california community colleges' basic skills initiative: new connections to cte

7/27/2019 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

California Community Colleges Success Network


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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]

http://3csn.org/


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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

http://ra.3csn.org/


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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]

[email protected]

Visit us online: http://3csn.org/

mailto:[email protected]:[email protected]://3csn.org/http://3csn.org/http://3csn.org/mailto:[email protected]:[email protected]

california community colleges' basic skills initiative: new connections to cte

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