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Connecting Industry and Classroom Best Practices—
A Recipe for Success Ivy Alford, Director of State Services for School Improvement, SREB
Louise Williams, CCRB/NMPED
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Session Objectives
Identify current industry-based best practices within FACS Courses
Connect those industry-based actions with Elements of the NM TEACH Observation Rubric
Identify actions that teachers can implement immediately to support both industry and administrative expectations
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More than a check-list or a score –
Using observations to improve quality instruction and promote student success
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More than a check-list or a score –
Using observations to improve quality instruction and promote student success
Process
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Engaging Teachers in the Language of the Rubric
Allows for common understanding Reaffirms definitions and expectations Provides insight for future support
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Our Focus Today
Using the NM TEACH Rubric to Determine
Individual and Collective Next Steps for Success
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Thinking about Growth
You can never GROW from where you THINK you
should be; you can only GROW from where you
actually ARE.
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Quick Overview
NM Observation Domains
Planning and
Preparation
Creating an Environment for Learning
Teaching for
LearningProfessionalism
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Big Picture
Effective
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Domain 1Planning and Preparation
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Key Elements of Domain 1
1A Content
1B Cohesiveness
1C Outcomes
1D Resources
1E Students
1F Assessment
Focus on Planning
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Student assignments are the best predictor of student
achievement.
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Percentage of Students Meeting College- and Career-Readiness Standards
HQAssignment
LQAssignment
# of Students 2,670 4,481
Reading 63% 38%
Math 58 40
Science 62 36
Source: 2012 TCTW Assessment
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Students’ Experiences with AssignmentsIndicators Used to Define Rigorous Assignments
Had HQ Assignments
Had LQ Assignments
n = 2,670 n = 4,481
1. Develop a logical argument for your solution to a problem or project.
67% 11%
2. Make inferences from information provided to develop a solution for a problem or project.
77 16
3. Use math to solve complex problems related to my CT area.
73 21
4. Apply academic knowledge and skills to my CT area.
90 35
Source: 2012 TCTW AssessmentNote: No Rigorous CT is demographically matched to Had Rigorous CT.
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Students’ Experiences with Assignments Indicators Used to Define Rigorous Assignments
Had HQ Assignments
Had LQ Assignments
n = 2,670 n = 4,481
5. Apply technical knowledge and skills to new situation.
90% 33%
6. Develop and test hypotheses. 54 5
7. Complete an extended project that requires planning, developing a solution or product and presenting the results orally or in writing.
72 16
8. Use computer skills to complete an assignment or project in their CT classes at least weekly.
60 29
Source: 2012 TCTW Assessment Note: No Rigorous CT is demographically matched to Had Rigorous CT.
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0% 10% 20% 30% 40% 50% 60% 70%160
180
200
220
240
260
280
School Reading Scores By Percent Students Having HQ In-
tegrated, PBL Assignments
Percent Having Rigorous CTE Studies
Rea
din
g S
core
Source: 2012 TCTW Assessment
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0% 10% 20% 30% 40% 50% 60% 70%160
180
200
220
240
260
280
School Mathematics Scores By Percent Students Having HQ In-
tegrated, PBL Assignments
Percent Having Rigorous CTE Studies
Mat
hem
atic
s S
core
Source: 2012 TCTW Assessment
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0% 10% 20% 30% 40% 50% 60% 70%160
180
200
220
240
260
280
School Science Scores By Percent Students Having HQ, In-
tegrated, PBL Assignments
Percent Having Rigorous CTE Studies
Sci
ence
Sco
re
Source: 2012 TCTW Assessment
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Interviews with Studentsat Five Schools
Percent Students with
HQ Assignments
School A from Top Q4 of 163 63%
School B from Top Q4 of 163 60
School C from Top Q4 of 163 57
School A from Bottom Q1 of 163 23
School B from Bottom Q1 of 163 13
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Examples from School A Q4
Digital Media - Wrote and published an e-book titled A Student’s Perspective on Public Education, which required learning new software, researching primary sources, interviewing sources, writing to publication standards, developing and testing hypotheses and collaborating with others.
Drafting and Design - Created a complete set of plans and CAD drawings of a summer home renovation project for a real client; required learning new software, interviewing a client, creating renderings, researching building codes and presenting final work for client approval.
