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TNT Session 3

TNT Session 3. May 2006 Presented by: Southern Oregon ESD Office of Professional Technical Education. Agenda. Review Breaking Ranks CRLES CRLS Collaborative Leadership Activity Assessing our Sessions. Breaking Ranks II. CRLEs Must Be:. C onnected to student’s personal education plan

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TNT Session 3

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  1. TNT Session 3 May 2006 Presented by: Southern Oregon ESD Office of Professional Technical Education

  2. Agenda • Review Breaking Ranks • CRLES • CRLS • Collaborative Leadership Activity • Assessing our Sessions

  3. Breaking Ranks II

  4. CRLEs Must Be: • Connectedto student’s personal education plan • Reflected upon by the student • Learningmust be planned • Evaluatedby self and adult

  5. How to Implement and Integrate CRLE’s into You School • As class assignments • As a requirement of all elective classes • Coordinated through a career center • Student self-initiated • As a summer job, internship, or service learning experience • As a job within the school • As a project • As apart of a club or other extracurricular activity, like a class officer • Informational interviews • Simulations, like mock trail, model UN • As Internet-based investigation into a company or industry • A career class can be a CRLE • Students serving as teachers’ aides

  6. Tools You Can Use • Classroom Career-related Videos • Internship (sample forms) • Job Shadow forms • Informational Interview forms

  7. Who Does What? • Student plans, conducts, self-evaluates and reflects • Teachers encourage, facilitate and can evaluate • Reflection stored

  8. Sample CRLEs and CRLE Planner Templates • Medford’s CIS-based • Colton • N Clackamas • ODE’s • Others on disk

  9. Career-Related Learning STANDARDS • Personal management • Problem solving • Communication • Teamwork • Employment foundations • Career development

  10. CRLS: The new “Basics” • These are the critical thinking skills employers want most1 • Valued above specific occupational skills • Employers hope schools can build these • Reflect profound changes in the workplace • Far-reaching consequences • See OLMIS article in packet and School Improvement Research Series • from the NWREL in packet

  11. How to Teach CRLS • Integrated among instructional goals and explicitly taught • Democratic instructional practice superior to indoctrinational approaches • Classrooms replicate real-world consequences • Teachers hold high expectations • Teachers facilitate and coach learning versus rather than lecture and order • Students assume greater responsibility for own learning • Learning is individualized by student learning needs and styles versus regulated by texts and lesson plans • Teachers have autonomy for curriculum, classroom design, and instructional approach.

  12. How to Help Students Master the CRLS • Academic content areas • Advisory Focus • Extra-curricular activities • Home support • Through work experiences, internships, mentorships • Potential focus of CRLEs and EAs

  13. How to Document CRLS Mastery:Sample Tools • ODE’s • Gilchrist’s • Reynolds School District’s • Our Senior Portfolio Project’s • Hillsboro’s • Consider mastery when passing specific courses with “B” or above

  14. CRLS Scoring Sufficiency versus Proficiency: Practice Activity on Pages 99-111 INSTRUCTIONS FOR PAIRS: • Review the student packet containing: a Resume, Transcript, and one of several of this student’s EA projects • Using the CRLS Evidence Check-off Tool, note evidence of CRLS behavioral indicators • Discuss results with full group

  15. Consider Using the CRLS for Staff Evaluations • See attached adult CRLS sample, now in use by ODE • How would you fare?

  16. Coding Your Courses for CRLS • See CRLS Course Coding Worksheet in Packet • Master on CD

  17. Cornerstone Activity

  18. Homework • Complete Breaking Ranks Chapter 3 and code your classes for CRLS—bring draft to next class.

  19. Assessing our Sessions • Please complete the Evaluation for Session #3

  20. Questions? • NEXT SESSION: June 9, Medford; May 25 Klamath; • Please call with questions: • Kathy Ayers: 541-850-1660 x2101 • Martha Murphy: 541-776-8593 • Susan Roudebush: 541-552-1779 • See you soon!

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