The document provides an agenda and overview for a Career Technical Education in-service training. The agenda includes presentations on CTE goals, a program assessment tool, curriculum direction, data analysis, and future job trends. It discusses state and district CTE plans, the importance of industry partnerships, integrating academic and technical instruction, using data to evaluate programs, and ensuring programs prepare students for high-skill careers. The document emphasizes improving CTE programs through rigorous curriculum, professional development, and using data to track student outcomes.
C:\fakepath\welcome to the career technical education in service 080510marianedoyle
Professional Development presentation for Career Technical Education teachers on Aug. 5, 2010. Addresses program assessment tool, data, district direction for CTE, curriculum direction, and 21st century careers.
This webinar discussed the roles and responsibilities of school governing boards in districts identified for program improvement under No Child Left Behind. It provided an overview of program improvement requirements and sanctions. It also presented a case study of one district's experience working with a District Assistance and Intervention Team to develop an action plan focused on curriculum, instruction, professional development, and communication to improve student achievement. The webinar addressed how school boards can provide leadership, set clear expectations, and ensure accountability during school reform efforts.
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
The document discusses the transition from TEAC and NCATE accreditation of educator preparation programs to the new Council for the Accreditation of Educator Preparation (CAEP). CAEP aims to raise standards and use evidence-based approaches. It will offer four accreditation options focused on continuous improvement, inquiry, or transformation. Programs will submit evidence of candidate learning and undergo reviews or audits to evaluate performance.
This document presents a technology use plan for Gerald Elementary School. It outlines the need for a technology plan to efficiently utilize resources, improve professional development and student outcomes. A planning committee comprising students, staff, parents and administrators is proposed. The planning process includes developing a vision statement, needs assessment, goals, action plans and timelines. It also discusses staff development, evaluation methods and a timeline for developing and implementing the plan. The overall goal is to leverage technology to create engaging learning experiences and help students develop 21st century skills.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
C:\fakepath\welcome to the career technical education in service 080510marianedoyle
Professional Development presentation for Career Technical Education teachers on Aug. 5, 2010. Addresses program assessment tool, data, district direction for CTE, curriculum direction, and 21st century careers.
This webinar discussed the roles and responsibilities of school governing boards in districts identified for program improvement under No Child Left Behind. It provided an overview of program improvement requirements and sanctions. It also presented a case study of one district's experience working with a District Assistance and Intervention Team to develop an action plan focused on curriculum, instruction, professional development, and communication to improve student achievement. The webinar addressed how school boards can provide leadership, set clear expectations, and ensure accountability during school reform efforts.
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
The document discusses the transition from TEAC and NCATE accreditation of educator preparation programs to the new Council for the Accreditation of Educator Preparation (CAEP). CAEP aims to raise standards and use evidence-based approaches. It will offer four accreditation options focused on continuous improvement, inquiry, or transformation. Programs will submit evidence of candidate learning and undergo reviews or audits to evaluate performance.
This document presents a technology use plan for Gerald Elementary School. It outlines the need for a technology plan to efficiently utilize resources, improve professional development and student outcomes. A planning committee comprising students, staff, parents and administrators is proposed. The planning process includes developing a vision statement, needs assessment, goals, action plans and timelines. It also discusses staff development, evaluation methods and a timeline for developing and implementing the plan. The overall goal is to leverage technology to create engaging learning experiences and help students develop 21st century skills.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Higher Education's Answer to the Call for ChangeKaren Yoshino
The document discusses competency-based education (CBE) in higher education. It defines CBE as focusing on students demonstrating mastery of academic content regardless of time, place, or pace of learning. CBE appeals to institutions as it aims to provide better services to learners through flexibility, personalized learning, and leveraging prior experience and digital skills. Implementing CBE requires changes to policies, processes, and infrastructure across the institution to support the new student-centered model.
The document summarizes Common Core implementation in California and the role of classified leaders in supporting the transition. It discusses where the state is at with Common Core and Smarter Balanced assessments, and the role of classified leaders in areas like technology, facilities, budgeting and personnel. It also provides an overview of the Local Control Funding Formula and Local Control Accountability Plans, which give local control over funding and set priorities for student outcomes.
