Penn State University
Workforce Education and
Development
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Dr. Marybeth Morrison
Mrs. Debra Herman
Ms. Cathy Thomas
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Certification routes
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Traditional undergraduate
Alternative Route
Three centers
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Indiana University of Pennsylvania (IUP)
Temple
Pennsylvania State University (PSU)
 Professional Personnel Development Center (PPDC)
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Authorized by PA Dept. of Education in 1978
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Responsible for preparation and
recommendation of students for vocational
teacher certification.
30 county area in Central Pennsylvania
Provides coursework and supervision for:
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Vocational Instructor I certification
Vocational Instructor II certification
Vocational Director certification
Co-Op Certification
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High diploma
4000 hours (minimum of 2 years) verified work
experience (in the subject matter field) within
the last 10 years
Passing score on the Occupational Competency
Assessment OR
Credential review OR
Committee Review
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Emergency
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Good for one school year
Issued when the OCA has not been taken
Normally only issued once
Intern
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Good for three years
Issued after passing the OCA
Enroll in approved program (18 credits)
Only issued once
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Level I
Good for 6 teaching years
 Completion of 18 credits
 Successful completion of PRAXIS Series
Computerized Pre-Professional Skills Tests in
Reading (10710) and Writing (20720).
 Required to have 3 years of successful teaching on
Intern certificate.
 Enrolled in coursework leading to Level II
certification
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Level II
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Completion of 60 additional credits
Completion of PRAXIS Series Pre-Professional
Skills Test (PPST) Mathematics (codes 0730 or
5730)
Completion of PRAXIS Series Pre-Professional
Skills Test PLT 7-12 (or the waiver).
Must be renewed every 5 years (college or
continuing education credit and/or professional
development hours totaling 180)
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First coursework leading to certification
2 credits
 1 week during the summer
 Held only once a year
 Taught by PPDC staff
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 FRP’s -- Instructors commonly called Field Resource
Person
 Professional Development Team – Assistant Professors,
Instructors, Lecturers, Senior Lecturers
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First Week of School
Career Development
Developing Proper Writing Skills
Curriculum Development
Integration of Academics
Lesson Plans and Instructional Materials
Vehicles of Instruction
Conflict in the Classroom
Effective Discipline
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Safety and Health
Special Populations
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Special Needs
ESL/ELL students
Communication/Advisory Committees
Career and Technical Student Organizations
(CTSOs)
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Welcome, introductions
Roles and responsibilities of the professional
educator – presentation/lecture – CBTE
Coordinator
First week of school – presentation/lecture -- FRP
Instructional schedule
 5 lesson plans for first 10 days
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Career development – presentation/lecture –
PPDC Assistant Director
Obtaining PSU ID and computer access – “field
trip”– FRPs and Professional Development Team
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Proper Writing Skills – lecture w/lesson
plan/interactive activities – team taught by
FRP and PD team literacy specialist – essay
Curriculum Development/Writing
Performance Objectives – lecture/demo
w/lesson plan – CBTE Coordinator
Integration of Academics – presentation -- area
CTE instructor
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Lesson Plan and Instructional Material
Development – lecture/demonstration
w/lesson plan – team teaching – FRP, PD team
special needs specialist, International WFED
students – 2 lesson plans for Friday
Vehicles of Instruction – lecture w/lesson plan
– local CTE instructor
Mandatory 30 minute computer lab
Optional open computer lab 6 to 9 pm
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Dealing with Conflict in the Classroom –
presentation – local CTE instructor and
academic instructor
Implementing Effective Discipline – group
work – facilitated by FRP and PD team special
needs specialist.
Occupational Safety and Health – Presentation
-- Assistant PPDC Director and PD team
member
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Student Diversity and educating Special
Populations – lecture (Max teaching strategies),
team teaching PD team special needs specialist
and FRP.
Educating Special Populations – PD team
special needs specialist and ESL/ELL
specialist.
Mandatory 30 minute computer lab
Optional open computer lab 6 to 9 pm
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Demonstrate cross-cultural competence in
interactions with colleagues, administrators,
school and community specialists, students
and their families.
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Panel discussion with all of the above participants
and our teachers
Connections made through Global Connections, our
international student population, and our own
personal connections
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Frank, Parent of ELLs, graduate of our
program, CTE background
Grace, adult ELL, ESL instructor, parent of
bilingual children
Gladys, high school senior, bilingual
Jane, former administrator, current teacher of
high school age and adult ELLs
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Communicating with parents, staff, and
administration/Advisory Committees –
presentation – FRP
Career and Technical Organizations –
presentation/video – local CTE instructor
Educating special needs students –
lecture/demo/interactive activities – FRP and
PD team special needs specialist.
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Educating Special Populations – presentation –
PD team ESL/ELL specialist and local CTE
instructor.
Optional open computer lab 6 to 9 pm
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Demonstrate an understanding of the legal
responsibilities related to serving ELLs
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Implement appropriate research-based instructional
strategies to make content comprehensible for ELLs
 Present information from the “Basic Education
Circular” (BEC) related to ELLs
 Introduce students to “WIDA Consortium”
materials
 Introduce lesson plan template that includes
sections for adaptations and accommodations for
ELLs
 Provide handout with lists of adaptations and
accommodations
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Invite a dental assisting instructor who is in
our program
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Show our students vs. tell our students
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Gain ideas from a CTE instructor
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http://youtu.be/iSZBo352QJ4
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“Lesson Plan for Foday”
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Case study on Foday
Adaptations and Accommodations Handout
“Can - Do Descriptors” from www.wida.us
• A lesson plan they have developed
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Case study on Tony – a student with a learning
disability
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Lesson plan presentations by students
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Safety -- morning
Theory – afternoon
Review of assignments
Workshop evaluation