Welcome CTE
Teachers New to Teaching!
Ann Tebo and Judy Tapia,
CTE Professional Development Specialists
Summer, 2015
CTE need-to-knows!
Create Your Name Tent!
• In the box on the front side legibly print
your FIRST NAME as large as possible so it
will display when folded
• On the back side answer these prompts:
1. Describe in five words or less how you
are feeling about school starting
2. What do you hope to get out of this
training?
2
Session Norms
• Be respectful
• Listen and participate fully
• Refrain from sidebar conversations
• Silence electronics
MPS CTE
• If you have a question that is not on-topic
to what we are discussing write it on a
post-it and I will address it after break or
personally to you if your name is on it
• If anything doesn’t make sense that you
need clarified
• Any other random thing that you want to
discuss… 
7/11/2016
Parking Lot – Posts
4
Introductions
MPS CTE
Stand
Say
7/11/2016
PLEASE:
Your name
Where you teach
What you teach
5
Welcome!
Peanut M & M Icebreaker
Orange: An interesting fact about you that no one else in the room
would already know or likely have in common.
Blue: What you like to do in your spare time.
Brown: A reason that you became a teacher.
Yellow: Something you hope to learn today.
Red: Something you did over the summer.
Green: A question you have related to the job you will be doing this
year.
Who’s who in the CTE office:
When you have questions or concerns, ask:
• Your department chair for any school-related issues
• Your program specialist for any curriculum-related issues
• Ann or Judy for any general or certification-related issues
Please send a copy of your teaching certificate to Ann so she
knows what your status and needs are!
MPS CTE
The CTE office is located in the Curriculum Services Center (this
complex), Building 4
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Refer to the handout
(NE corner of University and Stapley – facing Stapley)
CTE office is in Building 4 – by the back of the building
All program specialists have desk space in the office
Most P.D. classes will be held in this building
Another building you need to know about is the
Student Services Center on the
(SE corner of Brown and Country Club)
MPS CTE
MPS Curriculum Services Center (CSC building)
549 North Stapley Drive
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CTE Office Location
Electronic Resources
www.mpsaz.org/cte
7/11/2016
www.mpsaz.org/policy_download/
MPS CTE
Let’s examine each of these sites:
www.azed.gov/career-technical-education
www.azed.gov/career-technical-education/tech-standards
• Joe Grieco
(602) 542-7412
Joe.Grieco@azed.gov
MPS CTE
• Check the ADE website for specific
requirements
• Ann can answer many of your general
questions
• If you have specific concerns, contact the
CTE certification specialist at ADE:
7/11/2016
Certification questions
To sign up for classes through MPS, the district’s electronic
registration system for professional development.
http://www.mpsaz.org/profdev/classes/
MPS CTE
• If you have not taken the SEI (Sheltered English Immersion)
class you must do so this year, and you need to take it through
a community college or university
• Most of you need some “Semester Hours” (SH listed as a
deficiency on your teaching certificate)
• Opportunities will be made available to you through the CTE
department that will satisfy some of your deficiencies if you
have them, but are worthwhile for all teachers
7/11/2016
Professional Development
Curriculum Services Center, Room 142
Sign up through the ERO system
See handout on ERO process
Worth 1 ADE “SH” credit if homework is completed
CTE stipend is paid for hours in class
MPS CTE
CTE Lesson Planning and Student
Engagement
Thursdays – 4:30 – 7:30
August 27, September 3, September 10
7/11/2016
P.D. for CTE class is coming up!
Webos
You can access a webo from the district’s HR website or by using the
link below.
The tricky thing about webos is that you must access the site through
Internet Explorer:
http://isdc-onbase-01.musd.mpsaz.org/mpsdataaccess/
See handout for Webo procedures
MPS CTE
• Are requesting tuition reimbursement or salary credit for a class
prior to the start of the class
• Do any kind of work-related travel with or without students
• Need to take a professional day
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A “Webo” must be completed if you:
MPS CTE
7/11/2016
Time for a…
MPS CTE
• PLC’s – You will be a member of a Professional Learning
Community comprised of teachers throughout the district that
teach what you teach. Your school may also require you to be
a member of another PLC.
• CTE Network – Feeder junior highs and the high school they
feed into communicate throughout the year through their
network, and will plan and execute events to make sure that
all stakeholders are aware of opportunities available in CTE
programs.
