transforming teacher preparation through academic and career technical education partnerships: a...
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Transforming Teacher Preparation through Academic and Career Technical Education Partnerships: A Linked Learning LensNancy FarnanDirector, School of Teacher EducationSan Diego State University
Penni HudisDirector, Pathway and Curriculum DevelopmentConnectEd: The California Center for College and Career
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Schools of the 19th Century
• The U.S. became the first country to open secondary education to the public.
1821 – Boston, English High School became the first public high school as an alternative to private schools.
1826 – First law that required free public school; many did not admit girls.
Only 300 high schools existed prior to the Civil War in 1861. By 1900 there were 6000 high schools.
Curriculum varied, with no agreement on purpose.
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• Based on the final report from the Committee of Ten, the following recommendations guided development of 20th Century high schools:
A rigorous academic curriculum for all students regardless of their future plans.
A focus on nine core academic subjects for all students: Latin, Greek, English, modern languages, mathematics, sciences (physics astronomy, and chemistry), history (including economics and government), natural history (study of organisms and natural objects), and geography
Association of one discipline with another “by program and by the actual teaching” http://tmh.floonet.net/books/commoften/mainrpt.html, p. 4
Schools of the 20th Century
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20th Century Schools and Carnegie Foundation for the Advancement of Teaching (1906)
•The Carnegie Unit (CU) measured the amount of time a student studied a subject [1 unit = 120 hours of contact time].
•14 units became the minimum for an academic high school course of study.
•The CU communicated to universities what students had done in high school.
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Fast Forward to the 21st Century
•High schools today look very much like high schools that were created in the 19th Century.
•Most are still using a familiar old model.
•There is little connection between students’ courses and their future plans
•Seat time (CUs) measures what students have done in high school
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Fast Forward to the 21st Century
•Some schools are transforming the teaching and learning experience.
•A new model speaks to today’s students
and their changing world: Linked Learning.
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What Do Students Say Today?
3 in 4 say they could be doing better in school if they were motivated to work harder
9 in 10 believe connecting classes to their future and real-world careers would inspire them to work hard and do well in school
9 in 10 say they would like to take courses for college and have the opportunity to acquire skills and knowledge relevant to future careers
Source: Statewide poll conducted by Peter D. Hart Research Associates, commissioned by The James Irvine Foundation
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Connecting College and Career
By connecting academics and career technical education, Linked Learning pathways
Expose students to a broad industry sector of the economy.
Provide comprehensive programs of both academic and technical study.
Offer a thematic, practical focus that inspires students to achieve.
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Industry Sectors and Organizing Themes
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Pathways: Organizing Principles
• Prepare students for both college and career
• Lead to the full range of postsecondary options
• Connect academics to real-world applications
• Improve student achievement
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Pathways: Core Components
An academic core meeting postsecondary admissions requirements of UC, CSU, & community colleges
A technical core meeting industry standards; providing certification
Work-based learning – more than a workplace experience
Support services — supplementary instruction, counseling, and transportation
A multi-grade program consisting of:
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Academic Core
•An academic core meeting postsecondary admissions requirements of UC, CSU, and community colleges4 years of English3 years of math (4 recommended)2 years of social studies2 years of lab science (3 recommended)2 years of world language (3 recommended)1 year VAPA1 year college prep elective
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Technical Core
• Shift from narrow occupationally specific preparation to career clusters.
• Meet CTE and industry standards and provide certification.
• Sequence of 4 or more courses.
• Infuse and reinforce academic content and standards
• Examples: - Engineering, robotics- Health science, sports medicine- Animation, graphic design- Advanced manufacturing- Agriculture and renewable resources
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Work-Based Learning
Includes mentoring, job shadowing, internships, school-based enterprise, virtual apprenticeship.
Reinforces both academic and CTE standards.
Students develop meaningful relationships with adult role models.
Immerses students in “adult world,” leading to maturity, understanding of professional behaviors, high expectations
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Support Services
Supplemental instruction for students below grade level:o Additional coursework – but,
rather than more of the same, uses an integrated, applied learning approach
o Extended day, extended yearo Tutoring and other assistance
College and career guidance and counselingTransportation to/from work-based learning
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Many Models Already Exist
More than 550 California Partnership Academies
Another 300 career pathways (including National Academy Foundation programs)
Themed magnet schools, charter schools, and small schools
Other high school programs- e.g., early college HS programs, High Tech Highs, Big Picture Schools, New Tech High Schools
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District Initiative
•Currently, the following school districts have been funded by the James Irvine Foundation to receive support to transform their high schools into Linked Learning pathway programs.
