Strand 1: Transforming Teaching and Learning: Creating meaningful learning experiences that enable students to apply academic knowledge to real-world challenges. Essential Practice 1.1 Learning Pillars The essential knowledge and skills for college and career readiness – – Description: The Ford PAS Learning Pillars articulate essential knowledge and skills that have been identified by both employers and college faculty as necessary for young people to be fully prepared for success in both college and careers. GOAL 1 of 1: Professional Development: In 5 years, career- and interest-themed academy, pathway and related program teachers, counselors, and administrators will have participated in professional development based on a needs assessment of academy-related competencies. Lead Start Strategies Action Steps/Objectives Measurable Outcomes End Date Yearly Person(s)/Team Date Professional development will District and July 1, June 30, Year 1: Planning Team Districts will work collaboratively with school Professional Development be provided for all career and Site Administrators, 2013 2014 to develop and conduct an academy/career Calendar, Records, i.e. Create a common interest themed academy, Coaches interest-themed related professional agendas, sign-in sheets, assessment pathway and related program development needs assessment. etc. Conduct needs assessment teachers, administrators, and Results of annual needs Prioritize PD offerings counselors. Administrators, counselors, and teachers will assessment receive training on academy based Implementation tools, competencies such as the following: data, expectations Building master schedules that support Formative assessments in academy based courses of study. place in each district Project Based Learning strategies Use of technology in the classroom 21st Century Skills Faculty externships Co-teaching, inclusion, interdisciplinary teams Types of data and data analysis School and district participation in Cal-PASS PLC (IEBC Institute for Evidence Based – Change) Train teachers, counselors and administrators in transition opportunities and competencies to be prepared to help students advance to next educational segment of the pathway. Higher education will support COD, UCR, July 1, 2013 June 30, Year 1 and Ongoing Districts will work with higher education partners Courses of study that the professional development District administration 2014 to provide teachers with opportunities to secure support certifications of teachers pursuing pathway CTE certification, credentialing and specialized certification. training. Essential Practice 1.2 Teaching Pillars Teaching principles that develop students’ knowledge and skills for college and career readiness. – –
Strand 1: Transforming Teaching and Learning: Creating meaningful learning experiences that enable students to apply academic knowledge to real-world challenges. Essential Practice 1.1 – Learning Pillars – The essential knowledge and skills for college and career readiness Description: The Ford PAS Learning Pillars articulate essential knowledge and skills that have been identified by both employers and college faculty as necessary for young people to be fully prepared for success in both college and careers. GOAL 1 of 1: Professional Development: In 5 years, career- and interest-themed academy, pathway and related program teachers, counselors, and administrators will have participated in professional development based on a needs assessment of academy-related competencies. Strategies Action Steps/Objectives Measurable Outcomes Lead Person(s)/Team Start Date End Date Yearly Professional development will be provided for all career and interest themed academy, pathway and related program teachers, administrators, and counselors. Districts will work collaboratively with school to develop and conduct an academy/career interest-themed related professional development needs assessment. Administrators, counselors, and teachers will receive training on academy based competencies such as the following: Building master schedules that support academy based courses of study. Project Based Learning strategies Use of technology in the classroom 21st Century Skills Faculty externships Co-teaching, inclusion, interdisciplinary teams Types of data and data analysis School and district participation in Cal-PASS PLC (IEBC – Institute for Evidence Based Change) Train teachers, counselors and administrators in transition opportunities and competencies to be prepared to help students advance to next educational segment of the pathway. Professional Development Calendar, Records, i.e. agendas, sign-in sheets, etc. Results of annual needs assessment Implementation tools, data, expectations Formative assessments in place in each district District and Site Administrators, Coaches July 1, 2013 June 30, 2014 Year 1: Planning Team Create a common assessment Conduct needs assessment Prioritize PD offerings Higher education will support the professional development of teachers pursuing pathway certification. Districts will work with higher education partners to provide teachers with opportunities to secure CTE certification, credentialing and specialized training. Courses of study that support certifications COD, UCR, District administration July 1, 2013 June 30, 2014 Year 1 and Ongoing Essential Practice 1.2 – Teaching Pillars – Teaching principles that develop students’ knowledge and skills for college and career readiness.