# Presentation: 864322

## Highly Qualified Teachers: New Skills, Stronger Credentials 

- Job Corps
- National Leadership Summit
- Washington, DC

- November, 2006

## Presenters	

**Lynne Fry**
-  National Office of Job Corps
**Dr. Brenda Conley**
- McConnell, Jones, Lanier & Murphy
- National Office Support Contractor
**Lynn Intrepidi**
- Regional Director
- Philadelphia Regional Office
**Bill Matteo**
- Coffey Communications, LLC
- National Office Support Contractor

## Presentation Overview

- Research Results on:
- Instructors skills and support system needs
- Current Professional Development System
- New Requirements to Support the New Vision for Student Training
- Issues to Consider for Staff Development in National Strategic Planning
- What We Can Do Now
- Support, Tools and Resources for the Future

## Employer Requirements

Student Skills and Desired Outcomes

Training Environment 

Teacher Role 

Teacher Qualifications and Skills

**Student Skills and Desired Outcomes**
**Training Environment **
**Teacher Role **
**Teacher Qualifications and Skills**

**Drivers of Staff Professional Development **

## Components of a Comprehensive Staff Development System

- Instructor Training
- Job Corps Required Content
- Additional Professional Development Activities
- Instructor Qualifications
-  Experience
-  Education
-  Certification

## Components of a Comprehensive Staff Development System

- System Supports
- Hiring and Promotion System
- Career Pathways
- Incentives
- Access to Training
- Opportunities to Apply Training
- Collaboration and Planning Time
- Evaluation and Continuous Improvement Process

**Staff Development: Making It Happen**

## Provide overview of research project
Purposes
Methodology
Survey Responses
Highlight results
Analysis/Conclusions
Present recommendations

- Provide overview of research project
- Purposes
- Methodology
- Survey Responses
- Highlight results
- Analysis/Conclusions
- Present recommendations

## Document demographics, educational background, professional experience, and self-reported professional development experiences of academic and career technical instructors and supervisors
Describe teacher training, professional development, and certification environments

- Document demographics, educational background, professional experience, and self-reported professional development experiences of academic and career technical instructors and supervisors
- Describe teacher training, professional development, and certification environments

## Assess existing teacher training, professional development and certification programs across Job Corps
Identify recommendations for establishing a comprehensive, professional development and certification strategy

- Assess existing teacher training, professional development and certification programs across Job Corps
- Identify recommendations for establishing a comprehensive, professional development and certification strategy

## Participants:  Academic Instructors, Academic Supervisors, Career Technical Instructors, Career Technical Supervisors
Instruments:  Online pre scan, online survey, telephone focus groups, telephone interviews, template of staff development offerings
Timeframe:  January through June 2006

*Participants:*  Academic Instructors, Academic Supervisors, Career Technical Instructors, Career Technical Supervisors
*Instruments*:  Online pre scan, online survey, telephone focus groups, telephone interviews, template of staff development offerings
*Timeframe*:  January through June 2006

## 741 (73%) out of 1014 academic instructors
116 (65%) out of 178 academic supervisors
855 (57%) out of 1492 career technical instructors
114 (58%) out of 195 career technical supervisors

**Research Overview: Survey Response Rate**

- 741 (73%) out of 1014 academic instructors
- 116 (65%) out of 178 academic supervisors
- 855 (57%) out of 1492 career technical instructors
- 114 (58%) out of 195 career technical supervisors

## Instructor and Supervisor Profiles
Current System for Professional Development
Analysis/Conclusions
Recommendations for Future Strategic Planning

- Instructor and Supervisor Profiles
- Current System for Professional Development
- Analysis/Conclusions
- Recommendations for Future Strategic Planning

## Academic Instructor
Over 40 years of age
Holds a bachelor’s degree or higher
Not likely to have a major in special education
Likely to be teaching in content area of degree
Has taught at Job Corps ten years or more
Academic Supervisor
Over 40 years of age
More likely to be female
Likely to have taught before becoming supervisor
Likely to have taught in Job Corps
On average, reported 4-7 academic instructors under direct supervision

