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Descriptors:
Global Approach; Vocational Education; Vocational High Schools; Employment Potential; Job Skills; Professional Development

Abstract:
As a career and technical high school, Middle Bucks Institute of Technology in Jamison, Pennsylvania, has risen to the challenge of preparing students with 21st-century skills through rigorous academics, technical knowledge, and professional development. Everyone, from the administrative director to the classroom teacher, needs to understand their role in providing students with the skills to compete in a global economy. This article describes the guiding principles of educating 21st-century students from the perspective of the administrative director, the assistant director, the public safety teacher, and the multimedia technology teacher. (Contains 12 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Emotional Intelligence; Group Dynamics; Vocational Education; Work Environment; Social Development; Emotional Development; Professional Development

Abstract:
Many studies and much research have been done verifying the significance and importance of emotional intelligence in the workplace in dealing with individuals or teams. This article looks at the importance of emotional and social intelligence in the workplace and how important it is to include emotional intelligence as part of the comprehensive overall training and education of our secondary students in career and technical education. It also addresses the importance of group intelligence in the workplace and in secondary career and technical centers. Since many tasks at both of these levels are project based, it is imperative that the teams going into these activities develop an understanding of group dynamics and what characteristics can make or break progress towards the successful completion of their mission. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Competencies; Teacher Effectiveness; Teacher Certification; National Standards; Teacher Evaluation; Scoring Rubrics; Comparative Analysis

Abstract:
Two well-known major frameworks to measure teacher performance and determine what a teacher should know and be able to do are undoubtedly the National Board for Professional Teaching Standards and Charlotte Danielson's Framework for teaching. Charlotte Danielson has four major domains and National Board Certification (NBPTS) has five major core propositions. Although they differ in wording, there are many similarities. As of this writing the Pennsylvania Department of Education is in the process of adopting Danielson's Framework domains and is in the process of piloting a rubric for the four domains that will be used as its teacher evaluation/assessment system. This paper explores the differences and similarities of NBPTS and Danielson's Frameworks but doesn't advocate for either. It also explores whether an NBPTS teacher would fare well on Danielson's framework rubric given their similarities. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Instructional Leadership; Leadership Qualities; Principals; Supervisors; Vocational Education Teachers; Teacher Characteristics; Teacher Administrator Relationship

Abstract:
When speaking of educational leadership today there are many characteristics of leadership that are needed that perhaps were not necessary five, ten, or fifteen years ago. Technology's impact on how students learn and how teachers teach has had educational leadership think about more innovative ways in which to prepare, deliver, and assess curriculum. It is necessary now to empower our teachers as they are in the trenches and to lead in a way that that reflects unconditional positive regard through relationships. Trust and love take the place of power and fear in order for employees to buy into educational reform and it's important for them to know that they are in the forefront of change and are key agents of change. It is equally as imperative for today's CTE leaders to stay abreast of current and future trends in business and industry and to encourage technical educators to stay current in their professional and trade areas as well as in pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Mentors; Coaching (Performance); Teachers; Beginning Teacher Induction; Beginning Teachers; Teacher Education

Abstract:
There have been numerous studies done on the impact that mentor teachers and new teacher induction plans have on the new teachers' success in the first couple of years. A lot of these studies were done in an attempt not only to determine how to attract good teachers, but to retain them. It is our hope in this article to also determine if by having a classroom coach and teacher mentors in place, we can mold these new teachers into a strong cultural fit. This article looks at what impact an inside-the-classroom coach would have in addition to the benefits previously obtained from having mentor teachers that teach their own classes. Recent retired teachers and administrators serve as great untapped resources and have the time available to spend in the classroom while the traditional mentor teachers have their own classroom responsibilities and are unable to give the new teachers their undivided attention for a longer period of time. The school in this study, the Middle Bucks Institute of Technology (MBIT), has a two-year induction plan utilizing the skills of three mentor teachers and one classroom coach to provide support to five new teachers. Two of the mentor teachers are each assigned to mentor two new teachers and one mentor teacher is assigned to mentor one new teacher. The new classroom coach circulates among the classroom of the five new teachers during instructional time to observe and advise. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
National Standards; Teacher Certification; Teacher Evaluation; Instructional Effectiveness; Teacher Effectiveness; Teacher Competencies; Elementary Secondary Education; Teachers; Comparative Analysis; Technology Uses in Education; Pedagogical Content Knowledge; Reflective Teaching; Teacher Responsibility; Parent Teacher Cooperation; Classroom Environment; Instruction; Teacher Attitudes; Teacher Education

Abstract:
Two well-known major frameworks to measure teacher performance and determine what a teacher should know and be able to do are undoubtedly the National Board for Professional Teaching Standards and Charlotte Danielson's Framework for teaching. Charlotte Danielson has four major domains and National Board Certification (NBPTS) has five major core propositions. Although they differ in wording, there are many similarities. As of this writing the Pennsylvania Department of Education is in the process of adopting Danielson's Framework domains and is in the process of piloting a rubric for the four domains that will be used as its teacher evaluation/assessment system. This paper explores the differences and similarities of NBPTS and Danielson's Frameworks but doesn't advocate for either. It also explores whether an NBPTS teacher would fare well on Danielson's framework rubric given their similarities. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (202K)

