CTE Professional Portfolios

1. �CTE Professional Portfolios� Documenting, Implementing and Evaluating Your Quality CTE Program Lisa Siano, Regional CTE Consultant Tennessee Department of Education 1

2. Rationale 2 Perkins IV Accountability Measures New Risk-Based Monitoring Process Best Practice Quality Program Development, Implementation and Evaluation

3. Required by State Perkins Plan� (Page 10) Required by Local Perkins Plan � (Page 4, Assurance #16) � The expenditure of federal Carl D. Perkins funds must be targeted toward quality programs which meet the ten quality program indicators as listed in the State Plan and Local Plan Application.� Quality Programs 3

4. Required by Local Perkins Plan . . . (Page 5, Assurance #20) �A written process is in place to verify that federal program improvement funds are spent on only those programs that meet the ten (10) Career and Technical Education quality program indicator criteria. This process and verification should be used prior to spending dollars and should be made available to auditors.� Quality Programs 4

5. Factor on Risk-Based Monitoring Rubric (Section F) All programs meet all QPIs � (0) At least 75% of programs meet all QPIs � (2) At least 50% of programs meet all QPIs � (3) Less than 50% of programs meet all QPIs � (4) Quality Programs 5

6. Factor on Risk-Based Monitoring Rubric (Section F) No plan in place to address programs not meeting all QPIs (4) Funds being spent on programs not meeting all QPIs (5) Evidence and documentation for verification that all QPIs and all programs are evaluated by director is not provided (5) Quality Programs 6 

7. Quality Program Indicators (QPIs) 7

8. Programs of such size that offer a sequence of three or more earned credits Programs of such scope that are aligned with state approved program of study with career clusters Programs having a certified and appropriately endorsed teacher Programs teaching the state approved curriculum standards Quality Program Indicators (QPIs) 8

9. Programs having a state approved articulation agreement for a program of study or an approved articulation agreement approved by the lead administrators of secondary and post-secondary institutions (where available) Programs being supported by current labor market data to support high skill, high wage, or high demand jobs Programs that teach all aspects of an industry Quality Program Indicators (QPIs) 9

10. Programs having an active advisory panel Programs having a career and technical student organization as an integral part of the instructional program Programs promote CTE and academic integration with academic teachers Quality Program Indicators (QPIs) 10

11. Comparison:Notebook vs. Portfolio 11

12. Notebooks Portfolios A good beginning�.. A Best Practice! Typically prepared prior to CTE Program Monitoring Usually �shelved� after a monitoring until the next monitoring (every 3-5 yrs) Format followed an online CTE teacher monitoring form Sometimes used as basis for allocation of Perkins money Prepared as a part of the Local Plan requirements Continuously updated and reviewed annually Format follows the CTE Professional Portfolio Quality Program Indicators (QPI) Checklist Required as basis for allocation of Perkins money 12

13. Professional Portfolio:   Development & Documentation 13

14. Resources: CTE Professional Portfolio QPI Checklist and QPI Documentation Tips Suggested Additions: Safety, Inventory, Competency Reporting, Work-Based Learning Raw Materials: Notebook and Dividers/Electronic File Folders and Scanner Professional Development: Understanding the QPIs and Sources of Documentation Developing the Portfolio (from �scratch�) 14

15. Resource: CTE Professional Portfolio QPI Checklist and QPI Documentation Tips Reorganize using the QPI Checklist (requires some shuffling of notebook sections) Discard all other sections with the exception of the following: Safety, Inventory, Competency Reporting, Work-Based Learning Professional Development: Understanding the QPIs and Sources of Documentation Converting �The Notebook� 15

16. CTE Professional Portfolio QPI Checklist QPI Documentation Tips Resources 16

17. Resource: CTE Professional Portfolio QPI Checklist** All starred (*) items are required as evidence of QPI implementation Required documentation presented first **Note: LEAs may want to add additional items (system requirements) to Portfolio Checklist Documenting the QPIs 17

18. Current documentation (previous and current school years � no more than past 3 years) Date documentation to provide adequate proof of implementation Documentation specific to the QPI and to program area(short explanation may be needed) Documenting the QPIs 18

19. Resource: QPI Documentation Tips Includes QPI description, required documentation and documentation tips Tips will help tailor documentation to QPI Think of the tips as a sneak �peek� into the monitor�s mind! Documenting the QPIs 19