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Examples from School B Q4
Health Assistant – Senior project - Choose a disease and create a 3-D model comparing healthy and damaged nerve cells. This project required researching, analysis of information, writing a paper, interviewing adults, presenting to an audience, creating visual aids, and using technology.
Culinary Arts – Menu design senior project – Plan an entire menu for a restaurant of choice. All dishes had to fit a theme, be original, and taste tested (gathered data). Preparation cost was calculated. Menu had to have a balance of items including gluten-free food and dishes for people with common food allergies. Gluten food allergies had to be researched before the dishes were developed. The menu had to be artfully designed to match the restaurant theme.
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Examples from School C Q4
Landscape Design – Design a plan for landscaping a property assigned by the teacher. The design was required to reflect plants for the area’s climate, root systems (how big they would grow), maintenance and appearance. The plan had to be drawn to scale and provide a detailed cost estimate.
Electronics – Designed a digital clock circuit from scratch, which required programming chips, testing, troubleshooting, and redesign.
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None of the seniors from the Q1 schools could describe a project that required four or more of the criteria to complete.
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Interviews of Students at School A in Pennsylvania Validates Student Survey
# of Indicators Involved in Assignment
1. Designed a commercial kitchen 7 of 8
2. Completed a forensics analysis 8 of 8
3. Completed clinical work at a nursing home
5 of 8
4. Designed a car for drag racing 8 of 8
5. Designed a computer game 4 of 8
6. Designed a graduation announcement 4 of 8
7. Completed a cosmetology internship 4 of 8
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Interview of Students at School A in Pennsylvania Validates Student Survey
# of Indicators Involved in Assignment
8. Studied cerebral palsy 6 of 8
9. Interned at a hotel 6 of 8
10. Studied spray tanning 4 of 8
11. Completed a landscaping project for a local restaurant
8 of 8
12. Designed and built a radio 8 of 8
13. Planned a wedding event with a set budget
6 of 8
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Focus on the Assignment
Quality Instruction focuses on a cycle of learning in which students progress through a sequence of steps that lead to a product.
A series of disconnected activities (i.e. random vocabulary, generic worksheets, read-alouds, etc.) will not ensure that students are prepared for Common Core expectations.
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Criteria for a HQStudent Assignment
A HQ assignment may require students to: Yes No
May take several days to complete and involve a blend of learning (classroom lab, team and independent learning) along with enabling learning activities.
Requires students to use higher-order thinking skills to
think critically and problem solve;
exercise judgment; and
research, design, build, test, evaluateand revise.
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Criteria for a HQStudent Assignment
A HQ assignment may require students to: Yes No
Conduct background research by reading textbooks, technical documents, articles by experts, etc.
Frame or refine the project/problem.
Develop possible solutions.
Prepare a design or work plan for completing the project.
Develop a logical argument for a work plan or design.
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Criteria for a HQStudent Assignment
A HQ assignment may require students to: Yes No
Apply core academic skills to complete literacy, math and science.
Prepare written and oral deliverables that meet expectations as a first report.
Maintain a reflective daily/weekly journal/notebook.
Learn to use technology and software to complete a project.
Learn to apply technical knowledge and skills.
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Criteria for a HQ Student Assignment
A HQ assignment may require students to: Yes No
Produce authentic work that would be expected in a workplace.
Specify how they will be assessed on the
completed project;
end-of-project written exam; and
demonstration of 21st-century skills.
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Criteria for a GoodStudent Assignment
A good assignment may require students to: Yes No
Reflect on what they are learning and see a connection between academic and technical studies and potential further study — a job and a career.
Have both formative and summative assessments with feedback and opportunities for relearning and revision.
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Key Elements of Domain 1
1A Content
1B Cohesiveness
1C Outcomes
1D Resources
1E Students
1F Assessment
Focus on Planning
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What Content?
What Standards?
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1. Act as a responsible and contributing citizen and employee.
2. Apply appropriate academic and technical skills.
3. Attend to personal health and financial well-being.
4. Communicate clearly, effectively and with reason.
5. Consider the environmental, social and economic impacts of decisions.
6. Demonstrate creativity and innovation.
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7. Employ valid and reliable research strategies.
8. Utilize critical thinking to make sense of problems and persevere in solving them.
9. Model integrity, ethical leadership and effective management.
10.Plan education and career path aligned to personal goals.
11.Use technology to enhance productivity.
12.Work productively in teams while using cultural/global competence.
