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David Toney, Perryville Career


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Title: David Toney, Perryville Career

Academic CTE Integration 101
  • David Toney, Perryville Career Technical Center
  • David Ruhman, Arcadia Valley CTC
  • David Dillard, Arcadia Valley R-II

  • Reform Background
  • HSTW
  • International Center of Educational Leadership
  • What is Integration
  • Definitions
  • Foundations
  • What Arcadia Valley R-II has been doing
  • Embedded Credit
  • In-services
  • Summer Internships
  • Resources

What the AVCTC is doing
  • use mathematics to complete assignments
  • read and interpret technical books and materials
    to complete assignments
  • Provide in-service on a wide variety of topics
  • spend one hour reading or more each week (could
    be home work) and
  • do math related homework assigned by CTE teacher.
  • Embedded credit has been put in place for

Rigorous Academic AND CTE Development
  • Why
  • a. Perkins III Accountability
  • b. NCLB (AYP)
  • c. MSIP Achievement
  • d. Because we can and we
  • should
  • e. Our students need to
  • be ready for the future

What have we learned
  • Students drop out of school because of a variety
    of family, economic, and racial factors that can
    be categorized as either alienation, lack of
    motivation, or disadvantage.
  • The key to reducing the dropout rate is helping
    youth to overcome their sense of disconnection.
  • Students with low motivation to attend school
    have shown improvement in school attendance and
    retention after participating in career education
  • Casual vocational exploration is not enough
  • Major concentration in a vocational program is
    more helpful in student retention.

High Schools That Work
HSTW 10 Key Practices
  • High Expectations setting higher expectations
    and getting more students to meet them.
  • Career/Technical Studies increasing access to
    intellectually challenging career/technical
    studies, with a concentration on using high-level
    mathematics, science, language arts and
    problem-solving skills in the modern workplace
    and in preparation for continued learning.
  • Academic Studies increasing access to academic
    studies that teach the essential concepts from
    the college-preparatory curriculum by encouraging
    students to use academic content and skills to
    address real-world projects and problems.

HSTW 10 Key Practices
  • Program of Study having students complete a
    challenging program of study with an upgraded
    academic core and a concentration.
  • Work-based Learning giving students and their
    parents the choice of a system that integrates
    school-based and work-based learning.  The system
    should span high school and postsecondary studies
    and should be planned by educators, employers and
  • Teachers Working Together having an
    organization, structure and schedule giving
    academic and career/technical teachers the time
    to plan and deliver integrated instruction aimed
    at teaching high-level academic and technical

HSTW 10 Key Practices
  • Students Actively Engaged getting every student
    involved in rigorous and challenging learning.
  • Guidance involving each student and his or her
    parents in a guidance and advising system that
    ensures the completion of an accelerated program
    of study with an in-depth academic or
    career/technical concentration.

HSTW 10 Key Practices
  • Extra Help providing a structured system of
    extra help to enable students who may lack
    adequate preparation to complete an accelerated
    program of study that includes high-level
    academic and technical content.
  • Keeping Score using student assessment and
    program evaluation data to improve continuously
    the school climate, organization, management,
    curricula and instruction to advance student
    learning and to recognize students who meet both
    curriculum and performance 2006 targets.

Rigorous Academic AND CTE Development
  • Develop reading lists
  • Incorporate technical reading materials
  • Incorporate writing assignments
  • All Aspects of an Industry
  • Move from situated to contextual learning
  • Contextualize essential math and science
  • Requires curriculum development and extensive
    professional development

Emphasis on Integrating Academic Content and
Skills in Career/Technical Courses
  • SREB Students report
  • Their CTE teachers often stressed--
  • reading
  • writing
  • Mathematics.
  • They used mathematics to complete challenging
    assignments weekly.
  • They read technical books weekly.
  • They used computer skills to complete assignments

Integrating Academic Content into
Career/Technical Courses (SREB)
  • Mathematics and science teachers use real-world
  • Students complete a senior project that involves
    the use of reading, writing and mathematics.
  • Students involved in work-site learning receive
    instruction on communication and mathematics.

