
  • Mathematics and Science in the Senior Year

62
Recommended Concentrations
TCTW
  • Mathematics and science concentration four
    credits in each field, with at least one at the
    Advanced Placement level
  • Humanities concentration four credits each in
    college-prep level language arts and social
    studies, with at least one at the college level
    and four additional credits from foreign
    language, fine arts, journalism, debate, music,
    etc.
  • Career/technical concentration four credits in
    a planned sequence of courses within a broad
    career field pre-engineering, health/medical
    science, etc.

63
CT Concentrations
  • Should reflect local industry trends
  • Should connect students to postsecondary studies
  • Must outline a progressive sequence that leads to
    completion/certification
  • Should help students connect academic knowledge
    and CT knowledge and skills

64
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67
TCTW
  • Take 5 minutes to complete the pre-learning
    concept check on a Rigorous Curriculum.
  • Take 3 minutes to discuss answers in table
    groups.
  • Page 21

68
Recommended Core andHigher Achievement by
Students in All TCTW Centers
Source 2008 TCTW Assessment and Student Survey
69
Percentages of CT Students Completing the
HSTW-Recommended Curriculum and Meeting Readiness
Goals
Source HSTW Assessment
69
70
Strategies for Implementing the HSTW Core
Curriculum
TCTW
  • Goal
  • Enroll ALL students in the Core
  • Increase by 10 to 20 percent annually more
    students in higher level courses
  • Investigate alternative schedules to allow more
    students to take critical courses
  • Get guidance staff on board

71
Strategies for Implementing the HSTW Core
Curriculum
HSTW
  • Enroll ALL students in the recommended core as
    the default curriculum
  • Eliminate 15-20 percent of low-level
    courses/sections annually by enrolling more
    students in higher level courses
  • Investigate alternative schedules to allow more
    time for students to take critical courses
  • Create recruitment plans for each department to
    have teachers push students to take
    higher-level courses
  • Expand opportunities for students to participate
    in AP, IB and dual enrollment courses
  • Have each student develop a program of study
    including the recommended core and a
    concentration and use the programs of study to
    change the scheduling process

71
72
  • Students behavior and attitude toward school
    changes when school leaders agree to do whatever
    it takes to get students to grade-level
    standards, prepared for challenging high school
    studies and for postsecondary studies and
    careers.
  • Achievement goes up, graduation rates increase
    and students become more engaged when leaders
    lead to set higher expectations and support
    students to meet them.
  • Dr. Gene Bottoms
  • 2006 HSTW Annual Conference

73
Major Actions to Enroll More Students in
HSTW-recommended Core and Concentration
TCTW
  • Review your current status related to this key
    practice and determine one outstanding practice
    in place.
  • Brainstorm major campus actions to work with
    feeder schools to increase the percentage of
    students taking the recommended academic sequence
    and to supplement the recommended academic
    sequence at the CT Center.

SDW for CT
73
74
Emphasis on Literacy
Source 2008 TCTW Assessment, All Sites
75
Literacy at Technology Centers
  • Establish a center-wide literacy plan that
  • Defines and measures student progress in reading
    books (or equivalent).
  • Engages students in the language of the career
    field weekly through structured reading, writing
    and oral presentations.
  • Requires all students to complete weekly writing
    assignments.

76
Technology Center Literacy Goals
TCTW
  • CT Students
  • Read a career-related article and demonstrate
    understanding of the content at least weekly
  • Read and interpret technical books and manuals to
    complete assignments at least weekly
  • Complete a project that first requires some
    research and a written plan before completing the
    task
  • Complete short writing assignments of one to
    three pages weekly
  • Complete a senior project that includes a
    research paper, a product and an oral
    presentation of findings before a panel.

77
2008 HSTW CT Students Percentage Meeting
Reading Readiness Goal - 250
Source 2008 HSTW Assessment
78
  • Why is mathematics important to the career and
    technical fields of study in your school?

79
2008 HSTW CT Students Percentage Meeting
Mathematics Readiness Goal - 257
Source 2008 HSTW Assessment
80
Numeracy at Technology Centers
  • Require that CT teachers identify mathematics
    skills needed for each unit
  • Create mathematics study teams
  • Identify and use common mathematics vocabulary
    and processes
  • Collaborate with mathematics teachers and
    curriculum specialists to create integrated
    mathematics activities
  • Bring in guest speakers or examples of how
    mathematics is used in the field
  • Create projects that require application of
    related mathematics concepts

81
2008 HSTW CT Students Percentage Meeting
Science Readiness Goal - 258
Source 2008 HSTW Assessment
82
Emphasis on Engaging Science
Source 2008 TCTW Assessments, All Sites
83
Science at Technology Centers
  • Require CT teachers to identify science content
    as they apply to the program area
  • Identify and use common science vocabulary and
    processes
  • Collaborate with science teachers and curriculum
    specialists to create integrated activities and
    experiments (the Chemistry of Food Science)
  • Bring in guest speakers or examples of how
    science is used in the field
  • Create projects that require students to conduct
    scientific investigations