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Food Products & Processing Systems Career Pathway (AG-FD) Develop and implement procedures to ensure safety,
sanitation and quality in food product and processing facilities.
Apply principles of nutrition, biology, microbiology, chemistry and human behavior to the development of food products.
Select and process food products for storage, distribution and consumption.
Explain the scope of the food industry and the historical and current developments of food products and processing.
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Hospitality & Tourism Career Cluster® (HT) Describe the key components of marketing and
promoting hospitality and tourism products and services.
Evaluate the nature and scope of the Hospitality & Tourism Career Cluster and the role of hospitality and tourism in society and the economy.
Demonstrate hospitality and tourism customer service skills that meet customers’ needs.
Describe employee rights and responsibilities and employers’ obligations concerning occupational health and safety in the hospitality and tourism workplace.
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Restaurants & Food/ Beverage Services Career Pathway (HT-RFB) Describe ethical and legal responsibilities in food and
beverage service facilities. Demonstrate safety and sanitation procedures in food
and beverage service facilities. Use information from cultural and geographical studies
to guide customer service decisions in food and beverage service facilities.
Demonstrate leadership qualities and collaboration with others.
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Family & Community Services Career Pathway (HU-FAM) Use formal and informal assessment practices to create
and evaluate a prevention and/or treatment plan. Identify community resources to provide family and
community services. Communicate effectively to gain support from the
client’s family and other support groups. Comply with laws and procedures that govern abuse,
neglect, confidentiality and other health and safety situations.
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Quick Overview
NM Observation Domains
Planning and
Preparation
Creating an Environmen
t for Learning
Professionalism
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Domain 2Creating an Environment for Learning
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Quick Partner Question
What are current industry expectations for: Environment Communication Customer Service Procedures Organizing Larger Work Crews Preparation Clean-Up Etc.
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Bottom Line
How can we replicate on the job expectations and use them as a structure to support learning in our classrooms?
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Key Elements of Domain 2
2A Environment of
Respect and Rapport
2B Physical Space
2C Culture of Learning
2D Classroom Procedures
2E Student Behavior In the
Classroom
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Your Activity
For each Element of Domain 2: Identify a FACS
Best Practice that could be found in an industry setting
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Collecting Ideas
As we review the Best Practices for each element: Take notes about what you already have
in place Identify next steps that could easily be
implemented this semester Identify long-term next steps
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2A and 2B
NMTEACH 2A: Creating an environment of respect and rapport
NMTEACH 2B: Organizing physical space
Classroom interactions, between teacher and students, and among students, are as follows:
• Are polite and respectful.• Demonstrate knowledge of
cultural and developmental differences among groups of students.
• Disagreements are handled respectfully.
The classroom is safe as follows:
• Learning is accessible to all students.
• Teacher ensures that the physical arrangement is appropriate to the learning activities.
• There is posted evidence of student learning.
• Teacher makes effective use of available physical resources, including technology.
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2C and 2D
NMTEACH 2C: Establishing a culture for learning
NMTEACH 2D: Managing classroom procedures
The classroom culture is characterized by high expectations for all students. • The teacher establishes norms and
participant structures in which students can learn with and from each other, i.e. student grouping, student presentations, and peer editing.
• Teacher conveys content relevance. • Demonstrated commitment to the
subject by both teacher and students.
• Students demonstrate pride in their efforts.
Little instructional time is lost.• Effective classroom
routines and procedures.• Teacher leads effective
routines for transition.• Effective use of supplies.
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2E
NMTEACH 2E: Managing student behavior
Standards of conduct are designed to create an atmosphere conducive to learning, with a focus on self-discipline, respecting the rights of others, and cooperating with one another.• Standards are clear to students.• Teacher holds students responsible for maintaining
behavioral standards.• Teacher response to student misbehavior is
appropriate and respects the students’ dignity.• Teacher response is consistent.
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Key Look Fors
2A—Respect and Rapport
•Interactions between teacher and students•Interactions among students•Respect is provided to all student groups
2B—Physical Space
•All students have equal access to the learning activity•Physical arrangement encourages engagement•All students can see and hear
2C—Culture of Learning
•Student groups are used to increase engagement•Teachers and students demonstrate excitement•Students are proud to share work with the teacher and/or observers
2D—Classroom Procedures
•Full use of instructional time•Smooth transition from activity to activity •Materials are readily available and organized
2E—Student Behavior
•All students are held to the same conduct standards•Misbehavior is handled consistently and appropriately •Behavior issues do not take away from engagement
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Domain 2 Summary
By supporting industry expectations and running our classrooms with a “business mind,” we can support effective practices on Domain 2.