SREB Teachers Working Together
  • There is time in the current situation for
    teachers to plan and carry out integrated
  • Teachers received staff development on
  • Integration is a common practice at our school.

William Daggett International Center for
Educational Leadership
(No Transcript)
Rigor and Relevance (Relationships)
  • First, there is the Knowledge Taxonomy, a
    continuum based on the six levels of Bloom's
    Taxonomy, which describes the increasingly
    complex ways in which we think. The low end
    involves acquiring knowledge and being able to
    recall or locate that knowledge. The high end
    labels the more complex ways in which individuals
    use knowledge, such as taking several pieces of
    knowledge and combining them in both logical and
    creative ways.
  • The second continuum, known as the Application
    Model, is one of action. Its five levels describe
    putting knowledge to use. While the low end is
    knowledge acquired for its own sake, the high end
    signifies use of that knowledge to solve complex
    real-world problems and to create unique
    projects, designs, and other works for use in
    real-world situations.
  • The Rigor/Relevance Framework has four quadrants.
    Each is labeled with a term that characterizes
    the learning or student performance at that

Quadrant A - Acquisition
  • Students gather and store bits of knowledge and
    information. Students are primarily expected to
    remember or understand this knowledge.

Quadrant C - Assimilation
  • Students extend and refine their acquired
    knowledge to be able to use that knowledge
    automatically and routinely to analyze and solve
    problems and create solutions.

Quadrant B - Application
  • Students use acquired knowledge to solve
    problems, design solutions, and complete work.
    The highest level of application is to apply
    knowledge to new and unpredictable situations.

Quadrant D - Adaptation
  • Students have the competence to think in complex
    ways and to apply their knowledge and skills.
    Even when confronted with perplexing unknowns,
    students are able to use extensive knowledge and
    skill to create solutions and take action that
    further develops their skills and knowledge.

What is Integration
  • Definition of Curriculum Integration is a
    series of conscious and informed strategies used
    to connect academic and vocational content so
    that one becomes a platform for instruction in
    the other over an extended period of time.

What is Integration
  • Connecting Academic and Vocational Content
  • Strategies that connect academic and vocational
    content usually result in content that is
    primarily academic with vocational elements woven
    throughout, or primarily vocational with academic
    elements woven throughout. In curriculum
    integration, the content can be neither purely
    academic not purely vocational.

What is Integration
  • The integration of effective contextual learning
    strategies into the curriculum is the result of a
    complex interaction of teaching methods, content,
    situation, and timing. These new strategies
    require time-consuming changes in practice
    related to curriculum, instruction, assessment,
    linkages with workplaces and other contexts,
    staff development, school organization, and
    communication. This trend of interweaving
    curriculum through all subject areas and making
    it relevant is called curriculum integration, and
    it truly gives students power over their

What is Integration
  • Relevance Relevance is how the learner
    personally connects with the material, not how
    you connect (although that helps). Connect
    information with other known information. Use
    associations to make it meaningful.
  • Emotion The stronger the emotion, the more the
    meaning. All emotional experiences "code" our
    learning as important.
  • Patterns Context Information in isolation has
    little meaning. Each "puzzle piece" is always
    part of something larger. It's the "big picture"
    that makes the most sense.

Contextual Learning
  • Contextual learning is a philosophy of education.
    As a philosophy, it argues that learning occurs
    when people see meaning and when it can be
    connected with something else. Through contextual
    learning strategies, students are able to relate
    subject matter content to real world situations
    motivating them to make connections between
    knowledge and its application to their lives as
    family members, citizens, and workers. Simply
    put, classroom learning needs to be relevant. But
    placing a student in a "real world" context does
    not always guarantee a learning experience.

General Ideas
  • Integration can apply to all high schools.
    Although the federal legislation applies only to
    vocational programs receiving Perkins funds,
    integration is potentially a reform that can be
    undertaken by all types of schools and for
    students with varying backgrounds and
    aspirations. It should not be viewed as applying
    only to vocational programs. Several of the early
    innovators were mission schools that served
    primarily college-bound students.