• Perkins – This is the name of the person (Carl D. Perkins) who
spearheaded a federal governmental act in 1984 to allocate
money to “increase the quality of technical education.” To this
day it is one of our main sources of funding, and each district
must submit yearly goals to receive funding. MPS CTE
teachers help meet these goals, and receive a stipend if
requirements are satisfied.
7/11/2016
Some things you’ll be hearing
about….
It is our job to teach English Language Arts (reading and writing)
and Math standards within the context of our CTE curriculum
PLCs work together to plan meaningful, standards-aligned ELA and
math lessons
This is the basis for your Perkins stipend
Much information and training opportunities will be forthcoming
MPS CTE
College and Career Ready Standards (also known as Common
Core) are important in CTE!
7/11/2016
Our Perkins Goals align with
Academic Integration in CTE
Curriculum Consortium Wiki
Partnership
• We have joined a state-wide CTE Curriculum
Consortium
• Thousands of standards-aligned lesson plans
have been written for HIGH SCHOOL programs
• Scope and Sequences on the consortium are
usually different from those Mesa uses. Be
sure to use the right Scope and Sequence!
38 Programs
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Accounting
Agribusiness Systems
Architectural Drafting
Automotive Collision Repair
Automotive Technology
Bioscience
BMAS
BOSAS
Cabinetmaking
Carpentry
Construction Technology
Culinary
Digital Photography
Digital Printing
Early Childhood Education
Education Professions
Emergency Medical Services
Engineering Sciences
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Entrepreneurship
Fashion Design and Merchandising
Film & TV
Financial Literacy
Financial Services
Fire Science
Graphic / Web Design
Health Foundations
Hospitality Management
Interior Design & Merchandising
Law, Public Safety & Security
Medical Assisting
Nursing Services
Physical Therapy Assisting
Precision Machining
Professional Sales and Marketing
Sports Medicine & Rehabilitation Services
Technical Theatre
Web Page Development
Welding Technologies
L
A
S
S
R
Complete with:
Standard &
Measurement Criteria
Objectives
Terminology
Introduction
Teacher Actions
O
Student Actions
Closure
O
Skill Assessment
M
U
S
E
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C
Lesson Plans
Connections
AssessmentQuestions
Equipment
Materials
Resources
Accommodations
19
Use MPS Scope and Sequence,
not the Consortium’s!
Lesson Plans as a Guide
• Lesson Plans are not always cut and dry
• Use as a guide to help plan your lesson
• Uses the key components of the lesson
plan i.e. bellwork, active participation
strategies, closure
Accessing the lessons –
See handout
•Go to:
http://cte.pimajted.org
•User name: FirstLastname
•Password: will be sent to
you in an email
MPS CTE
On the form provided,
please write any question
you have so far that has not
been answered.
7/11/2016
Your ticket out the door…
Welcome Back!!
Today’s Session:
Lesson Priorities
MPS CTE
• Are the basis for all lesson plans
• Are used to drive the curriculum of all high school
CTE programs
• Junior high teachers will get guidance from their
CTE Program Specialist and other teachers in the
district
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CTE Program Technical Standards
MPS Scopes and Sequences
 Are used to determine the order in which
units are taught
 Lesson sequence should be consistent
throughout the district
26
MPS CTE
TEACHING
DOESN’T HAPPEN
UNLESS
LEARNING
OCCURS
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Lesson Objectives
27
Objective:
TOPIC: Lesson objectives
DO: Write lesson objectives aligned
to CTE Standards
Level of Thinking: Applying
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MPS CTE
Think of your objective in
terms of what you expect your
students to learn and be able
to do by the end of the day’s
lesson.
29
7/11/2016
MPS CTE
Then TELL your students what
they are expected to learn or
be able to do by the end of the
hour!
Objectives align to CTE Technical
Standards
• When planning
lessons, the
Measurement Criteria
should be used to
determine unit/lesson
objectives
College and Career Readiness
Academic Standards (English
Language Arts / Math) should
also be identified when used
Standards:
Measurement Criteria (MC’s):
• A single standard may have many MC’s (3-15)
• Measurement Criteria are small – distinct parts
of the standard which can be measured/
assessed
MPS CTE
•Describes how well learners should know or be
able to do something.
