Transcript Slide 1
October 2011
CAO/CSAO/Deans Meeting
The New Professional
Development in CTE
Debra Wilcox Hsu
Perkins IV
Professional Development
Still a required use of
Perkins funds at the state
and local levels
Language related to
professional development
was further strengthened in
2006 Carl D. Perkins Act
Professional Development
• High quality
• Sustained & Intensive
• Focused on Instruction
Professional Development
• Academic & CTE content
• No-isolated workshops
• Continuous & Interactive
National Staff Development Council
• Formal definition PD used in
reauthorized version of NCLB 2001
• Comprehensive, sustained, and
intensive approach to improving
educators’ effectiveness in raising
student achievement
MN CTE Consortia
Professional Development
Recipients
• Secondary & Postsecondary
• Consortium Coordinators and Contacts
• Teachers and Faculty
• Administrators
• Counselors , Advisors, Diversity
Directors and Disability Services
Directors
High-quality
Professional Development
Embedded in a well-structured
system with supportive
leadership
Is sustained, and is embedded in
the work of faculty
Methods and instructional
design to meet specific goals
High-quality
Professional Development
Has appropriate resources
committed to it
Built on collegiality and
collaboration among school
staff to solve important
problems
Evaluated according to goals
Sustained
Professional Development
Significant investment of time to
meet learning objectives
Does not need to occur as one
contiguous block
Often includes preparatory
activities and follow-up sessions for
faculty discussion & critique of new
learning
Sustained
Professional Development
Shorter duration sessions may be
added together to be considered
“sustained”
Must be predefined learning
objectives to describe the activity.
Deliberate and not an after-the-fact
assemblage of disparate, shortduration workshops.
Intensive
Professional Development
Continuous, rigorous & concentrated
More than basic lecture-style learning
experiences
Complex, participatory experiences
Problem-Solving, issue analysis,
research & systematic investigation
Intensive
Professional Development
Rigor more than simple comprehension
of concepts
Apply content and skills
Activities interrelated, sequential & build
toward ultimate outcome
Substantial effort beyond attendance
Professional Development
Focused on Instruction &
Outcomes
Relates back to the classroom and
has application to student learning
and success
Strategies for improving student
academic achievement
Classroom management
Math, English, Science in CTE
Professional Development
Focused on Instruction &
Outcomes
Faculty collaborations with
business & industry
Use of technology in the classroom
to support curricular and core
academic instructional goals and
improve student outcomes
Data Driven Improvement
MN CTEDDI
Data Driven Improvement
MN CTE Professional Development
2011-12
What is CTEDDI?
• A professional development model for
CTE educators.
Why CTEDDI?
• Goal: Increase knowledge and skills for
faculty & teachers in the use and
interpretation of data.
• Intended Outcome: Teachers & Faculty
make informed instructional improvements
that enhance student success.
MN CTEDDI Partners
• Minnesota State Colleges and Universities
• Minnesota Department of Education
• National Research Center for Career
Technical Education
• National Occupational Competency Testing
Institute (NOCTI)
Instructional Improvement Cycle
5 Steps
Collect Data
Analyze Data
Verify & Triangulate
Design Action Plans
To improve Learning & Instruction
Implement Plan &
Review Outcomes
Ongoing
MN CTEDDI Project
• Part of on-going process for
implementing and sustaining the use of
technical skill assessments (TSA)
• Strive to influence continued
improvement and systemic change in
Minnesota’s secondary and
postsecondary CTE programs.
TSA Implementation
Year 1: Identify core common competencies &
state approved assessments by pathway
Year 2: Implement TSA’s in approved programs
of study begin MN CTEDDI Project
Year 3: Implement TSA’s in pathways and
continue MN CTEDDI
Year 4 & Year 5: Continue implementation of
TSA’s in pathways. Review, Revise & Assess
CTE programs using data driven improvement
model.
Phase I Project Timeline
October/Nov - Consortium Leaders Training Face-toFace at Consortium Sites (Train the Trainer)
Oct - Consortium leaders identify pathways and prepare
faculty
Nov- Faculty administer technical skills assessment tests
November 29, 2011 - Data Driven Improvement Training
Seminar for Leaders & Faculty
December-April - Monthly Webinars with Leaders,
Teachers/ Faculty & Participation in Online
Community of Practice
September Webinars
Perkins 101 for New Consortium Coordinators
and Contacts
Perkins Accountability I – Secondary and
Postsecondary
Perkins Accountability II–Secondary
Perkins Accountability II- Postsecondary
October Webinars
• Overview of Perkins IV Law and Procedures
and Requirements for Fiscal Agents I & II
•
Perkins Fiscal Procedures and
Requirements II – Secondary Treatment of
Money Detail
•
Perkins Fiscal Procedures and
Requirements II – Postsecondary Treatment
of Money Detail
•Overview of Perkins IV Law and Procedures and Requirements for Fiscal Agents
November Conferences
• November 9 Consortium
Coordinator’s Meeting, HTC
• November 10 CTE Fall Conference
Crown Plaza West , Plymouth
Keynote Speaker- Dr. Brenda DannMessier, Assistant Secretary, Office of
Vocational and Adult Education
Winter Webinars
Programs of Study
• Overview of Programs of Study and MNPOS (Repeat Fall
Conference presentation)
•
MNPOS: A Guidance Tool for Students and Parents &
Instructional Tool for Teachers & Faculty
• Rigorous Programs of Study (Follow-up on Fall Conference
Presentation
•
Adult Programs of Study
Spring Webinars
Student Success
• Strategies for Improving Outcomes of
Special Populations in CTE
• Multicultural and Gender Fair
Curricula
• Classroom Equity and the Effect on
Student Achievement
Continuous Improvement
• Online Survey to Assess
Statewide Needs for
Professional Development in
CTE
• Convene CTE Professional
Development Leadership Team
MN CTE
Professional Development
Debra Wilcox Hsu
CTE Director of Professional Development
Minnesota State Colleges and Universities
651-201-1689
[email protected]
www.cte.mnscu.edu/professionaldevelopment