The document provides an overview of materials for a strategic planning process for the Plainville Community Schools. It outlines the goals of developing a strategic plan that establishes 2-4 priority goals, indicators of success and strategies. It discusses aligning the mission statement, goals for learning, assessments, instruction, resources and leadership with priorities like the Common Core State Standards, 21st century skills, technology integration and evaluation systems. Meeting dates and outcomes are listed, along with next steps around researching requirements and revising the mission statement. Resources on these topics are also provided.
This document provides an introduction and background to a study analyzing perceptions of learning outcome competencies of college graduates from occupational safety and health programs that are ABET accredited versus non-ABET accredited. The study aims to test the hypothesis that ABET accreditation leads to higher perceptions of learning outcomes. The document outlines the literature review, study methodology using a survey questionnaire, and research questions regarding differences in perceptions of learning outcomes, feedback on programs, advice to students, and professional development.
This document discusses the development stages of national qualification frameworks based on the experiences of European Union and partner countries. It outlines that qualification frameworks are a global phenomenon aimed at improving education, training, and the labor market. The development of national qualification frameworks is a long-term process that involves exploratory, conceptual, design, testing, implementation, and review stages. It requires significant resources, commitment from stakeholders, and adaptability over many years as frameworks evolve in response to changing needs.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
The document introduces the Work-based Learning Maturity Toolkit, which helps institutions assess their performance in work-based learning. It contains criteria for evaluating 7 areas of focus. Institutions use the toolkit to identify their current maturity level, a vision for the future, and enablers/barriers. An action plan is then created to work towards the vision. The toolkit was developed based on prior benchmarking programs and has been piloted successfully at several universities and colleges to assess work-based learning programs and develop improvement plans.
The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
The document summarizes a panel presentation on gaining faculty buy-in for Quality Matters implementation from representatives of four institutions. Each panelist described the context, timeline, issues faced, and lessons learned from their QM implementation process. Common issues faced included faculty resistance due to perceived infringement on academic freedom and lack of understanding of QM. Successful strategies included training, demonstrating impact, and emphasizing QM as a faculty-driven process to improve teaching and learning.
This document is a resume for John D. Klemm, an instructional designer, curriculum developer, and training manager with over 15 years of experience in higher education and workforce development. He has a PhD in Instructional Design for Online Learning and has tripled enrollment in logistics programs during his career. He is proficient in instructional systems design, curriculum development, and eLearning solutions.
Extreme makeover cte standards edition acsa nov 2013ACSASummit
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
WASC Evaluator Training Webinar Fall 2011WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare participants for conducting accreditation visits in the fall of 2011. It covers the context and processes for accreditation reviews, expectations and timelines for the capacity/preparatory and educational effectiveness reviews, roles and responsibilities of evaluation team members, strategies for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip participants to conduct thorough, evidence-based reviews that result in useful feedback and judgments about institutions.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
Extreme makeover cte standards edition acsa nov 2013 compressedCarolyn Zachry
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Frameworks and taxonomies used in developing the standards are also referenced.
The document analyzes economic measurements and recovery efforts since the 1976 Growth Act. It finds that while employment is recovering, job creation has been unimpressive and there are still 8 million missing workers. Inflation is stable but disinflationary, and wage gains have been stagnant. Overall economic growth is rated a C+, as recovery needs faster growth and higher nominal wages to catch up to pre-recession levels.
Most students spend less than 2 hours per week reading textbooks, with only 40% completing assigned readings when studying for exams. The majority of students believe they can receive a grade of C or better without doing the readings. There is a misunderstanding among some that textbooks are fully read or that a single book could work for all schools, when students are often not completing assigned readings or relying on other methods of studying besides the textbook.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Higher Education's Answer to the Call for ChangeKaren Yoshino
The document discusses competency-based education (CBE) in higher education. It defines CBE as focusing on students demonstrating mastery of academic content regardless of time, place, or pace of learning. CBE appeals to institutions as it aims to provide better services to learners through flexibility, personalized learning, and leveraging prior experience and digital skills. Implementing CBE requires changes to policies, processes, and infrastructure across the institution to support the new student-centered model.
