Career Technical Education

1. Career Technical Education October 2008 CAROCP

2. Senate Bill 52: October 2007 • Aligned to 15 USDOL industry sectors • Renamed Career Technical Education Credential • No basic skills or subject matter tests • Advisory Panel to streamline structure

3. Senate Bill 1292 (2006) • Removed the degree barrier for CTE teachers to obtain EL training (Williams Act requires EL prep); • Replaces SB 395 in 2008 • Requires 45 hours ELL preparation

4. Senate Bill 1104 • Changes 5 year preliminary credential to 3 years • Changes renewal to clear credential • Removes unit requirement for health, but content remains the same • Moves US Constitution requirement to the clear credential

5. New CTE Preliminary Credential Requirements • 3 yr preliminary credential • 3 yrs “work” experience; advanced industry certifications=up to 1 yr • High school diploma or GED • MS/SS teaching experience=up to 1 yr • Recency=1 yr in last 5 or 2 yrs in last 10 • Recommendation by program sponsor

6. New Clear Credential Requirements • Valid preliminary credential • 9 semester unit or 135 hour teacher preparation program • Health education • U.S. Constitution • 2 years documented successful teaching or advanced professional preparation (options) • Recommendation by program sponsor

7. Credential Conversions • Old DS voc ed credentials can be converted to sector designations with application and fee • Employers determine appropriate assignments based on qualifications • CTC org chart for old authorizations matched to the 15 sectors

8. Major Credential Changes • One credential • 3 Year Preliminary Credential • 3 Years work experience • Industry certifications • Program recommendations • Clear credential options

9. Designated Subjects CTE New Standards Development • Advisory Panel drafted standards in 2007 • Draft standards field surveyed in spring 2008 • Commission approved standards in August 2008

10. Standards Implementation • Technical assistance meetings ’08-’09 • Program re-design and development • Program proposals submitted to CTC for review • Program reviewers trained • Old programs expire 9-1-2013

11. Major Program Changes • Initial program-9 units/135 hours • +Early orientation to teaching • Integrated EL/SDAIE training • Supervision and support • Advanced program optional

12. Document Requirements • Transmittal cover sheet: contact info • Administrative signature • Preconditions • Responses to each standard • Appendices with evidence

13. Format of the Document • 2 bound copies, 1 unbound copy, 1 CD-ROM (Microsoft Word) copy. • Paginated & indexed (labeled tabs) with table of contents. • Response references matched to appendices. • Appendices include all required course syllabi and other program materials

14. Developing program documents to meet new standards • Parallel Organization of Documents • Standards in order • Content maps for courses (matrix) • New Format for Standards • Standard followed by planning prompts

15. Organization of the CTE Standards • Common Standards • Programs Design, Governance and Quality Standards • Curriculum (candidate competencies) Standards

16. Common Standards • All programs apply to Common Standards • Approved Common Standards may be referenced

17. Common Standards • Standard 1: Educational Leadership • Standard 2: Unit and Program Evaluation System • Standard 3: Resources • Standard 4: Faculty • Standard 5: Admissions • Standard 6: Advice and Assistance • Standard 7: Field Experiences and Clinical Practice • Standard 8:Program Sponsor, District and University Field Experience Supervisors • Standard 9: Assessment of Candidate Competence

18. Responses to the Standards • Use planning prompts to respond to the standards • Descriptions of how standards are addressed • Specific program examples • References to evidence

19. Analyzing a Standard Standard 3: Early Orientation Early orientation is designed to meet the needs of beginning teachers. The program sponsor Collaborates with the employer in providing an early Orientation before or during the first month of teaching that includes the introductory skills, knowledge, and attitudes required for beginning CTE teaching success. These competencies will be further developed in a sequenced and scaffolded structure that includes teaching methods, learning styles, lesson planning, CTE concepts, equity and diversity in the classroom, mandated reporting, and legal and ethical issues.

20. Program Planning Prompts • 3(a) In what ways does the orientation provide an introduction to teaching knowledge, skills, and attitudes that is sequenced and scaffolded for the immediate needs of a beginning teacher? • 3(b) How are an overview of instructional planning, effective classroom management, and SDAIE strategies addressed in the orientation?

21. Nature and Use of Evidence WASC Evidence Guide, 2002 • “….a culture of evidence where indicators of performance are regularly developed and data collected to inform institutional decision-making, planning and improvement.” • ‘the substance of what is advanced to support a claim that something is true’

22. Characteristics of Evidence • Intentional and purposeful • Interpretative and reflective • Integrated and holistic • Quantitative and qualitative • Direct and indirect

23. Good evidence is… • RELEVANT (on topic) • VERIFIABLE (documentable and replicable) • REPRESENTATIVE (typical) • CUMULATIVE (multiple sources, methods, approaches) • ACTIONABLE - analyzed to inform program improvements

24. Some Types of Evidence • Description/charts • Meeting schedules/minutes • Program forms/communiques • Course descriptions and syllabi • Samples class assignments • Faculty vitae/hiring policies • Student assessment rubrics • Evaluation/survey forms

25. Redesigning Programs to Meet New Standards • Complex systemic approach • Faculty and staff roles • Administrative responsibilities • External partnerships

26. Confront assumptions about TEACHING and LEARNING • What beginning teachers need to know and be able to do with regard to subject matter • What professional knowledge and experiences they need to have • What kind of professional they should become

27. Confront assumptions about RESOURCES • What program provides • New/continuing work • Work redistribution • Allocation/reallocation of resources • New resources needed

28. Confront assumptions about HOW • How will you adjust or overhaul your current program? • What do you retain, revise, create anew from current practice? • SWOT analysis (Strengths, Weaknesses, Opportunities, Threats)

29. Redefine and renew faculty and staff roles • Professional development for faculty on new standards • Implementing new supervision requirements • Collaboration among faculty and staff

30. Redefine and renew faculty and staff roles, cont. • Work across departments/ schools/sectors • Integrate fieldwork (teaching) and coursework • Collaborate with K- 12 schools • Advise/support candidates

31. Create and reinvigorate partnerships • Articulation with K-12 schools (employers) • Collaborative program delivery to maximize institutional resources • Regular and clear communication

32. Context for Review • Training, calibration and document reading • Ongoing cycles of program meetings and electronic reviews

33. Reviewers’ Charge Professional recommendations to the Commission based on: • Program claims and evidence • Knowledge and judgment, not opinions • Application of standards

34. Reviewers’ Charge , cont. • Commitment to complete timely reviews • Decisions through consensus • Integrity of the review process • Strict confidentiality of the process

35. Resubmissions • Answer only the report specifics • Only submit a new document for a complete revision • Submit new evidence for new information • Three paper copies

36. Accreditation • All approved LEAs will participate in the accreditation process • See CTC web site for accreditation schedule • Attend technical assistance meeting • Apply for BIR training • Contact: Teri Clark tclark@ctc.ca.gov

37. CTE Web Page • http://www.ctc.ca.gov/educator-prep/CTE.html • Helen Hawley, 916-445-8778, hhawley@ctc.ca.gov