• Antioch USD
• Long Beach USD
• Los Angeles, Local District 4
• Montebello USD
• Oakland USD
• Pasadena USD
• Porterville USD
• Sacramento USD
• West Contra Costa USD
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Common Features
Tend to operate as small learning communities
Incorporate Regional Occupational Programs and community college course-taking options, as appropriate and available
Blend academic and career technical education course content
By design, students are expected to complete a rigorous academic core, a demanding technical core, and associated work-based learning activities.
Learning is project-based, rigorous and relevant, and supported by a range of services.
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•Compared with their peers, students in pathways….
Display lower absenteeism
Are less likely to drop out and more likely to complete high school
Pass the California High School Exit Exam at higher rates
Are more likely to score proficient or higher on California Standardized Tests in English, science, and social studies
Earn more annually in the five years after high school graduation
The Evidence
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Linked Learning Pathways Require Teachers Who. . .
Have the skills, willingness, and ability to integrate Career Technical Education and work-based learning with academic content.
Have the skills, willingness, and ability to collaborate on inter- and intra-disciplinary teams for curriculum design and delivery.
Understand problem- and project-based learning and how to use this knowledge to develop standards-based curriculum.
Understand the demands and new roles for teachers in pathways.
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Linked Learning Pathways Lens: Beginning the Transformation in the Single Subject Credential Program
•It is NOT a new credential program
•It IS a state-approved SB 2042 Single Subject Credential Program.
•It brings NEW FOCUS to a Single Subject credential program.
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The Linked Learning Lens Provides A New Focus That Develops New Single Subject Teachers Who. . .
• Understand, develop, and implement the skills and proficiencies required in Linked Learning pathways, schools and programs, including the ability and willingness to:
assume new leadership roles;
communicate and work with community, industry, and postsecondary partners;
establish a personalized learning environment that meets the unique learning needs of each individual students;
integrate Career Technical Education and work-based learning with academic content;
collaborate in interdisciplinary teams.
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Models for Continuing the Transformation: Career Technical Education Teachers Who…
• Understand, develop, and implement the skills and proficiencies required in Linked Learning pathways, schools and programs, including the ability and willingness to
assume new leadership roles;
establish a personalized learning environment that meets the unique learning needs of each individual student;
integrate Career Technical Education and work-based learning with academic content; and
collaborate in interdisciplinary teams.
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Key Partnerships
• ConnectEd: The California Center for College and Career Provides technical assistance, expertise, research and materials
• San Diego State University’s School of Teacher Education With support from The James Irvine Foundation, leads the
Linked Learning Lens in teacher preparation network.
• A growing network of teacher preparation institutions
Implementing a Linked Learning pathways modelYear 1: SDSU, CSU Fresno, CSU Sacramento, CSU San BernardinoYear 2: CSU Long Beach, UCLAYear 3: CSU East Bay, TBD
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Key PartnershipsKey Partnerships
•Linked Learning pathway schools and programs…. All research on teacher preparation places
fieldwork/clinical experiences at the center of new teacher learning.
University-school partnerships are crucial to the successful preparation of new teachers, and nowhere more critical than in the preparation of teachers for pathways school reforms.
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Key Partnerships
• The James Irvine Foundation, whose support has been and will continue to be integral to the success of the network of partners committed to ensuring that all students have an opportunity for an education that prepares them for the range of postsecondary life opportunities.
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Adding the Linked Learning Pathways Lens to Your Curriculum
•Articulate the Linked Learning educational model and its foundations.
•Deepen (or add) training in integrated, problem/project-based, multi- disciplinary, integrated curricula.
•Require students to incorporate a Linked Learning pathways lens as they design their lesson plans including multidisciplinary, integrated projects.
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Add a Focus on 21st CenturySuccess Skills
• Our students need more than academics to be successful. They must develop skills that are integral to success in the 21st Century workforce.
Oral and written communication skills
Learning and innovation skills
Interpersonal skills
Ethics and social responsibility
Leadership roles
Professionalism
Teamwork/Collaboration
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Essential Truth for Today’s Students
Linked Learning “pathways tell high school students the truth: today you must prepare for both postsecondary education and career. It is essential to combine challenging academics and demanding career and technical education and not settle for just one or the other.”
Gary HoachlanderPresidentConnectEd: The California Center for College and Career
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Discussion….
• Questions
• Comments
