Why+Not+Vermont

Notes from Vermont

Career Adademies

Interdiscplinary Teams - Connecting core curriculum with the Career Center Creating different Academies Within the core curriculum they will learn within the Academy of interest

Fine Arts Academy (everything within the arts) Physics of music SS- Art of time period Identify a variety of career paths where the teachers in this area become a part of the team

They have a model set up to try out hands on activities that will connect the core with the career interest

We already have some cross connections English/Automotive class where they team teach Integration is going on between departments already (English/Social Studies)

Steps Identifying teachers already involoved Identifying teacher who may want to be involvied Identifying community partners Look for possible Public Relations Selling to the rest of the staff Involve community now with performances and reaching out via performances etc Where do we find the time? Need to explore some tighter connections to higher ed

They are really trying to focus on a particular group of students The kids that are AP may be all set the focus is more on the students who not as settled. With AP out of the equation they can focus on the kids who really need the program. AP kids are welcome but the focus is not there since they are pretty much set.

We are very interesting in

Weds. 6/17

The LIst of Baby Steps for moving to an Arts, Communicaiton Path or Program Planning time for the team is needed – identify the core partners – 1. Identify - Who are the teachers (math, sci...) Who are the community partners ? 2. Community Support - (including the teaching community) Baby Steps Exchange between team members – practice working together by entering each others classrooms next year. **PR move** May Dance drama time – display boards, program, PowerPoint – performing Art venue – the supporters have already bought this. 3. Common Planning Dates - outside school time – next summer? 4. Proposal for in-service 2010-2011: visits, experts, 5. Faculty buy - in by talking to faculty – meeting 6. Student buy-in - how?