tnt session 3 may 2006 presented by: southern oregon esd office of professional technical education

TNT Session 3May 2006

Presented by: Southern Oregon ESDOffice of Professional Technical Education

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

Breaking Ranks II

CRLEs Must Be: Connected to student’s personal education

plan

Reflected upon by the student

Learning must be planned

Evaluated by self and adult

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

Tools You Can Use Classroom Career-

related Videos Internship (sample

forms) Job Shadow forms Informational Interview

forms

Who Does What?

Student plans, conducts, self-evaluates and reflects

Teachers encourage, facilitate and can evaluate

Reflection stored

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

Personal management Problem solving Communication Teamwork Employment foundations Career development

Career-Related Learning STANDARDS

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

1. See OLMIS article in packet and School Improvement Research Series from the NWREL in packet

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.

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

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

CRLS Scoring Sufficiency versus Proficiency: Practice Activity on Pages 99-111

INSTRUCTIONS FOR PAIRS:

1. Review the student packet containing: a Resume, Transcript, and one of several of this student’s EA projects

2. Using the CRLS Evidence Check-off Tool, note evidence of CRLS behavioral indicators

3. Discuss results with full group

Consider Using the CRLS for Staff Evaluations

See attached adult CRLS sample, now in use by ODE

How would you fare?

Coding Your Courses for CRLS See CRLS Course Coding Worksheet in

Packet Master on CD

Cornerstone Activity

Homework

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

Assessing our Sessions Please complete the Evaluation for Session

#3

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!