7/11/2016
•The skills and knowledge necessary to succeed in
the industry related to program content.
•If one has mastered all of the MC’s, one has then
mastered the standard
32
Alignment
Defined: State of agreement or cooperation
for coordinated function
Everything “matches up”
• Objectives must match CTE Program
Technical Standards and/or Measurement
Criteria
• Learning activities must match the
objective
MPS CTE
7/11/2016
M
C
34
MPS CTE
• Demonstrate that you understand the
difference between a “standard” and a
“measurement criteria” by explaining to a
colleague at your table.
7/11/2016
Check for
Understanding
35
Objectives DRIVE:
• Your lesson
introduction
• All activities
throughout the lesson
• Your lesson closure
• Assessment
Objectives guide
instruction:
When we post daily objectives for our
students, they should include:
• Your goal for the day’s lesson – What exactly is
it that you expect the students to know and be
able to do as a result of the learning?
Objectives need to be straightforward enough
for the students to understand and to be able
to explain to another person.
Posting Objectives
• Daily lesson objectives should be posted in
a place that is visible to all students for the
entire class period
• Teachers should refer to the objective
when introducing the lesson
• Posted objectives help keep the teacher
and lesson “on track”
Advantages of posting
objectives
• For the TEACHER:
• Insures that lessons are aligned to CTE
Technical Program Standards
• Keeps the teacher focused
• For the STUDENTS:
• Makes them aware of what they are
accountable for learning and
• Answers the “What are we doing in class
today?” question
THREE Parts of an Instructional Objective
T
Noun
“TOPIC”
What the students
will learn
D
Command
Verb
“DO”
What the students
will do to show
what they have
learned
L
L.O.T.
“LEVEL OF
THINKING”
Bloom’s
Taxonomy
Level
Determined by the
Command Verb
40
The “Topic” portion of the
objective
• Should relate to a state standard and/or
measurement criteria
• Does not need to include the standard
number (which is meaningless to students)
• Written in concise, student-friendly terms
The “Do”
(This is the most critical part of the
objective, and is what should be
communicated to the students)
• Think of this as the “proof” of student learning. For example:
• Description of concepts learned in an assignment
• Process demonstrated
• There should be some way to assess each day – even if it is an
ongoing lesson or lab. For example:
• Progress log
• Reflection
• Should be written in clear language so that any person could
understand what is being done.
Chapter, page, or question numbers are not enough!
Some examples of the “Do”
(Measurable Tasks)
Use
Sketch
Describe
Solve
Create
Collaborate
Connect
Draw conclusions
Evaluate
Illustrate
Explain
Construct
Apply
Produce
Communicate
Interpret
Demonstrate
Estimate
Organize
Classify
Perform
Construct
Compare
Analyze
Investigate
Paraphrase
Write
Categorize
Calculate
Predict
The “DO”
verbs
correspond
with
“Levels of
Thinking”
(Bloom’s
Levels)
MPS CTE
7/11/2016
Look at the ring of
Levels of Thinking
objective writing task
Independently – Look at the Technical Standards for
your program. Choose a concept that you might teach
within the first two weeks of school.
On the handout provided, write all three parts of the
objective and what Standard or Measurement Criteria
it addresses (if available).
With your table group - Discuss your lesson ideas and
share your objectives. Use the evaluation form to see
if all aspects are clear to those at the table.
7/11/2016
MPS CTE
• 12 word summary
• In exactly 12 words state why having
an objective is a critical component to
all lessons.
MPS CTE
•Objective
•Lesson introduction
•Student engagement
•Checking for understanding
•Providing feedback
•Lesson closure / assessment
7/11/2016
Essential Parts of a Lesson
Let’s start with Student Engagement since it should be included in all
aspects of the lesson….
MPS CTE
Section Objectives:
Topic: Student engagement in lessons
7/11/2016
Student
Engagement
Do: Describe the significance of student
engagement in lessons and determine which
engagement strategies best fit your teaching style
49
L.O.T: Understanding and applying
MPS CTE
Active Student Engagement
Strategies are used throughout
CTE Lessons!
7/11/2016
Student
Engagement
50
Active Engagement
Active Engagement
The consistent
engagement of the minds
of all learners with the
topic being discussed
MPS CTE
With your group
discuss and record
on the whiteboard
why teachers
should adopt the
practice of calling
on non-volunteers.
