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Transforming Teacher Preparation through Academic and Career Technical Education Partnerships: A Linked Learning Lens

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Transforming Teacher Preparation through Academic and Career Technical Education Partnerships: A Linked Learning Lens Nancy Farnan Director, School of Teacher Education – PowerPoint PPT presentation

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Title: Transforming Teacher Preparation through Academic and Career Technical Education Partnerships: A Linked Learning Lens


1
Transforming Teacher Preparation through Academic
and Career Technical Education Partnerships A
Linked Learning Lens Nancy Farnan Director,
School of Teacher EducationSan Diego State
University Penni Hudis Director, Pathway and
Curriculum Development ConnectEd The California
Center for College and Career
2
Schools of the 19th Century
  • The U.S. became the first country to open
    secondary education to the public.
  • 1821 Boston, English High School became the
    first public high school as an alternative to
    private schools.
  • 1826 First law that required free public
    school many did not admit girls.
  • Only 300 high schools existed prior to the Civil
    War in 1861. By 1900 there were 6000 high
    schools.
  • Curriculum varied, with no agreement on purpose.

3
Schools of the 20th Century
  • Based on the final report from the Committee of
    Ten, the following recommendations guided
    development of 20th Century high schools
  • A rigorous academic curriculum for all students
    regardless of their future plans.
  • A focus on nine core academic subjects for all
    students Latin, Greek, English, modern
    languages, mathematics, sciences (physics
    astronomy, and chemistry), history (including
    economics and government), natural history (study
    of organisms and natural objects), and geography
  • Association of one discipline with another by
    program and by the actual teaching
    http//tmh.floonet.net/books/commoften/mainrpt.htm
    l, p. 4

4
20th Century Schools and Carnegie Foundation for
the Advancement of Teaching (1906)
  • The Carnegie Unit (CU) measured the amount of
    time a student studied a subject 1 unit 120
    hours of contact time.
  • 14 units became the minimum for an academic high
    school course of study.
  • The CU communicated to universities what students
    had done in high school.

5
Fast Forward to the 21st Century
  • High schools today look very much like high
    schools that were created in the 19th Century.
  • Most are still using a familiar old model.
  • There is little connection between students
    courses and their future plans
  • Seat time (CUs) measures what students have done
    in high school

6
Fast Forward to the 21st Century
  • Some schools are transforming the teaching and
    learning experience.
  • A new model speaks to todays students and their
    changing world Linked Learning.

7
What Do Students Say Today?
  • 3 in 4 say they could be doing better in school
    if they were motivated to work harder
  • 9 in 10 believe connecting classes to their
    future and real-world careers would inspire them
    to work hard and do well in school
  • 9 in 10 say they would like to take courses for
    college and have the opportunity to acquire
    skills and knowledge relevant to future careers
  • Source Statewide poll conducted by Peter D.
    Hart Research Associates, commissioned by
    The James Irvine Foundation

8
Connecting College and Career
  • By connecting academics and career technical
    education, Linked Learning pathways
  • Expose students to a broad industry sector of the
    economy.
  • Provide comprehensive programs of both academic
    and technical study.
  • Offer a thematic, practical focus that inspires
    students to achieve.

9
Industry Sectors and Organizing Themes
10
Pathways Organizing Principles
  • Prepare students for both college and career
  • Lead to the full range of postsecondary options
  • Connect academics to real-world applications
  • Improve student achievement

11
Pathways Core Components
A multi-grade program consisting of
  • An academic core meeting postsecondary
    admissions requirements of UC, CSU, community
    colleges
  • A technical core meeting industry standards
    providing certification
  • Work-based learning more than a workplace
    experience
  • Support services supplementary instruction,
    counseling, and transportation

12
Academic Core
  • An academic core meeting postsecondary admissions
    requirements of UC, CSU, and community colleges
  • 4 years of English
  • 3 years of math (4 recommended)
  • 2 years of social studies
  • 2 years of lab science (3 recommended)
  • 2 years of world language (3 recommended)
  • 1 year VAPA
  • 1 year college prep elective

13
Technical Core
  • Shift from narrow occupationally specific
    preparation to career clusters.
  • Meet CTE and industry standards and provide
    certification.
  • Sequence of 4 or more courses.
  • Infuse and reinforce academic content and
    standards
  • Examples - Engineering, robotics- Health
    science, sports medicine- Animation, graphic
    design- Advanced manufacturing- Agriculture and
    renewable resources

14
Work-Based Learning
  • Includes mentoring, job shadowing, internships,
    school-based enterprise, virtual apprenticeship.
  • Reinforces both academic and CTE standards.
  • Students develop meaningful relationships with
    adult role models.
  • Immerses students in adult world, leading to
    maturity, understanding of professional
    behaviors, high expectations

15
Support Services
  • Supplemental instruction for students below grade
    level
  • Additional coursework but, rather than more of
    the same, uses an integrated, applied learning
    approach
  • Extended day, extended year
  • Tutoring and other assistance
  • College and career guidance and counseling
  • Transportation to/from work-based learning

16
Many Models Already Exist
  • More than 550 California Partnership Academies
  • Another 300 career pathways (including National
    Academy Foundation programs)
  • Themed magnet schools, charter schools, and small
    schools
  • Other high school programs- e.g., early college
    HS programs, High Tech Highs, Big Picture
    Schools, New Tech High Schools

