Transcript Slide 1

Role of Course Management Software
For Building Statewide Capacity
Career Technical Education Partnership Grant
Human Services Career Cluster
Camden County College
Blackwood, New Jersey
Welcome and Introductions
Margo Venable
Director, HSCC CTEP Grant
Camden County College
Blackwood, New Jersey
What is CTEP ?
Establishes Statewide Partnerships
Collaboration Between Industry and Education
Rigorous and Relevant Curriculum Development
Seamless Transition for College and Career Readiness
Professional Development for Educators
Student Leadership Development
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Four CTEP Grant Goals:
Creation of a
Statewide Advisory
Committee
Deliver high quality
Professional
Development to all
HSCC Stakeholders
Provide student
leadership through
FCCLA Career Technical
Student Organization
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Early Childhood Education POS
Yvonne Kilson
CTEP Grant Coordinator
Camden County College
Blackwood, New Jersey
CTEP Grant
Human Services
Career Focuses on
Four Pathways
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
*Source: States' Career Clusters Initiative, 2005
New Jersey
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Integrating the Common Core
• The Common Core State Standards provide a consistent,
clear understanding of what students are expected to learn
to move forward to higher learning.
• These robust and relevant standards are reflective of the
real world knowledge and skills that our young people need
for success in college and careers.
• Standards for college and career readiness should and can
be distributed across grades and courses
• Standards ensure that all students are fully prepared for the
future so that communities will be positioned to compete
successfully in the global economy.
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
The 12 CCTC Standards
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2.
3.
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5.
6.
7.
8.
Act as a responsible and contributing citizen and employee.
Apply appropriate academic and technical skills.
Attend to personal health and financial well-being.
Communicate clearly and effectively and with reason.
Consider the environmental, social and economic impacts of decisions.
Demonstrate creativity and innovation.
Employ valid and reliable research strategies.
Utilize critical thinking to make sense of problems and persevere in
solving them.
9. Model integrity, ethical leadership and effective management.
10. Plan education and career paths aligned to personal goals.
11. Use technology to enhance productivity.
12. Work productively in teams while using cultural global competence.
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Industry Standards
Child Development Associate (CDA) Credential™ Standards:
Goal I. To establish and maintain a safe, healthy learning environment
1. Safe
2. Healthy
3. Learning Environment
Goal II. To advance physical and intellectual competence
4. Physical
5. Cognitive
6. Communicative
7. Creative
Goal III. To support social and emotional development and to provide positive guidance
8. Self
9. Social
10. Guidance
Goal IV. To establish positive and productive relationships with families
11. Families
Goal V. To ensure a well-run, purposeful program responsive to participant needs
12. Program Management
Goal VI. To maintain a commitment to professionalism
13. Professionalism
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Family Career and Community Leaders of America
Human Services Career Cluster – Career Technical Student Organization [CTSO]
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FCCLA mission is to promote personal growth and leadership.
National CTSO for young men and women in Cluster Related Programs.
Students Leadership experiences for middle and secondary students.
FCCLA is the only CTSO with family as its major focus.
Provides active individual and group student competitive participation
at local, state and national levels.
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
POS Course
POS Course
Structured Learning -Internship
Throughout Program of Study
Structured Learning -Internship
End of Program of Study
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Unit Template Exemplar
Research Based
Curriculum Design
FCCLA Intra-curricular embedded
in learning activities and targets
Standards Alignment
CTEP Grant is supported by funds from the
Federal Carl D. Perkins, Career and
Technical Education Act of 2006.