- Over 40 years of age
- Holds a bachelor’s degree or higher
- Not likely to have a major in special education
- Likely to be teaching in content area of degree
- Has taught at Job Corps ten years or more
**Academic Supervisor**
- Over 40 years of age
- More likely to be female
- Likely to have taught before becoming supervisor
- Likely to have taught in Job Corps
- On average, reported 4-7 academic instructors under direct supervision

**Career Technical Instructor**
- More likely to be 40 years of age or older
- More likely to be male
- Most likely certified by a nationally-based professional organization
- Not likely to hold a college degree
- Not likely to hold a state teaching certificate
**Career Technical Supervisor**
- Likely to be over 50 years of age
- Likely to be male
- Likely to have teaching experience at Job Corps
- On average, supervises 9-13 employees

**Participant Profiles**

## Basically operator driven with initiatives from Regions and National Office often mandated
Eclectic mix of workshops, conferences, professional meetings, and contractor offerings
Responsive to Job Corps’ flexible, decentralized system

- Basically operator driven with initiatives from Regions and National Office often mandated
- Eclectic mix of workshops, conferences, professional meetings, and contractor offerings
- Responsive to Job Corps’ flexible, decentralized system

## Slide 16

## “Most staff development is irrelevant, inadequate, unfocused and even a complete 

**“****Most staff development is *****irrelevant*****, *****inadequate*****, *****unfocused***** and even a *****complete ***
***waste of time*****.”**
- National Staff Development Council (Phi Delta Kappan, 2004)

## Consistent with requirements of local state education agencies where centers are located
Teachers on emergency certificates and waivers required to have professional development plans
Career Technical instructors required to hold state teaching certificate or accreditation in trade area

- Consistent with requirements of local state education agencies where centers are located
- Teachers on emergency certificates and waivers required to have professional development plans
- Career Technical instructors required to hold state teaching certificate or accreditation in trade area

## Staff Training and Professional Development Opportunities
Instructor Certification
System Supports for Staff Training and 
	Professional Development

- Staff Training and Professional Development Opportunities
- Instructor Certification
- System Supports for Staff Training and
- 	Professional Development

## Classroom management
Information technology
Teaching diverse learners
Reading in the content area
Critical reflection
Professional Development Plans
Collaboration

- Classroom management
- Information technology
- Teaching diverse learners
- Reading in the content area
- Critical reflection
- Professional Development Plans
- Collaboration

## Required topics in the PRH are consistent with requirements for development of highly qualified teachers
Workshops represent main delivery system for professional development
Center operators and NTCs use professional conferences, onsite workshops, and mentoring to deliver training to career technical instructors

- Required topics in the PRH are consistent with requirements for development of highly qualified teachers
- Workshops represent main delivery system for professional development
- Center operators and NTCs use professional conferences, onsite workshops, and mentoring to deliver training to career technical instructors

## Staff development for some instructors quite extensive:  Includes online course offerings, university type programs, workshops, institutes, etc.
While Job Corps requires instructor training in specific areas, 5 of 19 operators do not offer any instructor training or other professional development opportunities

- Staff development for some instructors quite extensive:  Includes online course offerings, university type programs, workshops, institutes, etc.
- While Job Corps requires instructor training in specific areas, 5 of 19 operators do not offer any instructor training or other professional development opportunities

## Professional development plans are being used

Oversight is pretty erratic – little to no monitoring of professional development plans 

- Professional development plans are being used
- Oversight is pretty erratic – little to no monitoring of professional development plans

## Job Corps is partially meeting its requirement for certification  
75% of academic instructors report they are state-certified teachers
Only 37% are teaching in their content area
Instructors reported finding time for work on certification as a real barrier to completing the requirements

- Job Corps is partially meeting its requirement for certification
- 75% of academic instructors report they are state-certified teachers
- Only 37% are teaching in their content area
- Instructors reported finding time for work on certification as a real barrier to completing the requirements

## 55% of the Career Technical instructors report being state certified/accredited in a trade area
Many expressed feelings that teacher certification is extraneous to what they do and that certification will not substantially improve their teaching ability
Certification is inconsistently applied and enforced across the organization, with states, NTCs, center operators, and centers establishing overlapping requirements