84
Using Literacy, Mathematics and Science to Engage
Students in Quality Instruction
TCTW
  • Review your current status related to using
    literacy, mathematics and science concepts to
    enhance instruction. (Pages 23 and 25)
  • Brainstorm together the actions you might
    implement to strengthen the literacy, mathematics
    and science concepts embedded with the CT areas.
    (Pages 24 and 26)

SDW for CT
84
85
TCTW
Key PracticeCareer/Technical Studies
Provide more students access to intellectually
challenging career/technical studies in
high-demand fields that emphasize the
higher-level mathematics, science, literacy and
problem-solving skills needed in the workplace
and in further education.
86
Quality Career/Technical Courses Matter
TCTW
  • Improve high school retention
  • Increase understanding of academic content
  • Give meaning to school
  • Motivate students
  • Improve retention of academic skills
  • Get on track faster after graduation
  • Discover career options

SDW for CT
86
87
Quality CT Involves
  • Creating new courses blending academics and
    technical content
  • Developing standards, conditions and agreements
    for awarding postsecondary credit
  • Requiring that teachers be certified in their
    field (state/national employer certification)

88
Quality CT Includes
  • Requiring a senior project with academic,
    technical and performance standards
  • Providing student opportunities to earn a
    recognized employer certification
  • Including dual enrollment opportunities for
    students to earn college credit through dual
    enrollment

89
Academic Impact of Quality C/T Programs
  • Quality Career/Technical programs can boost
    reading achievement by 3 to 4 levels (3 to 4
    grades) when students feel the need to learn
    for application.
  • Gary Hoachlander

90
Emphasis on Quality Career/Technical Studies
Source 2008 TCTW Assessment, All Sites
90
91
Key Point Percentages of Students Taking Six or
More C/T Credits at High- and Low-graduation
Schools
SREB Analysis
92
Purposes of High School Career/Technical Studies
HSTW
  • Prepare students for further study and careers
  • Advance technical literacy, numeracy and
    problem-solving skills
  • Understand technical concepts
  • Read and comprehend technical materials
  • Apply mathematical concepts within chosen field
  • Solve problems and think critically
  • Keep students in school

93
HSTW Career/technical Studies Evaluation Tool
  • Schools use it to self assess
  • Have a team use for continuous improvement
  • Determine actions to take
  • Monitor progress
  • 18 Indicators
  • 4 levels of implementation
  • Based upon best practice research

94
Quality CT Education Indicators
  • Program of Study
  • CT Syllabus
  • Work-based Learning
  • CT Students Organizations
  • Embedded Literacy
  • Embedded Numeracy
  • Use of Technology
  • Professional Development
  • Guidance and Advisement

95
Quality CT Education Indicators
  • Parental Involvement
  • Articulation and Dual Enrollment Agreements
  • Advisory Committee
  • Marketing, Public Relations and Community
    Outreach
  • Enrollment

96
Quality CT Education Indicators
  • Retention and Completion
  • Post Program Positive Placement
  • State Assessment, HSTW Assessment and College
  • Industry Credentialing and Technical Assessments
  • Assignment-Page 29

SDW for CT
96
97
CTE Quality Evaluation Tool Indicators Review
  • Using the CTE Quality Evaluation Tool answer the
    following questions
  • What evidence do we have to rate this indicator?
  • What evidence do we need to collect?
  • What actions would we need to take to get to
    level 4?
  • How can we take this document back and engage a
    larger group in the self-review of all
    indicators?

98
Different Ways to Organize High School
Career/Technical Studies
  • Using a career concentration as a part of a
    program of study
  • Organizing the high school into small learning
    communities around career-based themes
  • Creating pocket career academies
  • Planning programs of academic and
    career/technical studies that are linked to
    postsecondary studies

SDW
98
99
Organizing High School CT Programs around 16
Career Clusters
  • Agriculture, Food and Natural Resources
  • Architecture and Construction
  • Manufacturing
  • Transportation, Distribution and Logistics
  • Business, Management and Administration
  • Marketing, Sales and Service
  • Finance
  • Hospitality and Tourism

Source U.S. Department of Education.
SDW for CT
99
100
Organizing High School CT Programs around 16
Career Clusters (contd)
  • Health Science
  • Arts, Audio/Video Technology and Communications
  • Information Technology
  • Science, Technology, Engineering and Mathematics
  • Human Services
  • Law, Public Safety, Corrections and Security
  • Education and Training
  • Government and Public Administration
  • (www.careerclusters.org)

SDW for CT
100
Source U.S. Department of Education.
101
Strengthening C/T Studies
TCTW
  • Enroll at-risk students in at least one C/T
    credit course annually
  • Offer ninth grade, project-based, exploratory
    course introducing broad career fields
  • Increase the number of students completing a
    concentration of courses that lead to industry
    certification
  • Expand opportunities for students to earn
    post-secondary credit or certifications
  • Emphasize literacy, numeracy, and problem-solving
    in all C/T classrooms.

