1 / 18

Instructors as Mentors

Instructors as Mentors. June 18, 2009 ODCTE Stillwater, OK. TCTW Key Practices . Culture of Continuous Improvement Challenging Program of Study Challenging Career/Technical Studies Work-based Learning High Expectations. Challenging Academic Studies Active Engagement

ulric
Download Presentation

Instructors as Mentors

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Instructors as Mentors June 18, 2009ODCTE Stillwater, OK

  2. TCTW Key Practices Culture of Continuous Improvement Challenging Program of Study Challenging Career/Technical Studies Work-based Learning High Expectations Challenging Academic Studies Active Engagement Teachers Working Together Guidance and Advisement Extra Help and Transitions TCTW

  3. TCTW Key Practice:Guidance Involve students and their parents in a guidance and advisement system, develop positive relationships, ensures completion of a CTE concentration with approved sequence of at least four courses, and an accelerated program of study. Provide each student with the same mentor throughout high school to assist with setting goals, selecting courses (academic and CTE), reviewing students’ progress and suggesting appropriate interventions as necessary

  4. Why Mentors at Tech Centers?

  5. Why Should Tech Centers Worry About Guidance? • Only about 20% of youth in the 12-22 year age range express a clear vision of what they want accomplish in life and why • The Path to Purpose, William Damon, 2008

  6. 2008 TCTW Assessment • Guidance indicators and emphasis • Intensive/high emphasis 6 to 8 indicators • Moderate emphasis 3 to 5 indicators • Low emphasis 0 to 2 indicators

  7. Quality Guidance Indicators • Reviewed student sequence of courses planned during high school at least once a year. • Students received most help in planning high school studies by end of ninth grade. • When planning for high school, students talked with parents/guardians at home. • During high school a teacher or counselor talked with students individually about career and further education plans. • Students spoke to or visited with someone in a career they aspired to.

  8. Quality Guidance IndicatorsContinued… • Someone from college spoke to students about going to college. • Students and their parents/guardians received information and/or assistance from school in selecting or applying to college. • Students had an adult mentor who worked with them all four years of high school.

  9. Guidance Intensity and Achievement 2008 HSTW/TCTW Assessment

  10. The Importance of Mentors • Personal Attention for All Students • Role Models • Reduction of Risky Behaviors • www.archpediatrics.com • Greater Satisfaction with School • Increased Aspirations • Lee, J. & Cramond, B. (1999). The positive effects of mentoring economically disadvantaged students. Professional School Counseling, 2, 172-178.

  11. Practices Improving Mentoring Impact • Training for mentors • Structured, planned activities for mentors and youth • High expectations or frequency of contact by mentor • Monitoring overall program implementation • Grossman, J.B., & Rhoades, J.E. (2002). The test of time: Predictors and effects of duration in youth mentoring programs, American Journal of Community Psychology, 30, 199-219.

  12. TCTW Assessment-2008 • 57% of CTE students said they had no adult mentor • Those who did not have an advisor/mentor vs. students who had an advisor and met with them more than once a semester had higher scores on the assessment • English 244/252 • Math 238/249 • Science 248/252

  13. TCTW Student Survey-2008 • 71% of CTE students said continuing education past high school was very important • 32% of CTE students planned to complete a 4-year degree • 5% of CTE students completed the TCTW recommended curriculum

  14. TCTW OK Tech Center Teacher Survey • 84% said skills for employment is very important • 75% said academic and technical skills to enter and advance in employment is important • 70% said passing a credential exam is important • 64% said ensuring students earn a high school diploma is very important • 57% said preparing all students for both employment and further study is a very important goal • 40% said that preparing all students with academic and technical knowledge and skills needed to enter college and be successful without remediation is very important

  15. Need for TC Guidance & Advisement • 50% of CTE students indicated parents never attended a planning meeting at their high school • TCTW Assessment(2008), SREB • 34% of CTE students never received info about college • TCTW Assessment (2008), SREB

  16. Lack of Guidance • Chief reason that academically able students do not go to college so communicating the value of education and offering curriculum advice about what to focus on helps these students plan their long term goals • Hill, et al (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies to promote achievement. Developmental Psychology, 43 (3).

  17. Overview Of Support For Reforms • Early guidance on the courses to take to prepare for career/college enjoys universal support, with 90% or more of public high school graduates, employers, and college instructors saying this would improve things a great deal or somewhat. • Opportunities for real-world learning receives high support from recent graduates (96% improve things a great deal/somewhat), employers (95%), and college instructors (76%). • More honors, AP, IB courses garners near universal support from recent graduates (93%), and nearly as much from employers (86%) and college instructors (85%). • Non-students are more likely than college students to strongly endorse proposals giving high school students more help/attention, including early placement tests to determine readiness for college (67% of non-students say this would improve things a great deal, 49% of college students say the same), tutoring, summer school, extra help (63% non-students, 55% students), and smaller high schools (58% non-students, 45% students). • How prepared are high school graduates: What research tells us (Achieve, 2005).

  18. Task for Today • Create a plan for implementing IAM program • Determine schedule and topics for sessions based on needs of students and data • Determine best data to use for impact • Plan to train staff on process

More Related