General Ideas
  • Integration flourishes in a permissive regulatory
    environment. Integration efforts proceed better
    when state and local regulations support or at
    least do not impede local reforms. Common
    barriers include seat-time regulations,
    graduation requirements, non-acceptance of
    applied courses, college admission requirements,
    union seniority rules, certification processes,
    and teacher evaluation rules. Strict allocation
    of resources by a central office can also inhibit
    integration if it reduces a school's ability to
    channel funds toward teacher professional

General Ideas
  • Integration can take years to implement. The
    broad consensus among the early innovators was
    that reform would not be complete--or advanced
    enough to permit an assessment of its
    effects--for at least five years. Such a
    long-term endeavor needs committed leadership,
    relatively stable staffing, and stable and
    generous funding to induce change and build new
    capacities. Most important are full support for
    continuing staff development and collaboration.

General Ideas
  • Integration complements other current systemic
    reforms. Integration reform is consonant with
    calls for site-based management, mission-oriented
    schooling, increased teacher participation in
    decision making, and reforms to increase teacher
    professionalism and collegiality and improve
    pedagogy. All in all, integration reform appears
    to promote a healthy rethinking of education
    conventions. Given sufficient support to succeed,
    the integration reform movement has the potential
    to create a much more flexible, equitable, and
    effective American high school.

STANDARDSThomas R. Bailey
  • Promote the continued collaboration among
    academic and vocational teachers and employers
    both in the development of standards and in the
    use of standards to develop curricula.
  • Improve the definition and measurement of the
    levels of academic skills within the industry
    skill standards, including more emphasis on
    differentiating between the standards for
    entry-level and higher- level jobs within the
    same area. Ideally, industry skill standards
    should be able to refer explicitly to appropriate
    academic standards.

STANDARDSThomas R. Bailey
  • Develop academic standards so that meeting those
    standards will indicate that a person is able to
    apply the relevant academic skills outside the
    classroom in the workplace and in the community,
    and so that they specify levels of academic
  • Encourage the use of standards to promote the
    integration of academic and vocational education.
    Create a clearinghouse for curricula and projects
    developed through collaborative use of academic
    and industry skill standards.

To integrate curriculum when designing a lesson
or project
  • Focus on opportunity.
  • Ask what makes learning meaningful then ask
    yourself what it is you want your students to be
    able to do upon completion of the lesson or
  • The lesson must begin and end with validated
    educational standards When designing an
    integrated lesson you must consider how other
    academic subjects will be integrated into the
  • It must be interesting for students. You need to
    capture their attention through themes they like.

Levels of Integration
  • Consortium/CTE Sending Schools
  • Building-wide
  • Building-wide with CTE
  • Group of teachers
  • Academic teacher working with a CTE teacher
  • Single teacher

Integration Approaches
  • Single Course Integration (start with a single
  • Joint planning across or within departments
  • Interdisciplinary Approaches
  • Team teaching
  • Short- or long-term projects
  • Thematic projects/units
  • Academies

Foundations of Integration
  • Length of program
  • Short term
  • Long term
  • Frequency
  • One project
  • Quarterly
  • Semester

Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education
  • "Model 1 - Incorporating More Academic Content in
    Vocational Courses
  • Curriculum Changes Vocational courses include
    more academic content.
  • Teacher Changes Vocational teachers modify
  • Students Targeted Vocational students.
  • Institutional Changes None.
  • Model 2 - Combining Vocational and Academic
    Teachers to Incorporate Academic Content in
    Vocational Programs
  • Curriculum Changes Vocational programs include
    more academic content, in either vocational
    courses or related applied courses.
  • Teacher Changes Academic teachers cooperate with
    vocational teachers.
  • Students Targeted Vocational students.
  • Institutional Changes None.

Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education
  • Model 3 - Making Academic Courses More
    Vocationally Relevant
  • Curriculum Changes Academic courses include more
    vocational content sometimes new courses (e.g.,
    applied academics) are adopted.
  • Teacher Changes Academic teachers (usually)
    modify courses or adopt new ones.
  • Students Targeted Potentially all students in
    practice, vocational and general-track students.
  • Institutional Changes None
  • Model 4 - Curricular Alignment Horizontal and
  • Curriculum Changes Both vocational and academic
    courses are modified and coordinated across
    courses and/or over time.
  • Teacher Changes Vocational and academic teachers
    cooperate numbers range from two to all.
  • Students Targeted Potentially all students
    actual targets vary.
  • Institutional Changes None necessary curriculum
    teams may foster cooperation.

Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education
  • Model 5 - Senior Projects
  • Curriculum Changes Seniors replace electives
    with a project earlier courses may change in
  • Teacher Changes None necessary teachers may
    develop new courses or modify content to better
    prepare students.
  • Students Targeted All students.
  • Institutional Changes None necessary.
  • Model 6 - The Academy Model
  • Curriculum Changes Alignment among academy
    courses (English, math, science, vocational) may
    take place.
  • Teacher Changes Vocational and academic teachers
    may collaborate on both curriculum and students.
  • Students Targeted Usually potential dropouts
    sometimes students interested in specific
    occupational areas.
  • Institutional Changes School-within-a-school
    block rostering smaller classes links to

Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education
  • Model 7 - Occupational High Schools and Magnet
  • Curriculum Changes Alignment among all courses
    may take place, emphasizing the occupational
  • Teacher Changes All vocational and academic
    teachers assigned to an occupational school or
    magnet within a school collaboration
  • Students Targeted Students interested in
    specific occupational areas.
  • Institutional Changes Creation of a
    self-contained occupational school or magnet

Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education
  • Model 8 - Occupational Clusters, Career Paths,
    and Majors
  • Curriculum Changes Coherent sequences of courses
    created alignment may take place among courses
    within clusters.
  • Teacher Changes Teachers belong to occupational
    clusters rather than (or in addition to)
    conventional departments collaboration is
  • Students Targeted All students.
  • Institutional Changes Creation of occupational
    clusters enhancement of career counseling
    possible cluster activities."

Foundations of Integration
  • Problem based learning
  • Standards
  • Curriculum
  • Thematic Units
  • Cooperative Learning
  • Portfolios
  • Student assessment
  • Rubrics Scoring Guides
  • Evaluation

Internal Connections
  • Administrative Support
  • Moral support
  • Funding
  • Resources
  • Release Time/Subs
  • Cooperation with other teachers (Academic and

The Ideal Situation
  • Teacher commitment and cohesiveness
  • Having CTE instructors on campus
  • Common planning time for academic and CTE
  • Common students
  • Unlimited resources

Factors Impeding Progress
  • Resistance to change
  • Not seeing the reason to integrate
  • Graduation Requirements
  • Seat time
  • Lack of
  • Time
  • Support
  • Knowledge of how to integrate
  • Funding
  • Materials

SREB 10 Steps for Getting Started
  1. Support teachers in learning how to work together
    in interdisciplinary teams (email, release time,
  2. Establish a mission, goals, objectives to guide
    administrators and teachers in developing
    integrated learning
  3. Create a vision of school and classroom
    conditions that would improve learning for all
    students, particularly CTE.

SREB 10 Steps for Getting Started
  1. Conduct a needs assessment to determine student
    achievement in the school (look at the data we
    already have MAP, TerraNova, NAEP, ASVAB, AYP)
  2. Support teachers in learning as much as possible
    about integrated CTE Academic
  3. Identify 8 to 10 big understandings that
    students will need for success beyond high school
    in work or post-secondary

SREB 10 Steps for Getting Started
  1. Teams of CTE and academic teachers work together
    to connect the 10 big ideas that are common to
    their programs
  2. Select an integration approach
  3. Create integrated lesson for the big ideas
  4. Review, revise, and improve