The document summarizes Common Core implementation in California and the role of classified leaders in supporting the transition. It discusses where the state is at with Common Core and Smarter Balanced assessments, and the role of classified leaders in areas like technology, facilities, budgeting and personnel. It also provides an overview of the Local Control Funding Formula and Local Control Accountability Plans, which give local control over funding and set priorities for student outcomes.
The document provides an overview of materials for a strategic planning process for the Plainville Community Schools. It outlines the goals of developing a strategic plan that establishes 2-4 priority goals, indicators of success and strategies. It discusses aligning the mission statement, goals for learning, assessments, instruction, resources and leadership with priorities like the Common Core State Standards, 21st century skills, technology integration and evaluation systems. Meeting dates and outcomes are listed, along with next steps around researching requirements and revising the mission statement. Resources on these topics are also provided.
This document provides an introduction and background to a study analyzing perceptions of learning outcome competencies of college graduates from occupational safety and health programs that are ABET accredited versus non-ABET accredited. The study aims to test the hypothesis that ABET accreditation leads to higher perceptions of learning outcomes. The document outlines the literature review, study methodology using a survey questionnaire, and research questions regarding differences in perceptions of learning outcomes, feedback on programs, advice to students, and professional development.
This document discusses the development stages of national qualification frameworks based on the experiences of European Union and partner countries. It outlines that qualification frameworks are a global phenomenon aimed at improving education, training, and the labor market. The development of national qualification frameworks is a long-term process that involves exploratory, conceptual, design, testing, implementation, and review stages. It requires significant resources, commitment from stakeholders, and adaptability over many years as frameworks evolve in response to changing needs.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
The document introduces the Work-based Learning Maturity Toolkit, which helps institutions assess their performance in work-based learning. It contains criteria for evaluating 7 areas of focus. Institutions use the toolkit to identify their current maturity level, a vision for the future, and enablers/barriers. An action plan is then created to work towards the vision. The toolkit was developed based on prior benchmarking programs and has been piloted successfully at several universities and colleges to assess work-based learning programs and develop improvement plans.
The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
The document summarizes a panel presentation on gaining faculty buy-in for Quality Matters implementation from representatives of four institutions. Each panelist described the context, timeline, issues faced, and lessons learned from their QM implementation process. Common issues faced included faculty resistance due to perceived infringement on academic freedom and lack of understanding of QM. Successful strategies included training, demonstrating impact, and emphasizing QM as a faculty-driven process to improve teaching and learning.
This document is a resume for John D. Klemm, an instructional designer, curriculum developer, and training manager with over 15 years of experience in higher education and workforce development. He has a PhD in Instructional Design for Online Learning and has tripled enrollment in logistics programs during his career. He is proficient in instructional systems design, curriculum development, and eLearning solutions.
Extreme makeover cte standards edition acsa nov 2013ACSASummit
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
WASC Evaluator Training Webinar Fall 2011WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare participants for conducting accreditation visits in the fall of 2011. It covers the context and processes for accreditation reviews, expectations and timelines for the capacity/preparatory and educational effectiveness reviews, roles and responsibilities of evaluation team members, strategies for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip participants to conduct thorough, evidence-based reviews that result in useful feedback and judgments about institutions.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
Extreme makeover cte standards edition acsa nov 2013 compressedCarolyn Zachry
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Frameworks and taxonomies used in developing the standards are also referenced.
The document analyzes economic measurements and recovery efforts since the 1976 Growth Act. It finds that while employment is recovering, job creation has been unimpressive and there are still 8 million missing workers. Inflation is stable but disinflationary, and wage gains have been stagnant. Overall economic growth is rated a C+, as recovery needs faster growth and higher nominal wages to catch up to pre-recession levels.
Most students spend less than 2 hours per week reading textbooks, with only 40% completing assigned readings when studying for exams. The majority of students believe they can receive a grade of C or better without doing the readings. There is a misunderstanding among some that textbooks are fully read or that a single book could work for all schools, when students are often not completing assigned readings or relying on other methods of studying besides the textbook.
