David Toney, Perryville Career & Technical Center
David Ruhman, Arcadia Valley CTC
David Dillard, Arcadia Valley R-II
AGENDA
 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
mathematics
Rigorous Academic AND CTE Development
Why
a.
b.
c.
d.
e.
Perkins III Accountability
NCLB (AYP)
MSIP Achievement
Because we can and we
should
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.
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 schoolbased and work-based learning. The system should
span high school and postsecondary studies and
should be planned by educators, employers and
employees.
• 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 highlevel academic and technical content.
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
competencies
• 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
weekly.
Integrating Academic Content into
Career/Technical Courses (SREB)
• Mathematics and science teachers use
real-world problems.
• 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
activities.
• Teachers received staff development on
integration.
• Integration is a common practice at our
school.
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 realworld 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 level.
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.
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.
• 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.
• 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 knowledge.
•
•
•
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 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 development.
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.
INTEGRATINGACADEMIC AND INDUSTRY SKILL STANDARDS
Thomas 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.
INTEGRATINGACADEMIC AND INDUSTRY SKILL STANDARDS
Thomas 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
achievement.
 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 unit..
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 lesson
It must be interesting for students. You need
to capture their attention through themes
they like.
•
•
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 lesson)
• Joint planning across or within
departments
• Interdisciplinary Approaches
– Team teaching
– Short- or long-term projects
– Thematic projects/units
– Academies
 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 courses.
– 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 Vertical
– 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 preparation.
– 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 employers.
Grubb, Davis, Lam, Plihal, and Morgaine (1991) developed the
following models for integrating vocational and academic education:
• Model 7 - Occupational High Schools and Magnet
Schools
– Curriculum Changes: Alignment among all courses
may take place, emphasizing the occupational
focus.
– Teacher Changes: All vocational and academic
teachers assigned to an occupational school or
magnet within a school; collaboration facilitated.
– Students Targeted: Students interested in specific
occupational areas.
– Institutional Changes: Creation of a self-contained
occupational school or magnet school.
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 facilitated.
– Students Targeted: All students.
– Institutional Changes: Creation of occupational
clusters; enhancement of career counseling;
possible cluster activities."
 Problem based learning
 Standards
 Curriculum
 Thematic Units
 Cooperative Learning
 Portfolios
 Student assessment
 Rubrics & Scoring Guides
 Evaluation
 Administrative Support
Moral support
Funding
Resources
Release Time/Subs
 Cooperation with other teachers
(Academic and CTE)
Teacher commitment and
cohesiveness
Having CTE instructors on
campus
Common planning time for
academic and CTE teachers
Common students
Unlimited resources





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, ITV)
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
4. Conduct a needs assessment to determine
student achievement in the school (look at
the data we already have: MAP,
TerraNova, NAEP, ASVAB, AYP)
5. Support teachers in learning as much as
possible about integrated CTE & Academic
6. 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
7. Teams of CTE and academic teachers
work together to connect the 10 “big
ideas” that are common to their
programs
8. Select an integration approach
9. Create integrated lesson for the “big
ideas”
10.Review, revise, and improve
Partnerships
Arcadia Valley CareerTech
Sending school principals,
counselors, and teachers
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 competency
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
about
• 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 state
• 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
Schedule
June 13
June 14
June 15
June 16
June 17
Monday
Tuesday
Wednesday
Thursday
Friday
8:00 – 11:30
Introduction
Overview
Foundations of
Integration
8:00 – 11:30
Program I
Activities
8:00 – 11:30
Program I
Conclusion
8:00 – 11:30
Program II
Activities
8:00 – 11:30
Program II
Conclusion
11:30 – 12:30
Lunch
11:30 – 12:30
Lunch
11:30 – 12:30
Lunch
11:30 – 12:30
Lunch
11:30 – 12:30
Lunch
12:30 – 4:00
Program I
Introduction
12:30 – 4:00
Program I
Activities
12:30 – 4:00
Program II
Introduction
12:30 – 4:00
Program II
Activities
12:30 till
Completion
Lesson Plan
Writing and Project
Conclusion
Participants
• 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
procedures.
• 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 calculations.
• 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 concepts.
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 Standards)
Process Standard Alignment: (Missouri Show-Me Standards)
Sub-skills:
Learner Activity:
Assessment Activity
Method of Assessment:
Resources:
Reflection/Lesson Evaluation:
http://www.av.k12.mo.us/AchievingExcelle
nce/summer04/index.html
http://www.av.k12.mo.us/AchievingExcelle
nce/summer04/lplans.html
http://www.av.k12.mo.us/AchievingExcellen
ce/summer04/lplans05.html
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.
Genevieve)
• “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 program?
•
•
•
“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,
Jackson)
“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 program?
• Only general comments like:
– The length of time in
each program was
too short
– A week wasn’t
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, Perryville)
“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, Fetus)
“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. Genevieve)
“Get us together during the school
year, not just during the summer.”
(Teresa Sedgwick, Ste. Genevieve)
“Do this at a school-wide level,
share with all teachers.” (Nicole
Leimbach, Scott City)
“I will attempt to expand MY
CLASSROOM INSTRUCTION TO
INCLUDE MORE APPOICATION
AND 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, Perryville)
• “I have a new respect for the
rigor that is involved in CTE
programs.” (Amy Roland,
Perryville)
• “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. Genevieve)
What are the next steps that need to be taken to encourage academic and CTE
integration of curriculum?
•
•
“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 curriculum?
• “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. Genevieve)
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 program?
What did you like least about the internship program?
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 curriculum?
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

http://www.khake.com/page69.html
http://www.khake.com/page32.html
SREB:
http://www.sreb.org/programs/hstw/publications/2005Pubs/05V26SummerConferenceNewslette
r.asp
http://www.nccte.org/publications/projectR
eports.asp
http://www.angelfire.com/wi/writingprocess
/specificgos.html
http://dese.mo.gov/divcareered/
http://missouricareereducation.org/curr/tradeindustry1.html
http://www.dese.mo.gov/divimprove/curriculum/unitindex.html
http://www.av.k12.mo.us/
http://www.av.k12.mo.us/ctc/ecredit.htm
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
water.
John Gardner