Integration at Arcadia Valley R-II
  • Arcadia Valley CareerTech
  • Sending school principals, counselors, and
  • Arcadia Valley HS MS Teachers
  • District Curriculum Coordinator
  • Southeast Missouri Regional Tech Prep Consortium
    (Mineral Area College)

Local In-service Resources
  • Local PD
  • State High Schools That Work Grant
  • CSR Grant Making Middle Grades Work
  • Perkins
  • RTEC

Local In-service
  • All vocational teachers
  • Middle school math teachers
  • High School math teachers
  • Meet through out the year
  • Early-out work shops
  • All day workshops
  • Small groups
  • Hire Subs
  • Summer activities

Local In-service
  • Discussion time together
  • Identify mathematics in each vocational
  • Identify how each mathematics topic are related
    to the various vocational areas
  • Reading writing across the curriculum
  • Curriculum writing

Local In-service prior to Embedded Credit
  • Develop lesson plans for MS HS math, science,
    and language arts classes
  • Develop lesson plans for vocational classes
  • Meet MSIP Curriculum Standards
  • 4 lesson plans per teacher
  • Paid stipend

Project Goals
  • The program would
  • Allow 50 to 60 academic teachers to have hands-on
    experience in one to four vocational programs and
    develop a better understanding of what CTE is all
  • Allow the development of 100 to 120 lesson plans
    that have all the appropriate components and that
    integrate academic and CTE curriculum
  • Develop a great lesson plan resource bank that
    could be accessed by teachers throughout the
  • Provide a method for academic and CTE teachers to
    work together and better understand the
    educational process

The Concept
  • Our proposal centers on bringing academic
    teachers to a career technical school for a one
    week internship rather than employment in
    business and industry. The academic teachers
    would choose two of four vocational programs and
    spend two days of intense hands-on activities
    within the programs. The fifth day of the
    program would be an overview of vocational
    programs and the development of lesson plans that
    integrate academic and vocational objectives. We
    feel this would develop the cooperation between
    academic teachers and vocational teachers, allow
    for the development of integrated lessons, and
    increase the number of participants in the
    Internship program.

Program Support
  • DESE Tech Prep under Shawn Brice
  • RTEC Southeast Missouri RTEC under Gil Kennon
  • Tech Prep Southeast Missouri Regional Tech Prep
    under Ken Carter
  • Perryville CTC
  • Arcadia Valley CTC
  • Cape Girardeau CTC
  • Unitec Career Center

June 13 June 14 June 15 June 16 June 17
Monday Tuesday Wednesday Thursday Friday
800 1130 Introduction Overview Foundations of Integration 800 1130 Program I Activities 800 1130 Program I Conclusion 800 1130 Program II Activities 800 1130 Program II Conclusion
1130 1230 Lunch 1130 1230 Lunch 1130 1230 Lunch 1130 1230 Lunch 1130 1230 Lunch
1230 400 Program I Introduction 1230 400 Program I Activities 1230 400 Program II Introduction 1230 400 Program II Activities 1230 till Completion Lesson Plan Writing and Project Conclusion
  • The Southeast Missouri Tech Prep Consortium
  • Mineral Area College
  • North County Unitec
  • Perryville CareerTech
  • Arcadia Valley CareerTech
  • Cape Girardeau Career Center

51 Participants
  • Arcadia Valley CTC
  • North County HS
  • Meadow Heights MS
  • Perryville HS
  • Ste. Genevieve HS
  • Cape Central HS
  • Cape Central MS
  • Cape Girardeau CTC
  • Valle HS
  • Central R-III HS
  • Marquand-Zion HS
  • Woodland HS
  • Perry County MS
  • Perryville CTC
  • Mineral Area College
  • Jackson HS
  • John Evans MS
  • Notre Dame HS
  • St. Pius HS

51 Participants
CTE Academic Integration
  • The first ½ day was an in-service on CTE and
    academic integration
  • Topics included
  • Needs Assessment
  • Lesson Plan Design Implementation Plan
  • Utilizing Embedded Credit
  • HSTW resources
  • Other resources

Welding Technology
  • Vocational Instruction Concepts Covered
    measurement, metallurgy , design, layout and
    blueprint reading
  • Hands-On Use of Welders and Safety Equipment for
    Cutting and Attachment.