Students
Graduate
High
School
College
[credits obtained in HS]
Career
[high demand/high skill]
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
HSCC Pilot Program Process
*Offer Districts
opportunity to
Pilot HSCC
*Pilot District
personnel will
attend
orientation
*Districts
complete a
request to
participate
document
*Identified Pilot
Districts will
work with CTEP
Staff to integrate
model ECE POS
framework
*Pilot District
personnel will
attend all
professional
development
*Pilot Districts
will provide
feedback at the
regularly
scheduled
*Pilot
Districts will
assist in
evaluating and
revising ECE
POS curricula
* 2013 -2014
roll out model
for pilots
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Available Resources
CTEP Website
http://www.camdencc.edu/CTEP/index.cfm
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Role of Course Management Software
For Building Statewide Capacity
Maureen Reidenauer, MAED, RD
CTEP Program Coordinator
Camden County College
Blackwood, New Jersey
Session Goals
Following this introductory information session,
participants will discover
– how effective online Professional Development
contributes to building capacity for quality CTE
teachers throughout the state.
– how educational technology can help overcome the
challenges of providing low cost/free of cost effective
CTE Professional Development.
– how to build Professional Learning Communities
through use of the Content Management System.
Policymakers, community leaders, and parents
have a responsibility to ensure that educators
within their schools engage in continuous
professional learning and apply that learning
to increase student achievement.
Stephanie Hirsh
Executive Director
Learning Forward
http://www.learningforward.org/docs/pdf/why_pd_matters_web.pdf
Professional development is a term that may be used to
describe the availability of learning opportunities that will
allow persons operating in any field to build, strengthen or
enhance skills, knowledge, and competencies within a
specified domain or in a new domain altogether.
What constitutes professional development?
• When people refer to “Professional Development”
they usually mean a formal process such as a
conference, seminar, or workshop; collaborative
learning among members of a work team; or a
course at a college or university.
• However, Professional Development can also occur
in informal contexts such as discussions among
work colleagues, independent reading and
research, observations of a colleague’s work, or
other learning from a peer.
SOURCE: http://www.learningforward.org/docs/pdf/why_pd_matters_web.pdf
Perkins and Professional Development
Perkins IV requires that the Professional Development
include in-service and pre-service training on:
– effective academic and technical integration provided
jointly with academic and technical teachers to the extent
practicable;
– effective teaching skills based on research that includes
promising practices;
– effective practices to improve parental and community
involvement; and
– effective use of scientifically based research and data to
improve instruction.
Challenges of Traditional Professional Development
• For many teachers, Professional Development
consists of a passive process of listening to an expert
in a one-day workshop and is often referred to as a
“one shot approach” (Boyle, While & Boyle, 2004).
While attending these kinds of workshops may create teacher
interest in a topic, it is not sufficient to impact teacher practice.
• Several researchers have suggested that online
Professional Development offers vibrant and
interactive communities for classroom teachers that
are often unavailable in traditional Professional
Development (Dede, 2006).
Challenges of Traditional Professional Development
• Because traditional face-to-face Professional
Development gathers people in one place at one
time, it can’t reach as many educators
– “If you’re talking about ... 100 schools, the only way
you can take [professional development] to scale with
consistency across groups is to have a common course
delivered in a common way…” (Davis, 2009).
• In this declining economy in the United States,
Professional Development is often discontinued
during budget cuts.
– “Research has found distance learning to be a cost
effective alternative to traditional professional
development training” (Southernwood, 2008).
“Online Professional Development
provides a level of convenience that
conventional professional
development does not.”
Harwell, S. (2003), “Teacher Professional Development: It’s Not an Event, It’s a
Process. Retrieved from http://www.cord.org/uploadedfiles/HarwellPaper.pdf
Practical Advantages of Online
Professional Development
Cost – Online Professional Development whether formal or
informal, is a much cheaper option for schools than inperson consulting or off-site workshops.
• Travel time is reduced and generally the Professional Development
session registration fees are more economical.
Convenience – Online training delivered through a modern
Content Management System allows educators to complete
courses using desktop, tablet and mobile devices.
• This gives flexibility to complete Professional Development from
home, work or any location that is convenient.
Supported Learning – Printed materials and video tutorials
offer the benefit of letting educators learn at their own pace.