102
Strategies to Strengthen C/T Courses
TCTW
  • Create C/T anchor project assessments - interim
    and end-of course - that reflect industry
    standards and require use of literacy and
    numeracy skills
  • Purposefully embed academics in all C/T courses
  • Require a career-focused senior (capstone)
    project
  • Get input from local business and industry
    partners to strengthen applications of
    career/tech content and expand WBL/internships
  • Design Course Syllabi for every CT course

103
Guidelines for Developing Course Syllabi
TCTW
  • Course Description
  • Instructional Philosophy
  • Course Goals
  • Major Course Projects
  • Project Outlines
  • Instruction Delivery Plan
  • Assessment Plan Performance Standards

104
QUESTION
TCTW
  • Why is a quality course syllabus important to
    your students?

105
Dont Forget the Possibility of Quality Blended
CT Courses
  • Develop new types of courses that blend
    academic/CT courses
  • Food/science
  • Geometry/construction
  • Others

106
Table Team Groups
  • Identify one Outstanding Practice.
  • Brainstorm actions to enhance CT courses
  • Actions to increase the percentage of students
    meeting the definition of CT Completer
  • Actions to increase the percentage of students
    earning certifications or postsecondary credits
  • Actions to improve the quality of
    career/technical courses
  • Pages 31-33 in Planner

107
  • Team Planning

108
Step 1 Team Planningpp. 34-35
  • Prioritize Actions developed during table team
    brainstorming
  • Rank items based on the impact on student
    achievement and high school completion rates
  • Select 5 of the highest ranked items for year 1
  • Identify 5 of the highest ranked priority items
    for years 2 and 3

109
Ideas to Introduce Technology Centers That Work
to Faculty
  • SREB materials/newsletters
  • Send teams to national staff development
    workshops
  • Teams share and implement ideas
  • Visit outstanding HSTW sites
  • Create study teams around selected materials
  • Seek input on implementation plan
  • Technical Assistance Visits
  • Page 36

110
TCTW
Next Steps
  • KEEP MOVING!!!!!!!
  • REMEMBER You own the plan!
  • Schools that make progress
  • Keep moving - the next 90 days are critical to
    success

111
REMEMBER
TCTW
  • All schools want to improve but few want to
    change. The fact remains that to improve, one
    MUST change.

112
Leaders Must Do Hard Things
  • Far too many young people today enter high
    school at risk of becoming lost in transition
    because our K-20 educational system has failed in
    its duty to build clear pathways to academic and
    career success. This tragic waste of human
    resources will not only condemn millions of
    adults in the next generation to unfulfilling
    lives marked by low-wage jobs and unrealized
    potential,. . . .

Source Lost in Transition, 2008
113
  • . . . . it will threaten the economic security
    and social stability of our states and nation.

Source Lost in Transition, 2008
114
TCTW
  • I leave you with this as you implement TCTW.

115
Lessons from the Geese
TCTW
  • When you see geese heading south for the winter
    flying along in a V formation, you might consider
    what science has discovered as to why they fly
    that way.

116
Lessons from the Geese
TCTW
  • FACT As each bird flaps its wings, it creates
    uplift for the bird immediately following. By
    flying in a V formation, the whole flock has at
    least 71 greater flying range than if each bird
    flew on its own.
  • LESSON People who share a common direction and
    sense of community can get where they are going
    more quickly and easily because they are
    traveling on the uplift of one another.

117
Lessons from the Geese
TCTW
  • FACT When a goose flies out of formation, it
    suddenly feels the drag and resistance of trying
    to go it alone. It quickly gets back into
    formation to take advantage of the lifting power
    of the bird in front of it.
  • LESSON If we have as much common sense as a
    goose, we stay in formation with those headed
    where we want to go. We are willing to accept
    their help and give our help to others. It is
    harder to do something alone than together.

118
Lessons from the Geese
TCTW
  • FACT When the lead goose gets tired, it rotates
    back into the formation, and another goose flies
    to the point position.
  • LESSON It is sensible to take turns doing the
    hard and demanding tasks and sharing leadership.
    As with geese, people are interdependent of each
    others skills, capabilities, and unique
    arrangements of gifts, talents, or resources.

119
Lessons from the Geese
TCTW
  • FACT The geese flying in formation honk from
    behind to encourage those up front to keep up
    their speed.
  • LESSON We need to make sure our honking is
    encouraging. In groups where there is
    encouragement, the production is much greater.
    The power of encouragement is the quality of
    honking we seek. We need to make sure our honking
    is encouraging and not discouraging.

120
Lessons from the Geese
TCTW
  • FACT When a goose gets sick or wounded, two
    other geese will drop out of formation with that
    goose and follow it down to lend help and
    protection. They stay with the fallen goose until
    it dies or is able to fly again.
  • LESSON If we have the sense of a goose, we will
    stand by our colleagues and each other in
    difficult times as well as in good!

121
  • Q A

122
If I can provide you with any assistance, please
contact
  • Ann Benson
  • 405-743-2919 (office)
  • 405-880-5383 (cell)
  • gben_at_brightok.net
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