Welding Technology
  • Participants designed, and manufactured, simple
    projects using core curriculum concepts.

Auto Collision Technology
  • Vocational Instruction Concepts Covered
    measurement, painting cycle, use of speed forms,
    science of paint application and drying
  • Hands-On Use of Frame Adjuster, Air Brush
    Techniques, and Paint Booth.

Auto Collision Technology
  • Participants took Speed Forms and completed the
    painting process from off-the-shelf to
    show-room finish.

Building Trades
  • Vocational Instruction Concepts Covered
    measurement, design, blueprint reading, technical
  • Hands-On Use of Band/Table Saw, Simple
    Construction Tools, Planer, and Power Tools.

Building Trades
  • Participants designed and manufactured a simple
    construction project using core curriculum

Graphic Communications
  • Vocational Instruction Concepts Covered
    measurement, marketing/appearance layout and
    design, computer-aided layout and design
    photographic process and screen printing.

Graphic Communications
  • Hands-On Use of Printing Press, Darkroom
    Equipment, Screen Printing Machine and Computer
    Design Hardware and Software.
  • Participants designed and manufactured business
    cards, t-shirts, advertisements and photography.

Lesson Plan Format
  • Class
  • Instructor
  • Subject Area
  • Curriculum Objective
  • CTE Competency
  • Content Standard Alignment (Missouri Show-Me
  • Process Standard Alignment (Missouri Show-Me
  • Sub-skills
  • Learner Activity
  • Assessment Activity
  • Method of Assessment
  • Resources
  • Reflection/Lesson Evaluation

Would you attend this program again next year or
favorably recommend it to a colleague? Why or
why not?
  • I learned about my own capabilities and I picked
    up invaluable information to share with my 8th
    graders. (Karen Gleeson, Cape Girardeau)
  • I enjoyed doing the projects and it really gives
    me an idea of what my students do in Career and
    Technical Classes. (Sharon Walls, Ste.
  • It has given me an opportunity to see what the
    vocational programs are all about. (Nicole
    Leimbach, Scott City)

What did you like best about the internship
  • I like the ideas you come away with and the
    insight into the career center classes. (Dana
    Hogard, Perryville)
  • The process of applying math skills with the
    culmination of a final product. (Donna Shaver,
  • Getting to talk to the vocational teachers and
    the other teachers from the various schools. I
    also liked making projects and the sense of
    accomplishment, as well as the appreciation for
    how challenging the programs really are for
    students. (Teresa Sedgwick, Ste. Genevieve)

What did you like least about the internship
  • Only general comments like
  • The length of time in each program was too short
  • A week wasnt enough time
  • Not every teacher could experience this
  • It was hard

Will your experiences during the program assist
you in developing your curriculum?
  • Definitely, you get many ideas from the program
    that can be used in the regular classroom. (Dana
    Hogard, Perryville)
  • Yes, I am a counselor and now I can better
    explain the CTE programs to potential students.
    (Amy Rowland, Perryville)
  • Yes, as a guidance counselor, I feel I will be
    able to inform students about career technical
    classes with a better knowledge base! (Karen
    Gleeson, Cape Girardeau)

Will your experiences during the program assist
you in developing your curriculum?
  • Sharing the vocational competencies lists helps
    me to include them in my lesson plans. (Sharon
    Walls, Ste. Genevieve)
  • It always helps me in my recruitment of students
    for vocational classes. (Karen Leible,
  • I have a good cross section of students and this
    helps broaden my knowledge and application base.
    (Steve Zuspan, Ste, Genevieve)

