Action Research and Systemic Learning at KCAA

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by corihl
Last updated 6 years ago

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Action Research and Systemic Learning at KCAA

Theory of ActionPart 3: If we use the intended righteous outcome, or goal of preparing students for college and career guided by the problem of practice that current (KCAA) CTE course syllabi do not include instructional practices towards the standards that will equip our students with the knowledge required to successfully transition to college and career then creating a new course syllabi will improve the outcomes for students.Purpose: To move the plan from paper to action.10/28/131. Teachers and students have a sense of ownership and buy-in: consider how the Theory of Action can be integrated into existing structures and provide integrated professional learning opportunities to support teammates as they put the plan into action. 2. Develop our Theory of Action - what is the desired outcome and what are our actions for achieving it? If we….. then students will…3. OUTCOMES: Building from the end product (UbD) we will begin to develop the course outline for: CTE COLLEGE and CAREER PORTFOLIO PROD. 1What evidence of implementation exists? The cycle is working as it is designed to allowing for continued inquiry and reflection of practice. We are meeting the timeline of the cycle and will have a completed course outline on the November 12th date.BRAINSTORMING:ARTS ELEMENTS:Students will exit with a completed Ensemble Design (Digital - AS, Resume, BC, LH, Env) (Performance Theater- Headshot, Resume/CV, Complete Audition 1 contemporary, 1 classical monologue, 16 bars musical theater) (Performance Music - TBD from Luke), Digital Portfolio will include: (DD - still life, self-portrait, series of 3, multi-media), Critique/Self-Reflection/Self Evaluation - the ability to talk about their work and self related to the arts. Ability to answer “Why do you want to be an artist?”.Developing your post-secondary plan (realistic plan) - conference and mentor - career exploration, failure and rejection and how to manage those skills and confidence buildingCOLLEGE READINESS/PREPAREDNESS:Knowing how to apply for FAFSA and understanding the rates of lending and payments Salaries and access to how plan with the end in mindPossible Pre and Post test that Jesse sent as part of the basic math instructionWork Keys test as part of the basic math instruction (basic skills)Ability to write and edit a personal bio or essayresearch, presenting skills and public speaking - could include peer to peer accountability, self-advocacy and building cultural proficiency or non-curricular awareness (student and teacher), non-remediationEMPLOYMENT READINESS:Time Management and Positive Work behaviorsBasic etiquettes of life and career as they relate to life and the artsInterviewing skillsYEAR 2Personal Narrative should come out of the portfolio classmentoring/mentee opportunitiesSocial Media clean-up/Life clean-up and OTHER:Concept based - why I am an artistProject based - about how I use the technique or vocabularyScaffolding with sentence framesIn the question deep thoughtful questions - rubrics and promptsWorkshopped with them to create the components of an artist statement - come up with the three questions that are being asked

Taking Action11/4 and 11/6/13Purpose: To complete the action required to address the problem of practiceProposed Course Description for:CTE COLLEGE and CAREER PORTFOLIO PRODUCTION ICTE CC Portfolio Production is designed for students who are seeking an authentic practical experience in the arts while building their entrepreneurial, personal cultural and life skill set. Students in CTE CC Portfolio Production will demonstrate mastery of the standards through an end-of-year portfolio presentation and evaluation.CTE College and Career Portfolio Production I consists of three portfolios - Creative Careers in the Arts, College Readiness and Career or Employment Readiness. These portfolios address the standards of CTE in the Arts, A/V Technology and Communication Career Cluster, the Essential Skills Standards, Post-Secondary Workforce Standards, Colorado Academic Standards in the Arts, and selected Common Core State Standards in Informational Technical Literacy, Math and Language Arts. The instructional goals of the CTE CC Portfolio Production can be described as follows:• Encourage students in the creative and systematic investigation of the arts (formal and conceptual)• Emphasize that art making is a process that includes informed and critical decision making skills• Support students in the development of technical skills and support their comprehension and functional use of the formal and sensory properties of art.• Develop students as independent thinkers who will contribute to their community and their culture through the art process.• Develop students into competent, independent citizens of the world who are capable of identifying, working towards and achieving their post-secondary goals• Encourage and mentor students as they develop the ability to self-advocate and acquire positive work behaviors and independent life skillsSuccessful completion of this course is indicated by:CREATIVE CAREERS IN THE ARTS PORTFOLIO• A completed Artist’s Ensembleo Visual Arts students will complete: Conceptual Artist Statement Resume or CV Business Card, Letterhead, Envelope Packageo Performance Arts students will complete: Headshot Resume or CV• A Digital Portfolio and Traditional Portfolio Packageo Visual Arts Students - Series of 3, Observation, Self-Portrait, Still Life, Sketchbook, Thumbnails, Gestureo Drama Audition - 1 contemporary, 1 classical monologue, 16 bars musical theater (contrasted)o Musical Audition- Music theory skills, major and minor scales, three contrasting etudes or pieces for the instrument or voice projects. • The ability to complete a Critique/Self-Reflection/Self Evaluation, including but not limited to:o the ability to talk about their work and self related to the artso the ability to answer “Why do you want to be an artist?”COLLEGE READINESS/PREPAREDNESS PORTFOLIO:• Development of a post-secondary plan, including but not limited to:o a professional mentorshipo career exploration project• Understanding and completion of Post-Secondary Financial Plan• Creative Career Salaries planning with the end in mindEMPLOYMENT READINESS PORTFOLIO:• Time Management Practice and Demonstration• Positive Work Behaviors Practice and Demonstration• An understanding of the basic etiquettes of life and career (digital and analog)• Completion of Personal Presentation and Interview

