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Lead the Online Revolution inCTE
ACTE 2009 National Conference,
Nashville, TN
Sunday, February 03, 2013
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WHYChallenging Your Assumptions
―Disrupting Class‖ – Clayton Christensen
What does the data say about the future of Online Learning.
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System Innovation
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Sustaining InnovationDisruptive Innovation
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“If we teach today as we
taught yesterday, then we robour children of tomorrow.”
John Dewey
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Out of every 100 ninth graders …
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65 will graduate from high school
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39 will enter college
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26 are still enrolled by sophomore year
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15 will graduate from college
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PENN FOSTER
Virtual High School―A Shared Mission - - A Natural Partner‖
• Penn Foster’s Core Value - - We will only
partner with public schools to deliver our
high school curriculum.
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Who Are We?
• Penn Foster is your virtual schooling
partner.
• More than 400 U.S. high schools use Penn
Foster High School Curriculum.
• Over 223,000 students are in enrolled in
Penn Foster worldwide.
• Over 7,000 students graduate annually
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PENN FOSTER’S ULTIMATE VALUE
• Keeping Students in School
• Helping Students Graduate
• Preparing Students for Productive Careers
& Success in Postsecondary Education
• Ensuring School Districts Keep Their
Public Funding
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PENN FOSTER
Virtual High School
• Regionally accredited by the Middle States
Commission on Secondary Schools for itshigh school and career technical programs.
• Accrediting Commission of the Distance
Education and Training Council (DETC)• Registered with the NCAA Initial Eligibility
Clearing House.
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PENN FOSTER
Building in the RRR Framework
• Rigor: Objective-Based, Standards-Aligned,
Program breadth from AP Courses to CreditRecovery.
• Relevance: 21st Century and Web 2.0 Skills,
CTE Offerings, and Workforce Readiness.• Relationships: Highly Qualified Teachers,
Mentoring and Local Support.
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PENN FOSTER
Virtual Career High School
• Career Programs aligned to the 16 Career
Clusters and Career Pathways
• Career Diploma, Certificate, Single Credit
• Industry Certifications (where appropriate)
• 21st Century & Workforce Readiness Skills
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PENN FOSTER
Virtual High School
• Credit Recovery
• Dropout Recovery• Advanced Placement
• Dual Enrollment
• Summer School
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PENN FOSTER
Educational Methodologies
• Instructional designers based the development
of the Penn Foster Virtual High Schoolcourses on nearly 100 years of research which
identifies the attributes that characterize an
effective high school curriculum model.
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PENN FOSTER
Model for Effective H.S. Courses
• Course Objectives
• Pedagogical Goals
• Pedagogical Methods
• Learning Techniques
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PENN FOSTER
Course Objectives
• Meet professional and state contentstandards.
• Prepare students for advanced learning.
• Prepare students for life.
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PENN FOSTER
Pedagogical Goals• Engage students intellectually.
• Address specific learning needs of diverse
high school populations.
• Utilize effective formative and summative
evaluation of student progress.
• Address learning at all levels of Bloom’s
Taxonomy.
Ri /R l F k
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K
N
O
W
LE
D
GE
A P P L I C A T I O N
A B
DC
Rigor/Relevance Framework
RightAnswer
Student Performance
Rationale
Answer
Ask Right
Questions
RightProcedure
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PENN FOSTER
Learning Techniques• Online discussions with teacher monitoring.
• Reflections on what has been learned that
week.
• Self-testing.
• Web trips with projects.
• Semester-long projects: problem-based,
interest-based, challenged-based.
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http://pbln.imsa.edu/model/template
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PENN FOSTER
Learning Techniques
• Section and semester tests.
• Weekly practice assignments.• Understandable learning objectives,
previews, descriptions and reviews.
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Working with Dr. Bill Daggett
“We’re losing too many students
from our schools and we know one
thing for sure – putting at-risk kids
back into the same curriculum, the
same learning methodology, and
the same environment will notwork. This is where alternatives
like Penn Foster can help.” – Bill
Daggett
Polk County Workforce Education Academy Summit –
November 2007
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Each school has its ownDNA.
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http://www.tpack.org/tpck/index.php?title=Main_Page
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PENN FOSTER
Conclusions• In developing Penn Foster courses, the
designers focused on addressing the very
skills and benchmarks that the AmericanDiploma Project emphasizes are necessary
to prepare high school students for future
academic success, the workplace, and life.
―Work— Life —College Ready‖
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Jeff Butler,Director of Business Development
Auburn Career Center
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Career technical training center in suburban/rural Concord Township30 miles NE Cleveland, OH
Serves 750 On campus High School Students, 1200 HS students served
with supplemental courses, 4000 Adults
Our mission is to
guarantee that all
students empower
themselves, excel in theemerging workplace, and
enrich their communities.
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Partner Background: Auburn Career Center
• Recognized as an early adopter of computer-based learningand online education options. The Online brand is called
―Auburn Connect.‖
– Currently has more than 6000 students online and hybrid courses.
– 75 Online Academic Courses / 20 Blended CTE / 6 PD – Offers shared services of Blackboard, Media Streaming, Wimba,
and online courses.
– Provide service to Education Centers and School districts
throughout Ohio.
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Partnership Trial:
Centered on students on a career pathway in Health Science.
• Allied Health Technology
• Emergency Medical Services • Patient Care Technician
Pharmacy Technician Career Diploma Course
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Link
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Imported into Bb
& Course Content Customized
21st Century Learning…
Link
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―Did You Know‖ Ver 4.0
• http://www.youtube.com/watch?v=n6yLLk-uFNk
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Leadership Academy
January 29-31, 2010New Orleans
www.LeaderEd.com
h A l M d l S h l C f
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18th Annual Model Schools Conference
Monday, June 14 – Thursday, June 17, 2010
Orlando
www.LeaderEd.com
G Thomas Schultz Consultant
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1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
www.LeaderEd.com
G. Thomas Schultz, Consultant
International Center for
Leadership in Education
Successful Practices Network