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Quick Overview
NM Observation Domains
Planning and
Preparation
Creating an Environmen
t for Learning
Professionalism
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Domain 3
Teaching forLearning
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The Intersection of Domain 1 and Domain 3
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Planning
Execution
Planning
Execution
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Team Challenge:
Define Your Assigned
Term
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Define:
Engagement Rigor Assessment
Remember that your definition must be framed in the context of a classroom
Provide a working definition and 2 examples to support your definition
3 minutes
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Key Elements of Domain 3
3A Communicating with Students
3B Questioning
3C Engaging Students
3D Assessing Learning
3E Demonstrating
Flexibility
In theClassroom
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3A and 3B
NMTEACH 3A: Communicating with students in a manner that is appropriate to their culture and level of development
NMTEACH 3B: Using questioning and discussion techniques to support classroom discourse
Teacher uses clear communication employing a range of vocabulary to ensure learning expectations are comprehensible to all students. Teacher allows for student clarification and feedback.
The teacher’s questioning techniques elicit a deep response and allows for sufficient time for students to answer through active engagement with peers and teacher.
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3C and 3D
NMTEACH 3C: Engaging students in learning
NMTEACH 3D: Assessment in Instruction
Activities, assignments, materials, and grouping of students are fully appropriate to the instructional outcomes.
Assessments are consistently used in instruction.• There are clear goals and
performance criteria, communicated effectively to students.
• The assessment strategies are aligned to the goal and criteria, and elicit evidence during instruction.
• Teacher uses adaptive instruction including descriptive feedback.
• Student involvement occurs through self and peer assessment.
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3E
NMTEACH 3E: Demonstrating flexibility and responsiveness
Teacher promotes the successful learning of all students.• The teacher adjusts instructional plans and makes
accommodations for student questions, needs, and interests.
• Teacher utilizes a variety of strategies.
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Deep Dive Review of Domain 3
Building Experts in the Room
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Experts will…
1. Review the descriptions for each scoring level (Ineffective Exemplary) for the assigned Element.
2. Create a summary to help FACS teachers understand the Element.
3. Identify two FACS “look for” items that support scoring the Element at the Effective Level.
4. Identify two actions that teachers can take to move from Minimally Effective to Effective.
5. Identify one Professional Development Tool that will help teachers with your Element.
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Critical Actions for Teachers3A Communicating with Students
•Clearly state directions for activities•Use academic vocabulary
3B Questioning and Discussion
•Use a set classroom procedure to support questioning (Cold Call)•Create higher order questions in the lesson plan•Use procedures or class norms to ensure that all students answer and or participate in discussions
3C Engaging Students
•Connect new concepts to prior knowledge•Connect activities to learning goals•Group students to enhance engagement
3D Assessment •Use proximity to review student artifacts to check for understanding•Create summary questions that are connected to the day’s learning goal
3E Flexibility •Re-group students or change activities to address challenges with new material•Provide small group or individual re-teaching support
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Quick Overview
NM Observation Domains
Planning and
Preparation
Creating an Environmen
t for Learning
Professionalism
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DOMAIN 4: Professionalism
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Key Elements of Domain 4
4A Communicating with Families
4B Participating in a
Professional Community
4C Reflecting on
Teaching
4D Demonstrating
Professionalism
4E Growing and Developing
Professionally
4F Maintaining
Accurate Records
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ConnectionsPDP Competencies NM TEACH Domains
1. Demonstrates knowledge of content
2. Utilizes a variety of teaching methods
3. Communicates with and obtains feedback from students
4. Comprehends the principals of student growth, development and learning
5. Effectively utilizes student assessments
6. Promotes positive student behavior and a safe environment
7. Recognizes student diversity8. Demonstrates a willingness to
examine and implement change9. Works productively with
stakeholders
Domain 1—Planning and Preparation
Domain 2—Creating an Environment for Learning
Domain 3—Teaching for Learning
Domain 4—Professionalism
Everything is
Connected!
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Quick Overview
NM Observation Domains
Planning and
Preparation
Creating an Environmen
t for Learning
Professionalism
69
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In summary…
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Thank You!