Will your experiences during the program allow
you to change any teaching methods?
  • Yes, I now better understand CTE curriculums.
    (Stephen Nix, Ste. Genevieve)
  • The experiences will provide a wider variety of
    concrete classroom examples. (Michael Ruch,
  • One of the Auto Collision instructors had an
    awesome teaching style that I will borrow from.
    (Amy Roland, Perryville)
  • My experiences have helped me develop authentic
    instruction which applies math skills to real
    life activities. (Donna Shaver, Jackson)

Will your experiences during the program allow
you to change any teaching methods?
  • I see how important that just the basic reading
    and math skills are for the vocational classes
    and for students in life. (Sharon Walls, Ste.
  • Get us together during the school year, not
    just during the summer. (Teresa Sedgwick, Ste.
  • Do this at a school-wide level, share with all
    teachers. (Nicole Leimbach, Scott City)
  • I will attempt to expand MY CLASSROOM
    RELATIONSHIPS. (Steve Zuspan, Ste. Genevieve)

Has your perception of Career Technical Education
(vocational) changed as a result of the
Internship? If so how?
  • My eyes have been opened to all the stuff that
    vocational classes involve. (Dana Hogard,
  • I have a new respect for the rigor that is
    involved in CTE programs. (Amy Roland,
  • It has made me a strong, vocal advocate for the
    integration of academic and technical skills.
    (Donna Shaver, Jackson)

Has your perception of Career Technical Education
(vocational) changed as a result of the
Internship? If so how?
  • It is obvious to me that students will need to
    be well equipped academically to be successful in
    the career technical field. (Karen Gleeson,
    Cape Girardeau)
  • This is a very concrete level of education that
    requires a great deal of knowledge of concepts
    and actual application. This is to many students
    much more difficult than interpreting a poem or
    solving a math problem. (Steve Zuspan, Ste.

What are the next steps that need to be taken to
encourage academic and CTE integration of
  • Get more of the regular classroom teachers to
    take this program. (Dana Hogard, Perryville)
  • Allowing teachers more time for lesson
    development and implementation. We spend tons of
    time training and talking about improving
    education, but dedicate no time in allowing
    teachers to independently develop and implement
    integration. (Michael Ruch, Festus)

What are the next steps that need to be taken to
encourage academic and CTE integration of
  • It would be great to have more opportunities for
    students to have a one or two day introduction to
    the different CTE programs. (Karen Gleeson,
    Cape Girardeau)
  • I believe that integration has already begun.
    Many teachers are writing questions with a
    setting in the real world. (Bob Weiler, Ste.

Would you consider working with a CTE instructor
on a joint lesson during the coming year? Why or
Why Not?
  • Absolutely, the combination of two or more
    teachers is always better than one. (Amy
    Roland, Perryville)
  • Yes, but time in class to teach current
    curriculum has been severely reduced due to our
    MAP testing. This integration will allow all
    schools to teach MAP in a better method. (Steve
    Zuspan, Ste. Genevieve)

Program Evaluation and Comments
  • Would you attend this program again next year or
    favorably recommend it to a colleague? Why or
    why not?
  • What did you like best about the internship
  • What did you like least about the internship
  • Will your experiences during the program assist
    you in developing your curriculum?
  • Will your experiences during the program allow
    you to change any teaching methods or assist you
    in changing some of your curriculum?
  • Has your perception of Career Technical Education
    (vocational) changed as a result of the
    Internship? If so how?
  • What are the next steps that need to be taken to
    encourage academic and CTE integration of
  • 8. Would you consider working with a CTE
    instructor on a joint lesson during the coming
    year? Why or Why not?

  • Community and local businesses
  • Resources and funding
  • Speakers
  • Sites to visit
  • RPDCs
  • Tech Prep Consortium

SREB http//www.sreb.org/programs/hstw/publicatio
Closing Thought
  • An excellent plumber is infinitely more
    admirable than an incompetent philosopher. The
    society that scorns excellence in plumbing
    because plumbing is a humble activity, and
    tolerates shoddiness in philosophy because
    philosophy is an exalted activity, will have
    neither good plumbing nor good philosophy.
    Neither its pipes nor its theories will hold
  • John Gardner
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