20. QPI Documentation:  An Example 20

21. * Master schedule of classes to include all program of study offerings Hint: Highlight your program offerings on the master schedule. This should provide proof that your school is offering all of the courses in your chosen program of study. If necessary, provide registration materials that would demonstrate program of study course rotation (i.e. alternating years). Multiple years of the master schedule may be needed to document the program of study if courses are taught in alternating years. QPI #1: Programs of such size that offer a sequence of three or more earned credits. 21

22. * Student handbook/course guide listing program of study course offerings and descriptions Hint: The intent of this document is to demonstrate that students/parents are provided information on course descriptions and programs of study. Highlight the information that is applicable to your program. Additional Help: Your school counseling center often can provide this documentation. QPI #1: Programs of such size that offer a sequence of three or more earned credits. 22

23. 2009-2010 Risk Based Monitoring: Challenges Revealed 23

24. 2009-2010 Risk Based Monitoring revealed the following �Top 3 Challenging Areas� for CTE teachers: QPI #5 � Articulation/Dual Enrollment QPI #7 � All Aspects of Industry QPI #10 � Integration (lesson plans demonstrating integration with academic teachers) Documenting the QPIs 24

25. 2009-2010 Risk Based Monitoring revealed the following regarding teacher Perkins inventories (QPI #4): Classroom inventory list not provided Perkins equipment not tagged and/or locatable Suggestions for CTE teachers: Check inventory at beginning and end of school year Report discrepancies Understand and follow disposition policies Documenting the QPIs 25

26. 2009-2010 Risk Based Monitoring revealed improvement needed in documentation where lesson plans are required (QPI #7, #9, #10) All lesson plans should be current and dated QPI #7 (All Aspects) � Provide proof all nine aspects are taught QPI #9 (CTSO) � Provide proof that CTSO skills and activities are taught to all students in all classes QPI #10 (Academic Integration) � Provide proof of two integrated lessons with academic teachers (include academic subject and teacher name) Documenting the QPIs 26

27. Suggestion for CTE Teachers Build your Portfolio QPI documentation as if �. You have a brand new CTE Director who has no knowledge of your program/classroom; and Your portfolio documentation will be the sole source for determining if Perkins funds can be and will be spent on your program! Documenting the QPIs 27

28. Documentation may not necessarily mean that QPI is being implemented Check Your Own Progress Peer Collaboration and Observations Sharing Best Practices of QPI implementation Use of Program Area Resources (Newsletters, website) Seek Additional Professional Development (especially for New CTE Teachers) Implementing the QPIs 28

29. Maintaining and Evaluating Your Professional Portfolio 29

30. Update annually Collect updated documentation throughout the school year Discard outdated documentation Note: Avoid �scrapbooking�. Include only relevant, specific documentation. �Less is More!� Maintaining the Portfolio 30

31. Self and Peer Review Resource: CTE Professional Portfolio QPI Checklist Self Evaluation Guidelines Identification of 1-2 QPIs as focal point for additional work Peer Evaluation Guidelines Pair Share 31

32. Required by Perkins Plan Annually (or more often as determined by director) Results used to�. Determine program�s eligibility for Perkins funding Provide documentation required by the Local Plan Develop ongoing, comprehensive professional development plan addressing QPI areas of need Recognize exemplary programs and best practices Promote awareness of system�s quality programs to community, board, advisory committee, etc. CTE Director Review and Validation 32

33. CTE Teachers Develop improvement plan for updating portfolio Develop working partnerships with other CTE teachers Gain a wider knowledge of all CTE program areas Tailoring professional development requests to need Utilize portfolio as justification for request for Perkins funds Using Your Evaluation Results 33

34. Review and Questions 34

35. Accountability Funding & Monitoring Best Practice Purpose 35

36. 10 requirements of a quality CTE program Required for Perkins funding (Exception: New teacher and/or new program has three years to meet all 10 QPIs!) Quality Program Indicators 36

37. Resources: CTE Professional Portfolio QPI Checklist and QPI Documentation Tips Starred documentation is required Documentation must be current and specific to your program Portfolio Development 37

38. Documentation Tip Sheet provides�.. Examples & Monitor �Look for�s� Examples 38

39. Top 3 QPI documentation challenges: Articulation, All Aspects of Industry, Academic Integration Lesson plan documentation: All Aspects of Industry, CTSO integration, Academic Integration Inventory is a �hot spot!� Challenges 39

40. Update annually Conduct Self and/or Peer Review Use Your Portfolio to improve your program Maintaining & Evaluating 40

41. Additional  Questions ? Contact: Lisa Siano Lisa.Siano@tn.gov 901-678-1796 41