Easy Taxi è la soluzione innovativa ai problemi di gestione di tali flotte che consente di ottimizzare il servizio di “lancio corse” e prenotazioni e nel contempo migliorare e velocizzare il contatto con il cliente
Managing Corporate Reputation : A Must Or A Nice To Havepedro_carneiro
- Managing corporate reputation is crucial in today's highly connected world where perceptions shape behaviors and companies are more vulnerable to crises.
- Research shows companies with strong reputations suffer less damage during crises and recover more quickly due to higher trust from stakeholders.
- To build a strong reputation, companies must measure stakeholders' perceptions, align communications and actions with feedback, and regularly assess reputation over time compared to competitors.
VOISFRIEND è un sistema di comunicazione Full IP che racchiude tutte le funzionalità di IP-PBX per migliorare la produttività e l’efficienza all’interno dell’organizzazione aziendale.
VOISFRIEND è completamente compatibile con lo standard SIP e grazie all’utilizzo di applicazioni di “Unified Communications”, fornisce la massima flessibilità e scalabilità per soddisfare le diverse esigenze aziendali in tema di comunicazione.
The document is a story about a magical little girl who was born glowing with joy and light. However, as she grew up, many people unintentionally obscured her light through their words and actions. She grew up feeling dull and married a man whose light was also dimmed. They had children but remained in darkness. She later divorced and met a Wise Fairy Godmother who taught her three magic secrets to rediscovering her inner light: 1) Life is a school, 2) Having a friend, and 3) Being grateful for what you have. Using these secrets, she was able to rediscover her original joy and sparkle.
El documento presenta un nuevo dispositivo de navegación y detección de obstáculos para personas ciegas llamado CASBliP, basado en la tecnología Time-of-Flight. El dispositivo consta de un sensor láser 3D-CMOS montado en unas gafas, un procesador FPGA y auriculares estéreo. Detecta obstáculos hasta 5 metros de distancia e informa al usuario de la ubicación y distancia de los obstáculos a través de sonidos estéreo, permitiendo la navegación independiente de personas ciegas.
PLAYTEL è il servizio sviluppato da BIESSE per la gestione di promozioni, concorsi a premio e piccole raccolte punti, con o senza estrazione finale, utilizzando gli strumenti del nuovo millennio: Telefono, sms e Internet.
Ideale per incrementare le vendite e fidelizzare i Consumatori PLAYTEL permette anche di raccogliere i dati anagrafici dei Clienti.
PLAYTEL viene gestito integralmente presso il centro del Gruppo Biesse, quindi l’Azienda Cliente non necessita né di investimenti Hardware e Software, né di impegno di risorse umane per la realizzazione, la gestione e la manutenzione del concorso.
Vccs peers making your class instruction relevant and engaging 021615John Min
The document discusses making economics education relevant and fun for students. It mentions using videos, experiments, workshops, and group work to engage students in active learning. It provides some tips for teachers such as understanding your reasons for teaching, cultivating ethical behavior, and designing curriculum that works. The document also references research on brain science and the benefits of using research-based instructional techniques like group work and active learning.
The document is about finding your "real self" through applying "three magic secrets." It discusses the first secret, which is that "Life is a school" and every experience provides an opportunity to learn and grow. It provides instructions for an exercise where the reader analyzes a negative situation or experience by listing negatives, learnings, blessings and gifts gained from it. The goal is to transform the negative view into a more positive "new picture" by finding hidden benefits and lessons from what occurred. The reader is encouraged to immediately apply this exercise to their own life by analyzing a personal situation in order to start practicing this perspective.
2011 NATPL National Award Winner for Innovation in Tech Prep/Career PathwaysJeremy Zweiacker
Oklahoma received the Innovation in Tech Prep/Career Pathways award from NATPL. This is the expanded handout covering the Tech Prep Review and Improvement Process. A short video and handouts were provided at the conference.
Bringing it On-line! An Innovative Framework for Building Capacity for Texas ...Visage Collaborative, Inc.
Edvance Research, Inc., a Texas Education Agency partner, will share an online delivery framework for providing technical assistance and professional development to Texas 21st Century Community Learning Center afterschool staff. This framework includes an online community component and strategy that is creating a shift in participant attitudes towards online learning.
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, strengthening community and business partnerships, and maintaining organizational excellence.
