Creating A HighPerformance Learning Culture

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Preparing Course Syllabi For Career/Technical
Courses that are Aligned to College-and-Career
Readiness Standards Kathleen McNally Career
Clusters Institute June 2008
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Welcome and Stage Set!

• Complete the following statement
• I would know that teaching and learning in a CTE
  classroom or school reflects high expectations
  if
• Record your thoughtsinclude descriptors,
  examples, non-examples

Assessing Academic Rigor
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Actions for Consideration

• Define what you expect
• Communicate what you expect
• Support what you expect

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Why Raise Expectations?

• Communicate that high school counts
• Give students a sense of self-worth
• Help students see that the school believes in
  them
• Help students be more focused, motivated and
  goal-oriented
• Prepare students for the next level

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• Table/Row Talkbrainstorm the how
• Define what you expect
• Communicate what you expect
• Support what you expect

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What are high expectations?

• Clear Alignment to Standards
• Communication of Expectations to Students and
  Parents
• Assignments and Assessments that will Provide
  Evidence of Proficiency in Relation to the
  Standards
• Quality of Expected Work
• Clear Grading Practices and Communication of
  Progress
• Intervention and Opportunities for Extra Help

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Why use a course syllabus?

• Communication of high expectations to students,
  parents, community
• Map for consensus-building
• Opportunity to reflect on a whole course
• Vertical and horizontal curriculum alignment

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Course Syllabi

• What They Are
• Whole course reflection
• High expectations tool
• Communication tool
• Grading practices alignment
• Literacy and numeracy format
• Interdisciplinary tool

• What They Are Not
• Curriculum guide
• Pacing guide
• Lesson plan

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• Table Talk
• What should be included in a course syllabus?

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Course Syllabi Components

• Course Description
• Instructional Philosophy
• Course Standards
• Major Assignments and Assessments
• Assessment and Grading Plan
• Additional Components

Handouts, Page 7-8
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Course Syllabi Criteria

• Course Description
• Instructional Philosophy
• Course Standards
• Major Assignments and Assessments
• Assessment and Grading Plan
• Additional Components

Handouts, Page 9-11
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The following questions are developed from the
HSTW document, Benchmarks for New and Maturing
HSTW Sites. They represent indicators of
challenging courses that promote higher student
achievement in each subject area.
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Career/Technical

• Are students asked to read a career-related
  article twice a month and demonstrate
  understanding of the content?
• Are students asked to do more than one hour of
  homework weekly for career/technical classes?
• Are students asked to read technical manuals at
  least weekly?
• Do students complete short writing assignments of
  at least one to three pages weekly?
• Do students have to use mathematics to complete
  career/technical assignments at least weekly?

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Career/Technical

• Are students asked to keep a portfolio of a last
  of books or articles read, writing samples, and
  products or pictures of products made?
• Are students asked to use a database or
  spreadsheet to complete an assignment or project
  at least once a semester?
• Do students have to meet standards on a written
  exam to pass the course?
• Do students have to prepare a written
  report/research study at least once a semester?
• Do students have to take a performance test
  containing industry standards they had to meet to
  pass the course?

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Example Course Syllabi Checkpoints

• I believe _____ supports high expectations
• Perhaps _____ should be considered
• I have a question about ________

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Popcorn Sharing!
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CTE Course Syllabi

• Kathleen McNally, kathleen.mcnally_at_sreb.org

Thank you for your interest! Check out our
website at www.sreb.org