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Ed 306.27 (d)

Ed 306.27 (d) “By the 2008-2009 school year, the local school board shall require that a high school credit can be earned by demonstrating mastery of required competencies for the course, as approved by certified school personnel.”.

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Ed 306.27 (d)

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  1. Ed 306.27 (d) “By the 2008-2009 school year, the local school board shall require that a high school credit can be earned by demonstrating mastery of required competencies for the course, as approved by certified school personnel.”

  2. Developing Course Competencies: How Career & Technical Education“Made It Happen” Chester Bowles Director, Region 14 Applied Technology center ConVal, Conant and Mascenic High Schools Nancy Pierce Principal, Seacoast School of Technology Exeter, NH

  3. Today’s SessionConnecting Competency Development toBreaking Ranks II and High School Reform • History • Stumbling blocks • Value for student, teacher and school • Suggestions and an offer of help

  4. History The Beginning: May 1997 NH Secondary Early Childhood Education teachers initiated the development of consistent, statewide curriculum guidelines

  5. October 1997 FACS National Standards April 10, 2000 NHGuidelines for FACS approved by NH State School Board Summer 2001 Federal (Perkins) mandate: Career & Technical Education to implement, measure and report competencies

  6. Fall 2001 – Summer 2002 • Adopted CBT format and “core competencies” • Identified nationally recognized industry standards for each program • Targeted programs taught at multiple centers first – Early Childhood, Health Science, Automotive Technology, Building Construction, Culinary Arts • Assigned one or two programs to each CTE director

  7. Crash and Burn:Building Construction – Fall 2001 • Facilitator not prepared for all issues • Format not decided ahead of time • No projection on # of competencies • Program differences between schools • Too many people

  8. Other Issues • Time for teachers to participate – major commitment for each center • Fear of curriculum being dictated • New requirements added – “Moving Target” • Time lag between program competency development and implementation

  9. Value for Student, Teacherand School: A more personalized education for…

  10. The Student, who: • Is “followed” (“Follow the Child”) • Has the beginning of a Personal Plan for Progress (PPP) • Takes charge of own education by seeing and tracking development and progress • Sees relevance to “real life” – connections to post-secondary and career plans clear • Is at a lower risk of dropping out

  11. The Teacher, who: • Can focus on skill development • Will be able to emphasize how curriculum/units fit together and relate importance to post-secondary and career plans • May use competencies to focus student conversations on progress

  12. The School, which: • Can use uniform curriculum to facilitate articulation agreements • Will promote Running Start to increase student success • Will see enrollment in post-secondary institutions increase • Could apply model to other “Extended Learning Opportunities”

  13. Suggestions • Appoint a coordinator to provide consistency • Create a uniform format for all disciplines (modify CTE?) • Start with one discipline – the one where the most recent work on curriculum has been done and where there is the greatest agreement on essential learnings

  14. Suggestions (cont’d) • Start with the end in mind What do you want students to know and be able to do when they graduate? • Set timelines and stick with it • Don’t give up if first attempt is a disaster • See what works for you!

  15. Resources • National standards • NH Frameworks • Curriculum mapping and development Heidi Hayes Jacobs and others

  16. For Your Consideration • Involve multiple schools • Perhaps more work up front, but… • CTE teachers have enjoyed major benefit in building “Professional Learning Communities” • Finally, CTE has been there – We are more than happy to help in any way we can.

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