Lattc Strategic Plan BOT Update Feb 25 09Bradley Vaden
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, developing community and business partnerships, and maintaining organizational excellence.
1) LATTC has implemented new programs like Trade Bridge Academy and professional baking accreditation to increase access and student success.
2) Students have achieved success like winning design contests and passing nursing boards, demonstrating LATTC's focus on student success.
3) LATTC is working to improve student persistence, progress, and goal completion through pathways planning, assessments, and support services.
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
North Carolina has made progress implementing its Race to the Top education reforms over four years, including adopting more rigorous academic standards, increasing teacher and principal professional development, and establishing a statewide technology system called Home Base. While the full effects on student achievement may not be seen for years, reforms have impacted classrooms, schools, and the state education agency. Next steps include sustaining reforms and using lessons learned to better support districts and schools.
This document summarizes Oklahoma's efforts to transition from Programs of Study to Rigorous Programs of Study (RPOS) in career and technical education. It provides background on Oklahoma's CTE system and partners. It then discusses key frameworks for RPOS implementation, including legislation/policies, partnerships, professional development, accountability, standards, course sequences, credit transfer agreements, and others. Finally, it outlines Oklahoma institutions' current projects to address barriers to RPOS implementation in areas like visual design, career academies, advisement programs, manufacturing, and teacher development.
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
Heath phillips ut ascd summit dec 15 2011 finalJustin Reeve
The document discusses the Common Core State Standards initiative which aims to prepare students with the knowledge and skills needed for college and careers. It provides a brief history of the standards, noting that they were state-led and developed to ensure consistent expectations across states. The standards do not define everything needed to teach the standards or support all students. It also discusses the new common summative assessments being developed and the need for changes to school accountability systems to align with the goal of college and career readiness for all students.
Kindergarten Entry Assessments and Early Learning Challenge Grantselccollaboration
This document summarizes key aspects of developing Kindergarten Entry Assessments (KEAs) and their role in Early Learning Challenge Grants. It outlines the definition and purposes of KEAs, scoring criteria, types of assessment instruments, examples, and components of an effective KEA system. It also discusses developing a high quality plan and budget for implementing KEAs that can be used to inform instruction and close readiness gaps while meeting grant requirements.
NorQuest College implemented a Value Improvement Program (VIP) to help address budget cuts and inefficiencies. The Landmark Group Centre for Value Improvement was created to train staff in Lean Six Sigma and oversee process improvement projects. In its first year, the VIP completed multiple projects that reduced costs by over $486,000 and improved processes like student intake and procurement lead times. The program looks to sustain gains through staff empowerment, continuous monitoring, and celebrating improvements.
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
Michael Richter is seeking a management position utilizing his skills in management, training, operations, and organization. He has over 25 years of experience in education and construction management. His most recent role was as Division Director of Education at Zenith Education Group where he oversaw the operations of 22 campuses across 6 states.
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
The document summarizes a review of various educational programs in a school district conducted by the OSPI review team in January 2003. It provides an overview of the review process, programs monitored, preliminary results and commendations, and areas for improvement identified in the exit items. The review process included self-studies, interviews, and school site visits. Preliminary results highlighted various strengths in the district including extended learning opportunities, data-driven planning, and strong special education programs. Exit items identified some areas for improvement related to assessment, funding allocations, and special education documentation and services.
The document provides an overview of the goals and requirements of the Enhancing Education Through Technology State Grant Program under the No Child Left Behind Act. It discusses priorities such as improving student achievement through technology, ensuring access to technology for all students, and developing accountability measures to evaluate programs. States must submit a consolidated application outlining strategies and goals for using technology to enhance education.
