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Question for Sec’t Duncan

Question for Sec’t Duncan. Do CTE teachers have a place at the table with the Obama administration and the RTT effort?. Sec’t Duncan’s Response.

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Question for Sec’t Duncan

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  1. Question for Sec’t Duncan Do CTE teachers have a place at the table with the Obama administration and the RTT effort?

  2. Sec’t Duncan’s Response “I think that CTE education is hugely important. We’re interested in increasing graduation rates, decreasing drop out rates and more high school students being prepared for college and career. Where CTE strategies improve these, we want to invest in them, we want to do more. Where we’re seeing success in schools and where you can demonstrate these things, we want to help you do more of that.”

  3. ChangingLiteracy Demands • Between 1996 and 2006, the average literacy required for all American occupations is projected to rise by 14%. • The 25 fastest growing professions have far greater than average literacy demands. • The 25 fastest declining professions have lower than average literacy demands. Barton, P.E. (2000).

  4. Employment by industry sector: 2008 Service providing Goods producing Thousands of wage and salary jobs 4

  5. Employment change by industry sector: projected 2008-18 Service providing Goods producing Thousands of wage and salary jobs 5

  6. Employment change in professional and related occupations Thousands of jobs, projected 2008-18 6

  7. Employment change in service occupations Thousands of jobs, projected 2008-18 7

  8. Job openings in professional and related occupations Thousands of job openings, projected 2008-18 3,331.7 3,139.3 1,440.5 1,032.6 1,030.0 837.6 714.6 397.1 8

  9. Job openings in service occupations Thousands of job openings, projected 2008-18 5,100.5 2,283.7 1,595.3 1,434.4 1,303.7 9

  10. Breaking Ranks Leadership Training Module: Building Leadership Capacity 4:10 Breaking Ranks: Strategies for School Reform

  11. Top Two School-Related Factors Impacting Student Achievement 1) In a 1998 study involving a half million elementary and middle grades students in 3,000 Texas schools, researchers found that the most important factor in student achievement was teacher quality. An instructor’s impact on student achievement is so profound that children with effective teachers are estimated to learn up to a full grade level more in a single year than those who have weak teachers. (Hanushek, Kain and Rivkin) 2) “It turns out that leadership not only matters – it is second only to teaching among school-related factors in its impact on student learning…the impact of leadership tends to be greatest in schools where the learning needs of students are most acute.” Christina DeVita, President of The Wallace Foundation, “Review of Research: How Leadership Influences Student Learning,” 2004 4:11 Breaking Ranks: Strategies for School Reform

  12. “How did you get to be as good as you are?” Pair and Share 4:12 Breaking Ranks: Strategies for School Reform

  13. Think of a successful leader you have worked with. What are the traits and behaviors that made him or her effective? Building Capacity 4:13 4:13 Breaking Ranks: Strategies for School Reform

  14. What Does it Take? KNOWLEDGE ATTITUDES SKILLS 4:14 Breaking Ranks: Strategies for School Reform

  15. 10 Skills for Successful School Leaders EDUCATIONAL LEADERSHIP Setting Instructional Direction Teamwork Sensitivity RESOLVING COMPLEX PROBLEMS Judgment Results Orientation Organizational Ability COMMUNICATION SKILLS Oral Communication Written Communication DEVELOPING SELF AND OTHERS Development of Others Understanding Own Strengths and Weaknesses 4:15 Breaking Ranks: Strategies for School Reform

  16. Affirmation - recognize and celebrate school accomplishments Change Agent - actively challenge the status quo Contingent Rewards - recognize and reward individual accomplishments Communication - establish strong lines with and between teachers and students Balanced Leadership: Responsibilities of School Leaders School Leadership that Works -- Marzano, et al, ASCD, 2005 4:16 Breaking Ranks: Strategies for School Reform

  17. Culture - foster shared beliefs and a sense of community/cooperation Discipline - protect teachers from issues and influences that detract from teaching time or focus Flexibility - adapt behavior to the needs of the current situation, comfortable with dissent Focus - establish clear goals and keeps them in the forefront of school’s attention Responsibilities of School Leaders School Leadership that Works -- Marzano, et al, ASCD, 2005 4:17 Breaking Ranks: Strategies for School Reform

  18. Input - involve teachers in design and implementation of decisions and policies Intellectual Stimulation - ensure staff is aware of most current theories and practices, regularly discussed Involvement in Curriculum Instruction, and Assessment - directly involved in design/implementation of curriculum, instruction, and assessment activities at the classroom level Ideals/Beliefs - well-articulated and shared Responsibilities of School Leaders School Leadership that Works -- Marzano, et al, ASCD, 2005 4:18 Breaking Ranks: Strategies for School Reform

  19. Knowledge of C, I, and A - knowledgeable of current/best practices in these areas Monitoring/Evaluating - monitor the effectiveness of school practices and their impact on student achievement Optimizer - inspire and lead new and challenging innovations Order - establish a set of standard operating principles and routines Outreach - advocate for and speak about the school to all stakeholders Responsibilities of School Leaders School Leadership that Works -- Marzano, et al, ASCD, 2005 4:19 Breaking Ranks: Strategies for School Reform

  20. Relationships - demonstrate an awareness of the personal lives of teachers and staff Resources - provide teachers with necessary materials and professional development Situational Awareness - aware of the details and undercurrents in the school and use the information to address current and potential problems Visibility - quality contact and interactions with teachers, students, parents Responsibilities of School Leaders School Leadership that Works -- Marzano, et al, ASCD, 2005 4:20 Breaking Ranks: Strategies for School Reform

  21. Group Task … Read through the list of 21 leadership responsibilities and choose your top five in terms of their impact on student achievement. 4:21 Breaking Ranks: Strategies for School Reform

  22. Responsibilities of School Leaders Affirmation Change Agent Contingent Rewards Communication Culture Discipline Flexibility Focus Ideals/Beliefs Input • Intellectual Stimulation • Involvement in C, I, A • Knowledge of C, I, A • Monitoring/Evaluation • Optimizer • Order • Outreach • Relationships • Resources • Situational Awareness • Visibility School Leadership that Works -- Marzano, et al, ASCD, 2005 4:22 Breaking Ranks: Strategies for School Reform

  23. Research Results… Situational Awareness Flexibility Discipline Outreach Monitoring/Evaluating Culture Order Resources Knowledge of C, I, and A Input Change Agent Focus Contingent Rewards Intellectual Stimulation Communication Ideals/Beliefs Involvement in C, I and A Visibility Optimizer Affirmation Relationships School Leadership that Works, Marzano, et al, ASCD, 2005 4:23 Breaking Ranks: Strategies for School Reform

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