The Entry Year Continuum: Integrating the Entry Year for Academics and CareerTech

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The Entry Year Continuum Integrating the Entry
Year for Academics and Career-Tech
Shelby, Ohio
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Basic Formal Entry Year Program

• Mentors assigned to all entry year teachers
• Big Brother or Big Sis assigned to those new to
  Pioneer, but not in entry year
• Entry year administrators participate in formal
  entry year principals program
• Existing system matches made in like job
  descriptions/subject areas

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Entry Year ContinuumWhy?

• Double lab career tech teachers had no time to
  observe other teachers
• Academic teachers students had lab at times
  other than teachers conference period
• Formal mentor system traditionally restricted to
  academic/academic or lab/lab support

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Entry Year ContinuumWho?

• Pioneer veteran administrators
• Pioneer veteran career tech teachers
• Pioneer veteran academic teachers
• Pioneer entry year career tech teachers
• Pioneer entry year academic teachers
• Pioneer new administrators
• Pioneer entry year administrators

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Entry Year Continuum--Logistics?

• Rotating subs hired
• Observation Form developed (see handout)
• Cross observation schedule developed (see
  handout)
• Day 1 Entry Year teachers observe in opposite
  environment
• Day 2 Entry year teachers observe each other in
  pairs

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Entry Year Continuum--Expected Outcomes/Goals

• Discussion of lessons learned during
  cross-observation of academics and labs
  (Ah-Has)
• Discussion of lessons learned during entry year
  cross-observations
• Creation of an SOS Directory
• Analysis of next steps

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Ah-Has Shared at Process Meeting

• Some of the discipline and learning issues I have
  with my students are issues that they have in
  other classes as well.
• One student seems to be getting breaks from
  everyone.
• I didnt realize how much some of my students
  knew and what they are able to do until I saw
  them in their career tech lab.
• The students want to be able to show what they
  know.

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Ah-Has Shared at Process Meeting

• It would be really great to see a full spectrum
  of kids and who they work with.
• I learned how some teachers have skill at shaping
  student responses.
• Lab teachers have a great rapport with students
  and more time.
• Take time to talk to the kids
• Room configuration
• Structure Discipline

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Ah-Has Shared at Process Meeting

• Students require lots of patience in
  labcontrolled chaos.
• Students exaggerate conditions in their other
  classes!!
• Students have many faces.
• Our discipline plan (Simmons) really worksdont
  fight with the students.

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Ah-Has Shared at Process Meeting

• The students feel comfortable with each other.
• Other labs have some chaos too!
• Students liked seeing lab teachers in their
  academic classes.
• Enjoyed observing and learning about the
  personalities and styles of other teachers.

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PlussesThings We Liked

• Seeing labs in action right away during the entry
  year
• Meeting additional teachers from other parts of
  the building
• Creating a wider support system
• Having other staff to talk with about issues or
  questions
• Feeling less isolated

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DeltasThings We Could Improve

• Wised we had started this earlier in the year
• More advance notification
• Would be better to observe the entire lab period

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SOS Directory

• We created a lis of participating teachers who
  are the GO TO people for the following areas of
  requested support
• Classroom management
• Technology
• Questioning techniques
• Rapport

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Entry Year ContinuumNext Steps

• Begin scheduling now to start earlier in the year
• Ensure that there are more meetings over time
• Consider aligning the Master Schedule to
  facilitate collaboration
• Consider how to observe students in their career
  tech environment in and out of school

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Names and Emails of Presenters

• barr.marylee_at_pctc.k12.oh.us, Career Tech
  Supervisor
• beal.darin_at_pctc.k12.oh.us, Diesel Teacher
• brown.karrie_at_pctc.k12.oh.us, English Language
  Arts Teacher
• calhoon.jim_at_pctc.k12.oh.us, Career Tech
  Supervisor
• kirby.dena_at_pctc.k12.oh.us, Academic Supervisor
  Diesel
• neumann.lindsay_at_pctc.k12.oh.us, English Language
  Arts Teacher
• steward.sandra_at_pctc.k12.oh.us, Horticulture
  Teacher

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Background References

• Ohio Guidelines for Quality Entry Year Programs.
  Center for the Teaching Profession. Ohio
  Department of Education.
• Pathwise Observation System. Educational Testing
  Service. Princeton, New Jersey.