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Career Technical Educators In Service Presentation
1. Welcome to the Career Technical Education In-Service August 2010 By PresenterMedia.com
2. Today’s Agenda Career Technical Education GoalsWelcome Back, Introductions, Overview of CTE, and Five District Focus Areas 8:00am Program Assessment ToolOverview – LEA Plan, CTE Plan; Self-Assessment; Overview of Tool and Implementation 8:45am Curriculum Direction Overview; Counseling and QuestionsWhat to Expect , Goals, Articulation, a-g 10:00am DataOverview, ACTE Career Readiness 12:15pm Future Job TrendsWrap up 1:15pm
3. Welcome Back! (Betsy McKinstry, CTE Director) Introductions Pop Quiz! How Well Do You Know CTE? Welcome Back and Introductions
5. “The task before us is an enormous one, and it is clear that we must embrace new, innovative approaches to educational transformation that are likely to lead to highly successful outcomes for students, families and communities.”-State Superintendent of Instruction Jack O’Connell
6. Introduction Name School Site Course Did you take a CTE course in high school? What was the course? How is that high school CTE course related to your current job?
9. It’s an economic issue when the unemployment rate for folks who’ve never gone to college is almost double what it is for those who have gone to college. It’s an economic issue when eight in 10 new jobs will require workforce training or a higher education by the end of this decade. It’s an economic issue when countries that out-educate us today are going to out-compete us tomorrow. – President Obama, July 2010
12. District Five Focus Areas Math English Special Education AVID English Language Learners
13. The Engineering programs have already demonstrated a high post-secondary educational enrollment rate as compared to all Career Technical Education programs in the district as well as in comparison to the AVID program that has been implemented district-wide. The data is repeated below in chart form to further illustrate this significant achievement.
14. Our Career Technical Education Programs have effectively supported the closing of the achievement gap for all sub-groups qualifying as “at risk” or “underrepresented”. Students in our programs have consistently improved their standardized test scores and have more than doubled the achievement rates in the State of California. The chart below illustrates this growth and compares our programs’ students to the State of California’s data as demonstrated through the California High School Exit Exam (Cahsee):
17. California State CTE Plan - Timeline 2005 Model CTE Standards 2006 Needs Assessment by Stakeholders 2006 Framework for CTE Standards 2007 Draft CTE Plan (required to receive federal Perkins funding for state) 2007 Public Hearings on Draft 2008 Adopted by State Board of Education Dec. 2008 Approved by US Dept. of Education
18. California State CTE Plan Major elements: CTE Delivery Structure and Enrollment Workforce Development and Industry Partnerships Context for CTE in California Demographics, Economics, Education, Policy Vision for Building a High-Quality CTE System Mission, Guiding Principles, Goals, Indicators Responses to US Dept. of Education Guide on Perkins Funding State Policies on Perkins Funding http://www.schoolsmovingup.net/cs/ctep/print/htdocs/ctep/home.htm
19. Local CTE Plan – 2008 Timeline Required for each LEA to receive Perkins funding for CTE Stakeholder meetings Draft plan Revisions Board approval – submitted Oct. 2008 CDE approval
20. Local CTE Plan Major elements: Status of CTE Offerings Locally Program Goals and Objectives Alignment and Sequencing (including programs of study) Support for Special Populations Students Guidance and Counseling Comprehensive Professional Development Accountability and Evaluation Use of Funds
21. Self-Assessment Please take a few minutes to pre-assess how successful you feel your CTE program is in meeting the 11 indicators for a high-quality program Scale of 1-5
22. 11 Elements of High-Quality CTE System* Leadership at All Levels High-quality Curriculum and Instruction Career Exploration and Guidance Student Support and Student Leadership Development Industry Partnerships * from Ch. 3 of State CTE Plan
23. 11 Elements - continued System Alignment and Coherence Effective Organizational Design System Responsiveness to Changing Economic Demands Skilled Faculty and Professional Development Evaluation, Accountability, and Continuous Improvement CTE Promotion, Outreach, and Communication
24. Program Assessment Tool Drafted by staff at Solano County Office of Education Based upon State CTE Plan 11 Elements Revised and supplemented locally Elements and minimum examples of evidence to be gathered to support each section Timeline for completion of each section
25. Program Assessment Tool - continued At the end of each quarter, submit gathered evidence and completed comments for assigned sections Industry sector meetings (one sub day) during a two-week window to work collaboratively through each element and receive additional professional development Working document
26. Program Assessment Tool Sections 1, 2, 3, 4 – due 10/8/2010 Sections 5, 6, 7, 8 – due 12/17/2010 Sections 9, 10, 11 – due 3/11/2011 Fourth quarter review/evaluation Results compiled District and community review Drive future activities, improvement, program decisions
27. Preview Calendar during wrap-up session Related events (including future furlough days in October and March) Information regarding funding opportunities for professional development, field trips and/or supplemental equipment/instructional materials
35. What’s New with Curriculum in 2010/2011? California Signs On to Common Nationwide Education Standards (08/03/10) http://www.latimes.com/news/local/la-me-standards-20100803,0,3569884.story University of California’s “a-g” requirements for college freshmen entering in 2012 Program Assessment Tool: each program will meet in curriculum direction meetings to ensure high quality, rigorous curriculum and instruction.
