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Assessing Academic and Technical Skills
1.
Module 5 Facilitating Challenge
Case Exploration Section 3 Lecture 2: Assessing Academic and Technical Skills ©2018 Ford Motor Company Fund
2.
Academic and Technical
Skills ©2018 Ford Motor Company Fund What is it? Academic and technical skills, when integrated and taught collaboratively, support BOTH college and career readiness. For schools and teams working within a career academy model, there is an explicit expectation that academic and work-based instruction are combined to equip all students with both academic and career skills that will poise them for success in the pathway of their choice after high school.
3.
Why It Matters
in Challenged-based Learning ©2018 Ford Motor Company Fund
4.
Workplace Competencies ©2018 Ford
Motor Company Fund Challenge-based learning is, by nature, interdisciplinary and grounded in workplace competencies. The nature of a Challenge Case requires teachers to integrate and assess both academic and technical skills. However, as many coaches working with career academies have discovered, integration of academic and CTE content is not always an easy process.
5.
Although CTE teachers
are required to integrate academics into their content, the reverse has not typically been expected of “core” academic teachers. The process of figuring out how to integrate and assess both kinds of content can be both intimidating and overwhelming. ©2018 Ford Motor Company Fund Process and Integration
6.
Structural Supports Further, such
integration requires structural supports from the school and district to provide opportunities for teachers to collaborate and plan together. Academic/CTE integration does not happen by itself, and in settings where it is not well established, coaches will need to both anticipate challenges and provide relevant and practical suggestions and resources to teams and to district and school leadership. ©2018 Ford Motor Company Fund
7.
Protocols Coaches should consider
how to leverage both the CTE teachers and the core academic teachers to partner and support one another in assessment, rather than trying to ask both groups to assess unfamiliar skills and content. Protocols for mapping the Challenge Case exploration onto course standards should attend to this integration explicitly (see the Facilitating a Challenge Case Exploration Toolkit and PBL to CBL Guidebook for helpful tools). Over time, as teachers become more familiar with each others’ content, integration and assessment will become more seamless and less time-intensive. ©2018 Ford Motor Company Fund
8.
Helpful Readings • “Integrating
Academics and CTE.” College and Career Readiness Success Center: American Institutes for Research (2012). • “Career and technical education must be integrated with academic coursework” by Gary Hoachlander and Christopher J. Steinhauser. EdSource (November 2015). • “Approaches to Integrating Academic and Technical Studies.” Achieve (June 2010). ©2018 Ford Motor Company Fund
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