7/11/2016
Calling on Non-volunteers
52
All engagement strategies must be
taught directly to students
Success with strategies will be
dependent upon setting the stage for
students to use them successfully.
See following for how “Think-PairShare” could be described.
Think / Pair / Share
• This time around I am going to let you choose your partner
• If there are an uneven number of people at your table, three
people can work together
• Raise your hand when you know who your partner is
• Decide who partner “A” is and who is “B”
• When we do this strategy I will pose a question that is
important enough for me to want you to really think about it
and share your ideas
MPS CTE
7/11/2016
Time to
Think / Pair / Share
• After adequate time to think I will ask you to share your ideas
with your partner
Time MUST be given to allow students to quietly think
• “B” partners share first
• I will call on non-volunteers to share, and if you are called you
can give either your answer or your partner’s!
Take one minute of silence to think this through.
MPS CTE
Think back to when you were personally learning
something new and there was an engaging
activity that was motivating to you as the learner.
7/11/2016
Active Engagement
Introduction
Be ready for Think-Pair-Share!
57
“Minds-on” learning
• Active engagement
strategies require more
than just “hands on”
involvement
• Teachers need to lead
students to the
knowledge rather than
“stuff it in their ears”
Active Learning / Engagement
Is:
• Asking questions that
can have multiple
answers
• Students thinking and
doing
• Students working
together
• Lots of discussion
• Continuous feedback to
students
Is Not:
• Asking questions that
lead to one correct
answer
• Teacher lecture
• Teacher summary of
reading material
• Students taking notes
from PowerPoints
• “Fill in the blank”
worksheets
Characteristics of Engagement
• Encourages problem-based thinking
• Permits student choice and initiative
• Requires student thinking
• Encourages depth rather than breadth
• Designed to be relevant and/or authentic
Engagement strategies provide
formative assessment and
feedback opportunities
• Teachers can check for
understanding through the effective
use of these strategies
• ALL students must be assessed!
Feedback is Crucial
One of the chief benefits of
active engagement is that it
allows us to give corrective
feedback.
Feedback is most effective
when it is explicit and specific.
Key Features of Feedback
• Occurs frequently
• Specific
• Corrective/reinforcing
• Non-punitive
The Feedback Link
 Correction can’t happen without
feedback
 Feedback can’t happen without
monitoring
 Monitoring can’t happen without
student responses through active
engagement
MPS CTE
Explain how
engagement
strategies are
beneficial to
teachers as
well as to
students.
7/11/2016
On a post-it note:
65
MPS CTE
• You have been given a set of cards
with ideas for student engagement
strategies
• Take some time later to go through
these strategies and choose a few that
you think would be workable in your
classes
• Try your best to incorporate several
opportunities in each lesson for
students to be able to process and talk
about the information being presented
7/11/2016
Engagement Rings
66
MPS CTE
It is critical to
start class off
on the right
foot…
7/11/2016
Lesson Implementation:
67
Do: Describe reasons for, and
components of bellwork and effective
lesson introductions
MPS CTE
Topic: Bellwork and effective lesson
introductions
7/11/2016
Section Objective:
L.O.T.: Understanding
68
Bellwork
The FIRST FIVE
MINUTES OF CLASS
TIME IS CRITICAL!!
Use it to your best
advantage with an
engaging bellwork
question!
Bellwork
• A daily routine that
can incorporate activating
students’ prior knowledge
and serve as the lesson’s introduction
• Having a bellwork routine allows teachers time to
take roll silently as the students respond to the
bellwork prompt
MPS CTE
7/11/2016
Bellwork Log
71
Good Bellwork Questions
Direct the students to link past
experiences or something they
already know directly to the current
learning.
Or…
Review
concepts from
prior lessons.
Bellwork questions MUST align
to the lesson objective!
Directly Teach Students the
Bellwork Routine
• Have the question on the board or screen prior to
students entering the room.
• Have a designated place for bellwork logs to be picked up
at the beginning of the week, or hand them out on
Mondays. (Still have the central location for those
absent Monday to get a log when they return to
school.)
• Teach students to come into class, get their logs out
immediately, and work quietly on answering the
question.
• Pick up and grade logs on Fridays.
7/11/2016
MPS CTE
The lesson introduction is a
great opportunity to tell the
students what the lesson
objective is for the day!
