1.  Dr. Marybeth Morrison  Mrs. Debra Herman  Ms. Cathy Thomas Penn State University Workforce Education and Development

2.  Certification routes  Traditional undergraduate  Alternative Route  Three centers  Indiana University of Pennsylvania (IUP)  Temple  Pennsylvania State University (PSU)  Professional Personnel Development Center (PPDC)  Authorized by PA Dept. of Education in 1978

3.  Responsible for preparation and recommendation of students for vocational teacher certification.  30 county area in Central Pennsylvania  Provides coursework and supervision for:  Vocational Instructor I certification  Vocational Instructor II certification  Vocational Director certification  Co-Op Certification

4.  High diploma  4000 hours (minimum of 2 years) verified work experience (in the subject matter field) within the last 10 years  Passing score on the Occupational Competency Assessment OR  Credential review OR  Committee Review

5.  Emergency  Good for one school year  Issued when the OCA has not been taken  Normally only issued once  Intern  Good for three years  Issued after passing the OCA  Enroll in approved program (18 credits)  Only issued once

6.  Level I  Good for 6 teaching years  Completion of 18 credits  Successful completion of PRAXIS Series Computerized Pre-Professional Skills Tests in Reading (10710) and Writing (20720).  Required to have 3 years of successful teaching on Intern certificate.  Enrolled in coursework leading to Level II certification

7.  Level II  Completion of 60 additional credits  Completion of PRAXIS Series Pre-Professional Skills Test (PPST) Mathematics (codes 0730 or 5730)  Completion of PRAXIS Series Pre-Professional Skills Test PLT 7-12 (or the waiver).  Must be renewed every 5 years (college or continuing education credit and/or professional development hours totaling 180)

8.  First coursework leading to certification  2 credits  1 week during the summer  Held only once a year  Taught by PPDC staff  FRP’s -- Instructors commonly called Field Resource Person  Professional Development Team – Assistant Professors, Instructors, Lecturers, Senior Lecturers

9.  First Week of School  Career Development  Developing Proper Writing Skills  Curriculum Development  Integration of Academics  Lesson Plans and Instructional Materials  Vehicles of Instruction  Conflict in the Classroom  Effective Discipline

10.  Safety and Health  Special Populations  Special Needs  ESL/ELL students  Communication/Advisory Committees  Career and Technical Student Organizations (CTSOs)

11.  Welcome, introductions  Roles and responsibilities of the professional educator – presentation/lecture – CBTE Coordinator  First week of school – presentation/lecture -- FRP  Instructional schedule  5 lesson plans for first 10 days  Career development – presentation/lecture – PPDC Assistant Director  Obtaining PSU ID and computer access – “field trip”– FRPs and Professional Development Team

12.  Proper Writing Skills – lecture w/lesson plan/interactive activities – team taught by FRP and PD team literacy specialist – essay  Curriculum Development/Writing Performance Objectives – lecture/demo w/lesson plan – CBTE Coordinator  Integration of Academics – presentation -- area CTE instructor

13.  Lesson Plan and Instructional Material Development – lecture/demonstration w/lesson plan – team teaching – FRP, PD team special needs specialist, International WFED students – 2 lesson plans for Friday  Vehicles of Instruction – lecture w/lesson plan – local CTE instructor  Mandatory 30 minute computer lab  Optional open computer lab 6 to 9 pm

14.  Dealing with Conflict in the Classroom – presentation – local CTE instructor and academic instructor  Implementing Effective Discipline – group work – facilitated by FRP and PD team special needs specialist.  Occupational Safety and Health – Presentation -- Assistant PPDC Director and PD team member

15.  Student Diversity and educating Special Populations – lecture (Max teaching strategies), team teaching PD team special needs specialist and FRP.  Educating Special Populations – PD team special needs specialist and ESL/ELL specialist.  Mandatory 30 minute computer lab  Optional open computer lab 6 to 9 pm

16.  Demonstrate cross-cultural competence in interactions with colleagues, administrators, school and community specialists, students and their families. Panel discussion with all of the above participants and our teachers Connections made through Global Connections, our international student population, and our own personal connections

17.  Frank, Parent of ELLs, graduate of our program, CTE background  Grace, adult ELL, ESL instructor, parent of bilingual children  Gladys, high school senior, bilingual  Jane, former administrator, current teacher of high school age and adult ELLs

18.  Communicating with parents, staff, and administration/Advisory Committees – presentation – FRP  Career and Technical Organizations – presentation/video – local CTE instructor  Educating special needs students – lecture/demo/interactive activities – FRP and PD team special needs specialist.

19.  Educating Special Populations – presentation – PD team ESL/ELL specialist and local CTE instructor.  Optional open computer lab 6 to 9 pm

20. Demonstrate an understanding of the legal responsibilities related to serving ELLs Implement appropriate research-based instructional strategies to make content comprehensible for ELLs

21.  Present information from the “Basic Education Circular” (BEC) related to ELLs  Introduce students to “WIDA Consortium” materials  Introduce lesson plan template that includes sections for adaptations and accommodations for ELLs  Provide handout with lists of adaptations and accommodations

22.  Invite a dental assisting instructor who is in our program  Show our students vs. tell our students  Gain ideas from a CTE instructor  http://youtu.be/iSZBo352QJ4

23.  “Lesson Plan for Foday” Case study on Foday Adaptations and Accommodations Handout “Can - Do Descriptors” from www.wida.us www.wida.us A lesson plan they have developed  Case study on Tony – a student with a learning disability

24.  Lesson plan presentations by students  Safety -- morning  Theory – afternoon  Review of assignments  Workshop evaluation