- 55% of the Career Technical instructors report being state certified/accredited in a trade area
- Many expressed feelings that teacher certification is extraneous to what they do and that certification will not substantially improve their teaching ability
- Certification is inconsistently applied and enforced across the organization, with states, NTCs, center operators, and centers establishing overlapping requirements

## Time to plan instruction and collaborate with other instructors was the system support more frequently cited
Instructors noted lack of time during the training day hinders almost every aspect of their professional growth
Instructors desire a greater role in determining curriculum and program policy

- Time to plan instruction and collaborate with other instructors was the system support more frequently cited
- Instructors noted lack of time during the training day hinders almost every aspect of their professional growth
- Instructors desire a greater role in determining curriculum and program policy

## Instructors identified a gap between instructor objectives and the priorities that administrators and center operators set
Academic supervisors occupy roles that differ widely from center to center
Little to no difference found in Career Technical supervisor roles

- Instructors identified a gap between instructor objectives and the priorities that administrators and center operators set
- Academic supervisors occupy roles that differ widely from center to center
- Little to no difference found in Career Technical supervisor roles

## Human Resources managers are principally responsible for monitoring and implementing professional development
Among NTCs, this responsibility mainly resides with the contracting union or organization
Process used to determine professional development is unclear because there is little evidence of a strategy

- Human Resources managers are principally responsible for monitoring and implementing professional development
- Among NTCs, this responsibility mainly resides with the contracting union or organization
- Process used to determine professional development is unclear because there is little evidence of a strategy

## “Job Corps must be willing to question long-held assumptions about instructional practices, training schedules, and the social and personal growth of students.”

**“****Job Corps must be willing to question long-held assumptions about instructional practices, training schedules, and the social and personal growth of students.”**
- --Survey Participant

## Determine national objectives for professional development that include requirements for training in curriculum, instruction, and assessment
Design national objectives for Job Corps certification system
Design a support system framework that addresses both individual and organizational needs

- Determine national objectives for professional development that include requirements for training in curriculum, instruction, and assessment
- Design national objectives for Job Corps certification system
- Design a support system framework that addresses both individual and organizational needs

## New Vision based on employer requirements for 21st century jobs
Cross-cutting academic and career skills
Higher level of basic skills
Ability to seek, acquire and apply knowledge
Ability to communicate (read, write, speak, listen) effectively

- New Vision based on employer requirements for 21st century jobs
- Cross-cutting academic and career skills
- Higher level of basic skills
- Ability to seek, acquire and apply knowledge
- Ability to communicate (read, write, speak, listen) effectively

## System transformation through Staff Development
What skills do instructors have
What skills will they need 

- System transformation through Staff Development
- What skills do instructors have
- What skills will they need

## National Strategic Planning Instructor Training Issues

- Uniform standards for teacher training in currently required JC content :
- Classroom management
- eLearning
- Teaching diverse learners, etc.
- Training in effective classroom instructional strategies to teach:
- “Full Literacy” (reading, writing, speaking, listening)
- Applied academic standards in career technical classrooms
- Technical applications in academic content

## National Strategic PlanningInstructor Training Issues

- Training in selection and use of in-class formative assessments
- Rubrics
- Using student results to modify instructional approaches
- Identification of other required teacher training in, for example:
- Using Lexile and Quantile measures
- Development of lesson plans
- Participation in learning communities

## National Strategic PlanningInstructor Qualification Issues

- Policies for Job Corps instructor qualifications and certification in light of new student training requirements (including requirements for hiring, salaries and advancement)
- Partnerships with colleges and universities for instructor certification

## National Strategic PlanningInstructor Qualification Issues

- Master teachers on center to connect instructors with colleges and to serve as mentors
- Clarifying certification requirements for career technical instructors
- Establishment of a monitoring and accountability system for instructor certification

## National Strategic PlanningSystem Support Issues 

- Development of policies and implementation systems to support environments conducive to learning:
- Support for collaboration and teacher learning communities
- Scheduling to allow time for teachers to plan lessons
- Development of partnerships with schools and others to leverage professional development opportunities

## Lessons LearnedLiteracy and Numeracy Evaluation 

- OMS drives behavior on centers
- Policy revisions needed to effect change
- TABE is only one of the tools to assess skills development
- Additional methods are needed to assess the attainment of literacy/numeracy skills
- Learning activities must be relevant to be effective