36. Career Technical Education Standards http://tinyurl.com/CTEStandards Foundation Standards (Core Academics) Nationwide “Common Core Standards” http://www.corestandards.org/ High Quality, Rigorous Curriculum (“a-g Ready”) Standards
38. “a-g” Ready Courses include: Theory for the academic credit; Application for the CTE side Are standards-aligned “a-g” Timeline for Approval: Must be submitted by September 3, 2010 to Mariane in order to meet 2010/2011 deadline. For 2011/2012 credit, submit after February 1st to Mariane University of California’s “a-g”
39. Evaluate Curriculum Provide Guest Speakers Provide Work-Based Learning Opportunities Scholarships, Financial Support, Equipment How do industry professionals contribute to your program? Industry Connections
40. Integrate High-Yield, Research-Based Instructional Strategies (e.g., AVID) Cornell Notes Collaborative Learning Groups Inquiry; Costas’ Levels of Questioning Use technology that is appropriate to the instructional content Web 2.0 (see handout) Provide Opportunities for students to Create Use daily lesson planning strategies High Quality Instruction
42. “Given the realities of our modern age and the demands of our children’s future, is it really okay to allow educators to choose whether or not they incorporate modern technologies into instruction?” From www.dangerouslyirrelevant.org Your Thoughts?
43. Form a PLC with teachers in your industry sector/pathway Meet with CTE Coordinator to review/evaluate current curricula Align curricula to State Standards and make “a-g” ready Submit to CTE Director and University of CA’s “a-g” office for approvals Obtain Industry Approval through Advisory Board Meeting Obtain Governing Board Approval Make course available. Work with counselors to promote. The Curriculum Direction Process 2010/2011
47. Carl D. Perkins Career and Technical Education Improvement Act of 2006 Supplemental federal funding for career-technical education Nine mandatory program goals: Integration of core academic and CTE skills Integration of All Aspects of the Industry and work-based learning Embedded use of technology (both industry and computer) for teachers and students High-quality, sustained, intensive professional development for teachers, counselors, and administrators to meet program goals Assessment of the programs, including meeting needs of special populations students (6 types) Prepare special populations students for high-wage, high-skill, or high-demand occupations leading to self-sufficiency Initiate, improve, expand, or modernize quality CTE programs Provide effective CTE services of sufficient size and scope Create and maintain post-secondary connections
48. Core Indicators to Review Effectiveness of CTE Programs 1S1, Academic Attainment- Reading/Language Arts (proficient or above on CAHSEE): state level 23.0% 1S2, Academic Attainment- Mathematics (proficient or above on CAHSEE): state level 22.0% 2S1, Technical Skill Attainment (grade of “C” or better): state level 53% 3S1, Secondary School Completion (12th grade grads/certificate/GED): state level 85.5%
49. Core Indicators - continued 4S1, Student Graduation Rate: 83.20% state level 5S1, Secondary Placement: 78% state level 6S1, Non-traditional Participation (under-represented genders in specific occupational areas): 23% state level 6S2, Non-traditional Completion: 18% state level
50. Carousel Activity In groups, take a marker with you, and visit each of the “data stations” Write down a factual statement about one of the following elements for each station (try to add something new to what’s already there): What the data “say” or mean; or What the data don’t “tell” us; or What additional info would you need or like to see to analyze? or What is the good news depicted? or What needs improvement?
