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How CFF Teachers and Vocational Educators Collaborate
- 1. How Classrooms for the Future Teachers are Collaborating with Vocational Teachers Keystone A Ms. Virginia Glatzer Classrooms for the Future PDE Mentor, PA Dep. of Ed. Marge Runkle York County School of Technology, Media Tech specialist, CFF Coach
- 4. Don’t put your cell phones away!
- 5. How long have you been teaching Tech Ed? Call - 99503 Text message accordingly: 87953 1 - 3 years 87945 4 - 8 years 87955 9 - 15 years 87956 16 + years
- 6. Survey
- 7. What do you teach? Call - 99503 Text: 98460 and your subject area
- 8. Survey
- 9. If you use technology in your classroom, what kind do you use? Example: CAD Call - 99503 Text: 46776 and technology used
- 10. Survey
- 11. Classrooms for the Future and the Coach
- 13. Equipment Core Subject Areas Versus Career Areas
- 14. Collaborative Environment Skype Google Docs Document Spreadsheet Forms
- 15. Web Based Project Sample Handling Hazardous Materials 9 th Grade (Sample of Integrated Material)
- 17. Welding Program
- 18. American Welding Society Welding Tips And Projects Blog Stick Welding, MIG Welding, and TIG Welding Blog
- 20. That Quiz Quizlet The Ruler Game TIEnet Wiki
- 21. Marge Runkle York County School of Technology 2179 South Queen Street York, Pennsylvania 18402 717.741.0820 ext 5168
Editor's Notes
- 1912 – Industrial Arts Program – William Penn Senior High School Longest ongoing vocational-technical program in the US First Cooperative Work Program at the High School level (1916) 1941 – York Plan educate workers and assure them of the best available housing and health facilities; integrate work that could be done by subcontractors and primary contractors within the local area utilize all available machines and workers to meet the demand for war material Continued as an Industrial Arts Program until 1968 when we moved to the current faciilty 1966 – York County Area Vocational-Technical School – 2000 hours were applied to State supported apprentice programs. 2003 – Expanded We are Demographics 33 % - Identified Special Needs 35-37 % - Unidentified special needs or at-risk students 35% - Real kids Academized 3 Academies A/H E/C M/T How do we maintain the technology and curriculum? Community based Occupational Advisory Committees Oversee or help to provide Curriculum Technology Co-operative Education Opportunities Mentoring and Visiting Subject Matter Experts
- When the CFF Initiative became available, I was chosen the Technology Coach I was very lucky because our administration supported training financially. We didn’t have time within the day for training on a regular basis but we have time after school and during the summer teacher academies. Staff received a $50 stipend for attending a half day training session. I would teach and/or demonstrate (walk through) and that would take perhaps 30 – 60 minutes and the rest of the time was applied use of the particular technology. We started with things like Google Docs and went to PhotoStory, Audacity, Blogging, and Wikis. During the day when staff wanted to try out something new, I always offered to model or stand next to teacher when something new was being introduced.
- York Tech are the chameleons of change We are a school on the State Improvement List – for us it is do or die trying! Our test scores are very low and our goal has been to improve the scores at least 10% per year Prior to the Classrooms for the Future program we had decided to change our professional development plan to reflect three strands so that all staff were on the same page in the classroom. Research says that if your staff is using the same methodology in the classroom test scores improve. The staff was broken into thirds and we took one strand each year so that when we were chosen for the CFF Program we had already begun a process that was in place to continue a single focus program. Reading Across the Curriculum Writing Across the Curriculum Differentiated Instruction When we received the Classrooms for the Future Grant, we committed the core subject area teaching staff to a very big paradigm shift - - - an interactive and collaborative classroom 21st Century Learning Program through embedded learning (FREE) 30 hours of Act 48 time It included 5 courses that were required for our core academic staff Teaching in the 21st Century: The Need for Change Differentiated Instruction in the 21st Century Language Arts Classroom Teaching Authentic Language Arts in the 21st Century Inquiry-Based Learning in the 21st Century Language Arts Classroom Project-Based Learning in the 21st Century Language Arts Classroom When we added equipment into the Career Areas, the career teachers were required to participate in the 21 st Century Classes It was felt that the courses would help with the buy-in for the career teachers. We had a benefit with the courses. Career teachers bonded with the academic teachers in completing the course work. That was an unexpected happening. This year we have added Learning Focused Schools
- All core area subjects had the CFF Equipment Cart (23-27 Laptops) Printer Cameras (Photo and Movie) Webcam Speakers Career areas with the exception of the Computer areas only had 3-6 computers per career area. Perkins Funds were used to purchase a basic setup for each theory room.
- Collaborative Environment Skype Google Docs Document Spreadsheet Forms
- Sample of the work being done in the collaborative environment
- Welding Animoto Example of a differentiated Instruction project in English. Create a presentation for your career area.
- Guys in Welding are “condescendingly arrogant” They have the right to be! 93% of seniors who graduated last year achieved “Advanced” on the High Stakes NOCTI test that all of our seniors are required to take for graduation. Math – regularly see the Math teachers in the theory room with the students when they are working on career related Math Science – Chemistry (chemical changes in the materials used for welding) and Physics (testing the welds and why they are strong or weak) Social Studies – Turn of the Century project of weldments for the Brooklyn Bridge
- Reading and Writing across the curriculum Students read journals and blogs and create reports about what they read weekly. These reports are also part of their English Class requirements.
- WE have been integrating across the curriculum for a long time. It was not a formal process. Today we have made time in the daily schedule to meet with other teachers to develop projects that are collaborative and integrated.
- Our gift to you. Something that you can take back to school with you on Monday and use immediately.