• Course materials remain available for further and more extensive
learning as needed.
The Changing Landscape of Teacher Learning
Professor of Learning Technology at Harvard , Chris Dede, makes
the following observations on online Professional Development:
• One of the strengths of online Professional Development is that
it gives the opportunity for reflection. In a face-to-face format,
only one person can talk at a time, so a lot of people are silent.
• The online format provides a layer of distance that helps people
feel more willing to share things that are a little bit risky than
they might in a face-to-face environment.
• Professional Development that involve people sharing artifacts
of their practice and talking about them within a larger
conceptual framework are becoming more and more popular
with teachers.
• It’s easier to do online Professional Development at scale than it
is with local or purely face-to-face Professional Development.
• It’s much more efficient and effective to capture and
disseminate information to wider audiences in an online
environment.
Challenges of Online
Professional Development
“The challenge is to find ways to
create online teacher
professional development that
seems both compelling in its
content and also more
convenient, easier to fit into
the work life of a teacher than
the face-to-face courses.”
Harvard Professor of Learning Technologies, Chris Dede
Effective Online Professional Development
The Center for Online Professional Education outlines the following
elements for effective online Professional Development:
–Provider has assessed local Professional Development needs and
developed plan based on identified needs.
–Provider has connected online Professional Development with other
ongoing, face-to-face professional development activities.
–Provider has trained online Professional Development team.
–Provider has built a strong local content expert team.
–Provider has developed and included incentives for participants.
–Provider has publicized the Professional Development opportunities for
all involved local stakeholders.
–Provide readily available and reliable access to technology and support.
–Provider fosters a rich, interactive online learning community.
http://www.ltd.edc.org
Online Professional Development
Role of Content Management Systems
• A Content Management System is a computer
program that allows publishing, editing and
modifying content as well as maintenance
from a central interface.
– Such systems of content management provide
procedures to manage workflow in a collaborative
environment.
Content Management Systems
Online Professional Development
Twelve Unique and Sequential Modules
Continuing Education Units for Participants
Participants
drive their
own pace
through each
of these 12
Modules.
Online Professional Development
Asynchronous learning opportunities
have been developed to support
online interactions by allowing users
to organize discussions, post and
reply to messages and upload and
access multimedia at their own pace
based on their individual schedules.
Asynchronous Learning Opportunities
Online Professional Development
Synchronous learning opportunities
have been developed to be interactive
and make use of tools such as text and
voice chat, videoconferencing,
teleconferencing and online meetings
in virtual spaces where discussions
can be facilitated among groups of
participants at the same time.
Synchronous Learning Opportunities
Webinar type meetings can and
will be offered to participants.
Online Learning Communities
• There is growing awareness that online learning communities
help teachers create extended shared learning networks.
• Online learning communities provide access to a wealth of
Professional Development and classroom resources – often at
no cost to the teacher.
The benefits of joining online communities
has been clearly articulated and advocated by
the U.S. Department of Education in the
National Education Technology Plan and
through the Connected Online Communities
of Practice Project (COCP), an initiative that
encourages all educators to take advantage of
online professional learning opportunities.
Online Learning Communities
Builds a Learning Community
Online Learning Communities
Need for Professional Development in
Early Childhood Education
At the 2011 Early Childhood Leadership Summit, that was held
in Austin Texas, the plenary session speaker highlighted the
following responses to the question “What is the MOST
SIGNIFICANT barrier for ECE professionals in continuing to
engage in ongoing, high-quality professional development?”:
• Limited time to engage in high-quality Professional Development
opportunities
• Limited personal funds to pay for high-quality Professional
Development opportunities
• Limited program funds to pay for high-quality Professional
Development opportunities
• Limited access to high-quality Professional Development
opportunities
• A lack of political and public policy support for high-quality
Professional Development opportunities
http://www.earlylearningtexas.org/plenary.aspx
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