51. Follow-up Discussion Return to your tables Take a “role” card – don’t share its contents with others at your table With the data statements provided, go through each of the five “framework” questions from the carousel activity, and review – does anything else need to be added? Be “in character” as you discuss Choose a “reporter” for the group Share out your group’s results with the rest of the room (not “in character”) What are the most important points surfaced during your discussions?
52. Data Follow-up Using Data to Improve Learning for All Five-step data cycle: 1 - Build Foundations Shared vision, values, parameters 2 - ID Student Learning Issue Focus for review Data Research Data Research 5 - Implement Monitor Achieve Results 3 -Verify Causes 4- Generate Solutions Research, best prax, Logic Model Data Research Data Research
53. Why Are the Data Important? Evidence of successes Evidence of need for improvement – help begin collaborative inquiry, not blame Preparation for college and career readiness benchmarks
54. “We use data to move from a culture of blame to a culture of wonder. We wonder why something is – or is not – occurring rather than ascribing blame. This wonder leads us to ask better questions and attempts to get at the causes of behavior.” Kay McClenney
55. What Is Career Readiness? ACTE White Paper Achieve White Paper Jigsaw reading activity – in groups, then share out
56. Jigsaw Activity Framework Questions What are 3 recommended skill sets for students to acquire in order to be career-ready? How do these skills differ from those required for college readiness? How do students benefit from being both college and career ready? How will you act to prepare students for both college and career readiness?
57. Quick-Write Write free-form for 3 minutes on your response to this prompt: How will the “career readiness” movement affect the day-to-day lives of my students in the coming five years? Will it prepare them for jobs of the future? Why or why not?
59. Top Innovations that Changed the World: The iPod Social Networking (Facebook) “Death of the Land-line” Twitter Expansion of Broadband in U.S. and Abroad The Web on your Phone! It’s okay to buy things online (a.k.a., financial transactions on the web are accepted as secure) Emergence of online work Looking back at 2000-2009
60. “A huge portion of the highest paying jobs in the next 10 years will be served across the wire, with less and less dependence on physical location.” - Brent Frei, www.xconomy.com Environmental Traceability Manager Cloud Controller Renewable Energy Hydrogen Fuel Station Manager Uranium Recycler Advanced Manufacturing Mechatronical Engineer Metal Skin Consultant Augmented Reality Digital Architect Avatar design-security consultant Robots and Artificial Intelligence Personal Bot Mechanic Powered Exoskeleton Engineer Business Simplicity Consultant LocaPreneur Nanotech and Biotech Bioinformationist Geomicrobiologist Social Services Experimental Therapist Home Companion-Caretaker Education Online Education Broker Space Tour Guide Food Farmer Personal Food Shopper http://www.guardian.co.uk/money/2010/jan/09/jobs-of-the-future Looking Forward: 2010 - 2020
61. Jobs that are at risk by 2020… Store Clerks – replaced by online shopping, self-service scanners, robotic shelf-stackers Soldiers – replaced by unmanned combat vehicles, air and ground. But, fighter pilot job may be the first to go. Bank Tellers – replaced by ATM’s and online banking
62. How do you identify future jobs in your industry? Google – it’s magic! Innovations of the past decade that will change the future course of your industries: http://tinyurl.com/2000innovation
63. How do you identify future jobs in your industry? Bureau of Labor and Statistics Occupational Outlook Handbook: http://www.bls.gov/oco/ California’s Employment Development Department http://www.labormarketinfo.edd.ca.gov/ Local Industry Members Advisory Board Antelope Valley Board of Trade (www.avbot.org) Chambers and Cities’ Websites
64. How do YOU identify future jobs in your industry?
65. What does this mean for your classes, programs, curricula? Changes?
67. HAVE A GREAT YEAR! Thank you for your attention today. We look forward to working with each of you this year to increase student achievement through CTE! Adult Program Teachers – Meet with Andra in D-2
Editor's Notes
Let’s start with the big picture
From the economist “ideas” poll 2009. Where is education headed?“Are schools an antique idea?” nearly 50% say yes.“Will technology save the planet?” 85% yes!“Is Design thinking the future?” 85% yes!
What do each of these innovations share in common?
What kinds of skills do we need to foster in students to prepare them for jobs that don’t even exist yet??
What do each of these jobs share in common?
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