Descriptors:
Vocational Education; Vocational High Schools; School Effectiveness; Technology Uses in Education; Educational Change; Instructional Leadership; Individualized Instruction; Problem Based Learning; Vocational Education Teachers; Teaching Methods; Teacher Behavior

Abstract:
Through this paper we try to convey the necessity to provide the workforce with a labor force that is academically and technologically ready to meet the 21st century global demands. We feel this is accomplished by providing the students at MBIT [Middle Bucks Institute of Technology] with industry-standard equipment, academic and technology curricula that address what students need to know and be able to do in a competitive national and international arena, and with the employability skills that will foster responsible citizenship, collaboration, creative, and critical thinking. We introduce ways of achieving this through Challenge Based Learning (CBL), effective use of cutting-edge technology, learning through exploration and experiential strategies, differentiated instruction, and the necessity to learn each student's learning style. One of the key attributes and qualities of ensuring success is the faculty's willingness to embrace change and in doing so, fostering what works and discarding what does not. We understand the value of curriculum mapping, aligning academic eligible content with trade area standards and objectives, and in creating robust learning guides filled with technology and academic standards. We broach the importance of front-line management to instill in the faculty the value in establishing trust in their leadership, exercising their right to self-govern, to collaborate in the school's shared vision, and to exercise their freedom to think and contribute to the overall good of the school, the district, and the community. It is through these practices that Middle Bucks Institute of Technology is able to provide the 21st century skills to its students that prepare them for the rigors of higher education and employment. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Vocational Education; Instructional Leadership; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Administrator Characteristics; Trend Analysis; Teacher Empowerment; Skill Analysis; Skill Development; Change Strategies

Abstract:
When speaking of educational leadership today there are many characteristics of leadership that are needed that perhaps were not necessary five, ten, or fifteen years ago. Technology's impact on how students learn and how teachers teach has had educational leadership think about more innovative ways in which to prepare, deliver, and assess curriculum. It is necessary now to empower our teachers as they are in the trenches and to lead in a way that that reflects unconditional positive regard through relationships. Trust and love take the place of power and fear in order for employees to buy into educational reform and it's important for them to know that they are in the forefront of change and are key agents of change. It is equally as imperative for today's CTE [Career and Technical Education] leaders to stay abreast of current and future trends in business and industry and to encourage technical educators to stay current in their professional and trade areas as well as in pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (137K)

Descriptors:
Core Curriculum; Federal Legislation; Standardized Tests; Computer Software; Program Effectiveness; Educational Trends; Vocational Education; Part Time Students; Benchmarking; Computer Assisted Instruction; Special Education; Individualized Education Programs; Suburban Schools; Student Evaluation; Web Based Instruction; Mathematics Instruction; High School Students; High Stakes Tests

Abstract:
The impact of the No Child Left Behind Legislation has left Career and Technical Education searching for methods and strategies to infuse academics into their curriculum to help students, through a rigorous and integrated educational experience, develop competencies required for higher education and ultimately, work. Unfortunately, there were pressures placed on states, districts, and schools to arrive at certain preset bench marks where ultimately, by 2014, all students would reach the 100 percent proficiency benchmark in state standardized achievement assessments. The NCLB along with IDEIA [Individuals with Disabilities Education Improvement Act], partnered to make sure that all students with IEPs or 504 plans were held to the same standards regarding participation in these standardized assessments and also in the reporting process (Cornell University Law School website, n.d). This study looks at one part-time suburban Career and Technical Center and measures the impact of the software, Study Island, used to integrate academics into their Career and Technical Education programs. Specifically, 4Sight, PSSA [Pennsylvania State System of Assessment], and NOCTI [National Occupational Competency Testing Institute] assessments were examined for effect and relationship with Study Island for students without IEPs and students with IEPs. Study Island is tutorial software that aligns with the state's core curriculum and standards. Two appendixes present: (1) IRB [Institutional Review Board] Basic Training; and (2) IRB Approval Letter; (Contains 36 tables and 15 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Mental Health; Adolescents; Depression (Psychology); Males; Self Concept; Longitudinal Studies; Employment Level; Gender Differences; Family Influence; Social Bias; Youth; Correlation; At Risk Persons

Abstract:
Data was analyzed in the National Longitudinal Survey Study from 1997 specifically relating to questions regarding depression in youth. In the analysis it was found that how the respondent defined their own depression and poor mental health was different than the perceptions about their mental health from those that live with them in the same household, mostly parents. It was also questioned if gender made a difference regarding poor mental health, both self-assessed and by others in the household. In all cases, the respondents' self perception of mental health was much worse than the perception of those who lived with them. The ramifications from this may mean that the respondent may not get the help they need to improve mental health because others in the household, especially parent figures, are unaware of the depth of the disability. This may also indicate that communication is lacking in this area because of the stigma attached to mental disabilities. It was also found that gender did make a difference in that females considered themselves more depressed than males. What was interesting was that others' impression of the female respondents' mental health was much more positive than others' impression of the males even though self-perception showed the opposite. Either depression in females is more prevalent than in males or males are talking about it more freely. Regardless, it is essential that parents and guardians become educated in distinguishing differences between typical teenage anxiety and depression and communicating about this disorder and knowing what signs to look for. A part of this study also shows the impact that depression has on how much time youth spend at work in a year which collaborates with many previous studies. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (700K)