california community colleges' basic skills initiative: new connections to cte
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CA Basic Skills Initiative: New
Connections to CTE
Deborah Harr ing ton , Execu t ive Directo r
Erik Armstrong, Netwo rk Coo rdinator
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Think, Pair, Share
How would you describe your experienceswith professional development, generally
speaking?
What professional learning activities have youtypically participated in? How often? Why?
How would you describe your learning
experience?
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What Do Your Students Need?
Brainstorm student needs for achieving
greater college and career readiness
under each of the categories below: Beliefs
Behaviors
Skills
Padlet.com/wall/cccaoe
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Learning Networks
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3CSN Theory of Change
If we provide training on networking and
we use action research methodologies,
community college professionals willtransform their environments and identities
to create communities of practice that will
produce powerful learning and working
across campuses. This will lead to greater
student success.
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More than 11,500 faculty,administrators, and students
representing all 112 CCCs haveconnected to 3csn
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To learn is to practice and reflect
Capacity to know more is more critical
than what is known Connections, not content, are the
beginning point of the learning process
Learning is a network forming process
Network Tenets/Connectivity
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These Are Problems of Practice
A general consensus has grown that
professional learning benefits from a communityof practice/inquiry approach, as it then becomes
embedded in the day to day work of the
practitioner and at the same time provides the
practitioner with a networked community withwhich to share best practices and to reflect more
deeply on how learning happens within its
situated context (Cochran-Smith & Lytle, 1999;
Borko, 2004; Au, Raphael, & Mooney, 2008;Grubb, et al., 2011).
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These Are Problems of Practice
Recent research has underscored the need to
rethink professional learning as a socialenterprise involving layered networks or
communities interacting with the faculty
members personal and professional identity
(OSullivan and Irby, 2011).
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The 3CSN Way
It starts with Leadership
It builds with Commun it ies of Pract ice
It grows through Ongo ing , Recu rsivePract ices
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Networked Communities of
Practice
Identifying a Shared Problem
Creating a Shared Vision of the Possible
for Addressing It Building a Sustained Community of
Practitioners Focusing on This Problem
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IDENTIFICATIONOFASHAREDPROBLEM:
BASIC SKILLS PROGRESS TRACKER
Provides faculty easy, immediate access to cohortdata on student progress through course sequences
at their college
Available now; look for the icon below on [email protected]
California Community Colleges Success Network
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Creating a Shared Vision of the
Possible for Addressing It
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Sustained Community of Practitioners
Focused on The Problem
Ground-level practicecollaboratively planning
pedagogy and curriculaas well as aligning to
institutional goalssurrounding student
achievement
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Networked Communities of
Practice California Acceleration Project
Reading Apprenticeship Project
Habits of Mind
California Community Colleges Success Network
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Over 40 Colleges and 160+ Faculty are working with usto develop new accelerated English and Math courses(450+ sections thus far)
Plus 85+ Colleges and 900+ Facultyare participating ina rigorous project to support students readingsuccessfully in all of their courses
108faculty took an online RA course through 3CSN inCalifornia in 2012-12, while 300 took the coursenationally. That means that California made up 1/3 of thenationsparticipantsin the RA online course.
Growing exponentially since its inception in spring,2012, there are now more than 400 educators, from atleast 75 colleges developing mindful practices toinfluence students expectations and values and buildintellectual habits of mind.
By the Numbers
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California Community College Success Network
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Flipped Classroom
http://www.knewton.com/flipped-classroom/
http://www.knewton.com/flipped-classroom/http://www.knewton.com/flipped-classroom/http://www.knewton.com/flipped-classroom/http://www.knewton.com/flipped-classroom/http://www.knewton.com/flipped-classroom/ -
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Class Lecture
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Class Lecture
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Contextualized Instruction
We do know that it is important to be able
to read and write for the job.
We do know it is important to teacheffective writing strategies: revision,
purpose, and audience.
We are NOThere to teach students towrite research papers or be English
majors.
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Contextualized Instruction
What dowe teach them?
We teach them writing skills to get hired
and to do well on the job:
Business Letter
Tone
HIPPA
Clarity
Resume and Cover Letter
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Habits of Mind
A 3CSN community of practice based
upon affective instruction, namely
developing habits of thinking that promote
learning and change.
Informed by works like Arthur Costas and
Bena KallicksHabits of Mind: A
Developmental Series
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Habits of Mind
Managing Impulsivity
Listening with Understanding andEmpathy
Metacognition
Striving for Accuracy
Communicating with Clarity
Time Management
Taking Responsibility
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Why Habits of Mind?
Employers want skilled workers, people
who know how to do the job.
However, employers want employees whocan work beyond the job at hand, people
who are reliable, personablepeople who
make the job easier, more effective.
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Basic Skills in C6
Centralized Model
Information and power is
housed in central location
or people PD tends to come in large
scale, top-down formats
Pressure to standardize
approach
Network Model
Decentralizedpower is
in connections across the
region PD tends to come in
regional, bottom-up
formats
Pressure to contextualize
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Network Approach in C6
Provided speakers, training, momentum ininitial Convergence
Provided reboot for commitment tonetwork model: Basic Skills RED teamlogic model
Provides PD for CTE faculty in Reading
Apprenticeship and Habits of Mind Connects colleges to colleges not to
centralized location.
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What Do CTE Faculty &
Administrators Need?
Support needed for student success
initiative?
On an institutional level? Program level?
Classroom level?
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Our company puts a priority on hiring people with the intellectual and inter-personal skills that will help them contribute to innovation in the workplace
Candidates demonstrated capacity to think critically, communicate clearly,
& solve complex problems is more important than their undergraduate major
Our company is asking employees to take on more responsibilities and touse a broader set of skills than in the past
Innovation is essential to our company/organizations continued success
The challenges employees face within our company are more complextoday than they were in the past
Consensus among employers is that innovation, critical thinking,
and a broad skill set are important for taking on complex
challenges in the workplace.
50%
51%
52%
59%
57%
Strongly agree with this statement about employees/future hires Somewhat agree
95%
93%
93%
92%
91%
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New E-Resource
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New E-Resource
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New E-Resource
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New CTE CoP
Partnering with CCCCO, CCCAOE, CLP,
C6, LFM
Join us! [email protected]
Visit us online: http://3csn.org/
California Community Colleges Success Network
mailto:[email protected]:[email protected]://3csn.org/http://3csn.org/http://3csn.org/mailto:[email protected]:[email protected]