17
District Initiative
  • Currently, the following school districts have
    been funded by the James Irvine Foundation to
    receive support to transform their high schools
    into Linked Learning pathway programs.
  • Antioch USD
  • Long Beach USD
  • Los Angeles, Local District 4
  • Montebello USD
  • Oakland USD
  • Pasadena USD
  • Porterville USD
  • Sacramento USD
  • West Contra Costa USD

18
Common Features
  • Tend to operate as small learning communities
  • Incorporate Regional Occupational Programs and
    community college course-taking options, as
    appropriate and available
  • Blend academic and career technical education
    course content
  • By design, students are expected to complete a
    rigorous academic core, a demanding technical
    core, and associated work-based learning
    activities.
  • Learning is project-based, rigorous and relevant,
    and supported by a range of services.

19
The Evidence
  • Compared with their peers, students in pathways.
  • Display lower absenteeism
  • Are less likely to drop out and more likely to
    complete high school
  • Pass the California High School Exit Exam at
    higher rates
  • Are more likely to score proficient or higher on
    California Standardized Tests in English,
    science, and social studies
  • Earn more annually in the five years after high
    school graduation

20
Linked Learning Pathways Require Teachers Who. .
.
  • Have the skills, willingness, and ability to
    integrate Career Technical Education and
    work-based learning with academic content.
  • Have the skills, willingness, and ability to
    collaborate on inter- and intra-disciplinary
    teams for curriculum design and delivery.
  • Understand problem- and project-based learning
    and how to use this knowledge to develop
    standards-based curriculum.
  • Understand the demands and new roles for teachers
    in pathways.

21
Linked Learning Pathways Lens Beginning the
Transformation in the Single Subject Credential
Program
  • It is NOT a new credential program
  • It IS a state-approved SB 2042 Single Subject
    Credential Program.
  • It brings NEW FOCUS to a Single Subject
    credential program.

22
The Linked Learning Lens Provides A New Focus
That Develops New Single Subject Teachers Who. . .
  • Understand, develop, and implement the skills and
    proficiencies required in Linked Learning
    pathways, schools and programs, including the
    ability and willingness to
  • assume new leadership roles
  • communicate and work with community, industry,
    and postsecondary partners
  • establish a personalized learning environment
    that meets the unique learning needs of each
    individual students
  • integrate Career Technical Education and
    work-based learning with academic content
  • collaborate in interdisciplinary teams.

23
Models for Continuing the Transformation Career
Technical Education Teachers Who
  • Understand, develop, and implement the skills and
    proficiencies required in Linked Learning
    pathways, schools and programs, including the
    ability and willingness to
  • assume new leadership roles
  • establish a personalized learning environment
    that meets the unique learning needs of each
    individual student
  • integrate Career Technical Education and
    work-based learning with academic content and
  • collaborate in interdisciplinary teams.

24
Key Partnerships
  • ConnectEd The California Center for College and
    Career
  • Provides technical assistance, expertise,
    research and materials
  • San Diego State Universitys School of Teacher
    Education
  • With support from The James Irvine Foundation,
    leads the Linked Learning Lens in teacher
    preparation network.
  • A growing network of teacher preparation
    institutions
  • Implementing a Linked Learning pathways model
  • Year 1 SDSU, CSU Fresno, CSU Sacramento, CSU
    San Bernardino
  • Year 2 CSU Long Beach, UCLA
  • Year 3 CSU East Bay, TBD

25
Key Partnerships
  • Linked Learning pathway schools and programs.
  • All research on teacher preparation places
    fieldwork/clinical experiences at the center of
    new teacher learning.
  • University-school partnerships are crucial to the
    successful preparation of new teachers, and
    nowhere more critical than in the preparation of
    teachers for pathways school reforms.

26
Key Partnerships
  • The James Irvine Foundation, whose support has
    been and will continue to be integral to the
    success of the network of partners committed to
    ensuring that all students have an opportunity
    for an education that prepares them for the range
    of postsecondary life opportunities.

27
Adding the Linked Learning Pathways Lens to Your
Curriculum
  • Articulate the Linked Learning educational model
    and its foundations.
  • Deepen (or add) training in integrated,
    problem/project-based, multi- disciplinary,
    integrated curricula.
  • Require students to incorporate a Linked Learning
    pathways lens as they design their lesson plans
    including multidisciplinary, integrated projects.

28
Add a Focus on 21st CenturySuccess Skills
  • Our students need more than academics to be
    successful. They must develop skills that are
    integral to success in the 21st Century workforce.
  • Oral and written communication skills
  • Learning and innovation skills
  • Interpersonal skills
  • Ethics and social responsibility
  • Leadership roles
  • Professionalism
  • Teamwork/Collaboration

29
Essential Truth for Todays Students
  • Linked Learning pathways tell high school
    students the truth today you must prepare for
    both postsecondary education and career. It is
    essential to combine challenging academics and
    demanding career and technical education and not
    settle for just one or the other.
  • Gary HoachlanderPresidentConnectEd The
    California Center for College and Career

30
Discussion.
  • Questions
  • Comments

31
Contact Us!
  • Nancy Farnan
  • nfarnan_at_mail.sdsu.edu
  • Penni Hudis
  • phudis_at_connectedcalifornia.org
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