Download - TNT Session 3 May 2006 Presented by: Southern Oregon ESD Office of Professional Technical Education
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TNT Session 3May 2006
Presented by: Southern Oregon ESDOffice of Professional Technical Education
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Agenda Review Breaking Ranks CRLES CRLS Collaborative Leadership Activity Assessing our Sessions
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Breaking Ranks II
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CRLEs Must Be: Connected to student’s personal education
plan
Reflected upon by the student
Learning must be planned
Evaluated by self and adult
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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
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Tools You Can Use Classroom Career-
related Videos Internship (sample
forms) Job Shadow forms Informational Interview
forms
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Who Does What?
Student plans, conducts, self-evaluates and reflects
Teachers encourage, facilitate and can evaluate
Reflection stored
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Sample CRLEs and CRLE Planner Templates Medford’s CIS-based Colton N Clackamas ODE’s Others on disk
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Personal management Problem solving Communication Teamwork Employment foundations Career development
Career-Related Learning STANDARDS
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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
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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.
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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
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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
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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
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Consider Using the CRLS for Staff Evaluations
See attached adult CRLS sample, now in use by ODE
How would you fare?
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Coding Your Courses for CRLS See CRLS Course Coding Worksheet in
Packet Master on CD
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Cornerstone Activity
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Homework
Complete Breaking Ranks Chapter 3 and code your classes for CRLS—bring draft to next class.
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Assessing our Sessions Please complete the Evaluation for Session
#3
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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!