You are invited to a GCTAA Planning Workgroup Conference. The stated purpose is to share recent activities and collectively consider obstacles and priorities.
Tue, February 24, 1:30pm – 3:30pm
Arlington Career Center
Friday, February 20, 2009
Priorities for Spring-Summer 2009
I'm wrapping up the Budget Recommendation for Spring and Summer 2009.
Are you aware of priorities (particularly those with budget implications) not listed below?:
• Graduate coursework for Summer 2009
• Graduate coursework for Fall 2009
• Unit planning during Spring 2009
• PD360 Interactive Video Professional Development
• Math-CTE (and Science) workshops
• Summer work sessions/sprints
Are you aware of priorities (particularly those with budget implications) not listed below?:
• Graduate coursework for Summer 2009
• Graduate coursework for Fall 2009
• Unit planning during Spring 2009
• PD360 Interactive Video Professional Development
• Math-CTE (and Science) workshops
• Summer work sessions/sprints
Friday, February 6, 2009
developing plans for summer
When do we start developing plans for summer? I see no one has contributed to this since the meeting of January 16th and yet I received an e-mail saying that we need to get started - well I for one am volunteering to get started. There need to be some concrete plans in the works very soon. How about:
1) a series of summer workshops, OR
2) one workshop divided into areas
in which CTE teachers are paired with either a science or a math teacher. The CTE teacher would be required to bring their list of objectives/competencies and meeting one could pick a lesson to develop that involves the science and/or math from that particular CTE area. Meeting two (or part two of the same meeting) could be the development of a unit involving both areas.
Idea #2:
Having a summer workshop in which several CTE teachers could partner with ONE mentor in a sort of small roundtable format. All of the CTE teachers could bring their competencies and the mentor (a lead teacher or really any academic teacher who would want to do this, including me) could begin with the first CTE teacher looking for ways to integrate English, or math, or social studies, or science into their competencies. The group could bounce their ideas back and forth and boil the ideas down to a few really workable ones for each discipline. Day two and/or three of this would be the actual integration.
Idea #3:
Get together a booklet of science, math, social studies, and English competencies for high school and bring to first meeting of a two or three day workshop. CTE teachers would come and be responsible for working through a series of lessons that they already do but putting in more integration and several mentors would circulate in the room and assist where needed. Examples would be provided at the outset.
1) a series of summer workshops, OR
2) one workshop divided into areas
in which CTE teachers are paired with either a science or a math teacher. The CTE teacher would be required to bring their list of objectives/competencies and meeting one could pick a lesson to develop that involves the science and/or math from that particular CTE area. Meeting two (or part two of the same meeting) could be the development of a unit involving both areas.
Idea #2:
Having a summer workshop in which several CTE teachers could partner with ONE mentor in a sort of small roundtable format. All of the CTE teachers could bring their competencies and the mentor (a lead teacher or really any academic teacher who would want to do this, including me) could begin with the first CTE teacher looking for ways to integrate English, or math, or social studies, or science into their competencies. The group could bounce their ideas back and forth and boil the ideas down to a few really workable ones for each discipline. Day two and/or three of this would be the actual integration.
Idea #3:
Get together a booklet of science, math, social studies, and English competencies for high school and bring to first meeting of a two or three day workshop. CTE teachers would come and be responsible for working through a series of lessons that they already do but putting in more integration and several mentors would circulate in the room and assist where needed. Examples would be provided at the outset.
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