Lesson INTRODUCTION
Definition:
An active process that readies the
students for learning by
communicating the purpose,
drawing on prior knowledge,
and/or connecting with previously
learned topics.
An active process that readies the students for learning by
communicating the purpose, drawing on prior knowledge,
previously learned skills or co
• Transitions thinking to new topic/objective
• Draw on students’ prior knowledge
• Provides teacher the opportunity to make
the learning relevant
Think of your introduction as a bridge between what they
already know and what they will be learning.
MPS CTE
Purposes
7/11/2016
Lesson
Introduction
77
LESSON INTRODUCTION
1. Must be congruent to the
objective
2. Build a case for the importance of
material being learned and/or
3. Draws on student’s prior knowledge
and connects to new learning
4. Should include student engagement
Students should “think and do”!
MPS CTE
Critical Attributes
78
3-2-1
closure / formative assessment
List 3 of the 4 Critical Attributes of an Introduction
List the 2 important things to remember related to
bellwork
Write 1 reason that lessons should include a wellthought out introduction
EVERY Student –
EVERY Lesson!
MPS CTE
A cognitive process in which EVERY
student processes his/her learning
from the day’s lesson
7/11/2016
Closure
Do: Examine the reasons for closure and
attributes and examples of it, with an
opportunity to choose an appropriate
option for an identified lesson.
MPS CTE
Topic: Closure
7/11/2016
Objective:
L.O.T.: Applying
81
Let’s use a Vocabulary Square to
discuss the concept in detail
Closure
A cognitive process in which
EVERY student processes
his/her learning from the day’s
lesson
Purposes of Closure:
• Gives the teacher a chance to see if the
lesson objective was attained
• Review key points of lesson
• Give students opportunities to draw
conclusions
• Have students describe how they can use
this new information
• Provide a smooth transition from one
lesson to the next
Attributes of closure
• Congruent to the learning objective
• Matches the cognitive level
• Measurable way to assess each student’s
learning of the objective
• Teacher provides feedback
• On the spot
• The next day
• Provides a starting point for the next day’s class
Closure must be PLANNED in the
lesson planning process
When closure should be used:
• At the end of any significant
learning
• At the end of
all lessons
Closure is critical!
Be sure to allow time for
adequate processing at the
end of each class period
Closure is FORMATIVE
assessment!
The information gained by the teacher
bases decisions related to:
• Need for additional practice
• Need for clarification or re-teaching
• When it’s time to move on to the next
concept!
Closure should
require
students tell
you what they
learned that
hour!
Summarizing
needs to be
done by the
STUDENTS –
not the
teacher!
• With the highlighter still in hand, mark the numbers of at
least three closure strategies that seem “doable” to you!
MPS CTE
• Take a look at this wonderful collection of closure ideas
created by some math teachers in Washington
• Grab a highlighter – Independently read the first page,
highlighting what you consider to be most important
If you finish before the rest, feel free to continue reading
the examples
7/11/2016
34 Engaging Lesson Closure Ideas
If time permits, let’s
PRACTICE planning closure!!
Refer back to the objective planning activity that you
did preciously.
From the “34 Engaging Lesson Closure Ideas” choose
one strategy that you think might work with your
lesson idea its objective.
On the bottom of the form, write your student
directions for the closure activity.
If time permits, we’ll have you share your closure
activity with your table group.
Closure for this session: 3 W’s
On the half sheet provided, write:
• What did we focus on in this session?
• Why is it important?
• Now What? (How will this impact your
lesson planning and teaching?)
Reminder…
Curriculum Services Center, Room 142
Sign up through the ERO system
Worth 1 ADE “SH” credit if homework is completed
CTE stipend is paid for hours in class
MPS CTE
CTE Lesson Planning and Student
Engagement
Thursdays – 4:30 – 7:30
August 27, September 3, September 10
7/11/2016
P.D. for CTE class is coming up!
MPS CTE
• We know this is A LOT of
information and that you
won’t remember it all
• Meetings for new CTE
teachers will be planned
on an as-needed basis
• If you have any questions
or needs, don’t hesitate to
contact Ann or Judy!
7/11/2016
It will be a
great year!
See you at the
Mandatory CTE District Meeting
August 10
1:00-3:00
Mesa Convention Center
263 N. Center Street