## Students need to be actively engaged in learning
Instructional leadership is key
Open entry/exit policy is perceived as problematic
Student learning is not limited to classrooms and shops

- Students need to be actively engaged in learning
- Instructional leadership is key
- Open entry/exit policy is perceived as problematic
- Student learning is not limited to classrooms and shops

## Student and Staff Training Support Contract
  National Strategic Planning 
  Implementation of Job Corps’ new vision
Standards-based education and training
Certification and ongoing professional 	development of program staff
eLearning

-   National Strategic Planning
-   Implementation of Job Corps’ new vision
- Standards-based education and training
- Certification and ongoing professional 	development of program staff
- eLearning

**Staff Development: The Here and Now**

## Instructional Content
 Reading Instruction
 Reading for a Purpose
 Text Structure
 Vocabulary
 Focus on Critical Thinking Skills
 Problem Solving
 Synthesis
 Analysis

-  Reading Instruction
-  Reading for a Purpose
-  Text Structure
-  Vocabulary
-  Focus on Critical Thinking Skills
-  Problem Solving
-  Synthesis
-  Analysis

**Staff Development: The Here and Now**

## Instructional Delivery
 Staff Certification/Development Plans
 Region II Literacy Project 
 Instructional strategies 
 Formative assessments
 After-training-day activities 
 Enhanced Partnerships/Linkages
 Local high schools
 Colleges and universities
 Education/Training associations and organizations  

**Instructional Delivery**
-  Staff Certification/Development Plans
-  Region II Literacy Project
-  Instructional strategies
-  Formative assessments
-  After-training-day activities
-  Enhanced Partnerships/Linkages
-  Local high schools
-  Colleges and universities
-  Education/Training associations and organizations

## Instructional (System) Supports
Compliance with Policy 
PRH 3.2 (R.2 f): Allow time for instructor collaboration, lesson planning, and career technical/academic integration activities
Effective Systems for Collaboration
Joint planning
Scheduling 
Departmental meetings
Advisory Councils
Work-based learning experiences

- Compliance with Policy
- PRH 3.2 (R.2 f): Allow time for instructor collaboration, lesson planning, and career technical/academic integration activities
- Effective Systems for Collaboration
- Joint planning
- Scheduling
- Departmental meetings
- Advisory Councils
- Work-based learning experiences

**Staff Development: The Here and Now**

## Instructional Content 
High-Growth Industry Sectors
Career Cluster Framework
Standards-Based Training
Industry Standards
Career Success Standards
Applied Academic Standards
Basic Academic Skill Standards 
Standards-Driven Curriculum Framework

- High-Growth Industry Sectors
- Career Cluster Framework
- Standards-Based Training
- Industry Standards
- Career Success Standards
- Applied Academic Standards
- Basic Academic Skill Standards
- Standards-Driven Curriculum Framework

**Staff Development: What’s Coming**

## Instructional Delivery
Potential Components of Staff Development 
Teacher certification
Teaching/Learning strategies
Master teacher program
Learning communities

- Potential Components of Staff Development
- Teacher certification
- Teaching/Learning strategies
- Master teacher program
- Learning communities

**Staff Development: What’s Coming**

## Instructional Delivery
Develop standards and expectations for staff
Qualifications
Program implementation 
Ongoing professional development
Identify effective youth development programs and implement related training for residential and other program staff

- Develop standards and expectations for staff
- Qualifications
- Program implementation
- Ongoing professional development
- Identify effective youth development programs and implement related training for residential and other program staff

**Staff Development: What’s Coming**

## System Supports
Revised Policy and Requirements
Curriculum Framework 
Career Technical Implementation Guides
Standards Framework
Revised Course Guides and Technical Assistance Guides 

- Revised Policy and Requirements
- Curriculum Framework
- Career Technical Implementation Guides
- Standards Framework
- Revised Course Guides and Technical Assistance Guides

**Staff Development: What’s Coming**

## 
QUESTION 
& 
ANSWER SESSION

**QUESTION **
**& **
**ANSWER SESSION**