Presented by Cori Herbst-LoehrFor complete analysis, reflection and documentation of the CIAC click here

Problem of PracticePart 1: Introducing the Framework and Problem of Practice Purpose: To create opportunities for teacher stakeholders to develop the practice of inquiry and reflection.9/30/13- Discuss the next PLC Cycle and the Collaborative Inquiry Action Cycle- Group has indicated that they are on board with this process for the next PLC cycle- Focus will still be on the development of course syllabi but through the lense of the CIAC10/16/13Creating the ‘Foundations’ and ‘Portfolio’ courses syllabi (using the CIAC as our process)Brainstorming our Problem of Practice (addressing how we are meeting the needs of all stakeholders through our program and syllabi)What we believe our students struggle with:- Don’t understand the need for keeping current and knowledgeable about social media- Our students struggle with self-image and marketing themselves- Don’t know what are schools looking for- Need work application practice, organization, time management, cultural training, mock interviews and auditions- Need basic math skills for checking accounts and paying bills (Young Americans Bank as a resource)- Need to understand authentic accountability building lack independent learning skills- Need supports in building confidence to take learning to the next level- Missing key academic practice skills: note taking skills, organization, time management (short to long term),deadlines- Don’t access tools of time management ir competently set realistic goals- Students need support in research, presenting skills and public speaking - could include peer to peer accountability, self advocacy and building cultural proficiency or non-curricular awareness (student and teacher), non-remediation- Students lack other basic life skills: how to apply for jobs, positions, non-profit skills, taxes, advertising yourself, websites- Legal right to schoolNext session we will move into the ‘Acceptance’ phase what and why and how do we move towards the solution

Action Research and Systemic Learning at KCAA

The CTE team at KCAA is currently using the CIAC to actively engage in a cycle of inquiry as a method for deepening stakeholder understanding around the educational, college and career readiness standards and objectives for Career and Technical Education. This framework of practice is supporting the use of inquiry to determine goals, develop a plan to meet the goals, take action and then reflect on the action.

Application of theCollaborative Inquiry Action Cycle

To access the support document"The League of Leadership"by Sharon F. Rallis and Matthew Militellothat was used as the primary resource for this learning click here.

AcceptancePart 2: Acceptance of our role in the identified Problem of PracticePurpose: What are the causes, outcomes and how do we play a role and in what context do we play a role? What comes next?10/21/15TODAY: ‘Acceptance’ - what are the causes, outcomes and how do we play a role and in what context do we play a role. What comes next?Student level standards accountability (and personal teacher accountability)- Being intentional about standards we are focusing on (we only need to pick 3 per section) - pull back from the standards being so broad- If we pick the priority standards then our student will be able to master themAction step: Choosing standards for the course (send a link to the standards)- Keep high level consistent rigor - not pull back Cori is pulling back her level of instruction and needs to be more strict in keeping to the level of academic rigor and mastery of standards.- Access to the CCSS and CAS Core standards - so that they aren’t confused with arts standards.- Jesse is teaching an art class, but is he staying true to the mission of integration? If I had access to the standards then I would access them more regularly.- How does performance work in this portfolio class?- Send Lauren the link to the screen-shot of the pathways (send to Luke and Lauren)- Time and creation of the course If we design the course using the problems of practice then students will understand their educational rights and responsibilities.

Click here to accessthe entire CTE Resource Folder

Evaluation11/12/13Purpose: To Evaluate this process and the outcome (Syllabus and Course Outline)A few questions to guide our evaluation once we’ve completed the course outline and syllabus (taken from The League of Leadership (Militello):• Is the evidence of the action’s effect acceptable, relevant, and informative?o The course itself is evidence of the relevance; outcomes will be demonstrated once implemented.• Are we satisfied with the results?Yes... in as much as we can be without seeing the outcomes for another year.• If yes, is there anything we want to strengthen? o Intentional implementation of ELD strategies (Professional Development for the Teachers of CTE)o Cultural Literacy and the supports of both students and teachers (PD)• If not, what do we want to change? Why?Next phase: further development and investigation for teachers on professional development for teachers in the areas of ELD and Cultural Proficiency. Seeing other models of instruction that might be meeting the needs of students in a culturally proficient manner

Click Here to AccessNew Course Syllabi

Click Here to access the final part of the projectReflection


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