Initially, Roger was assigned to a cluster of teachers that included vocational, language arts, mathematics, and science teachers as well as a guidance counselor. He started to interact with the vocational teachers on both a social and work level. He says, "I felt comfortable, for example, going to the vocational teachers and telling them that I needed a sample job application before the end of the week. I didn't realize how busy a vocational teacher's day is, being a new teacher myself." Roger continued, "The vocational teachers helped me, but I could tell that I was imposing on them."
Since then, Roger has learned a lot about vocational programs. He has read extensively and last year he attended a trade show with the instrumentation technology teacher and some of her students. Roger has also learned as much as possible about his students' part-time cooperative education jobs. Further, he tries to relate what he teaches to job skills the students will need and has even accompanied the vocational teachers on visits to student work sites several times.
In describing how this exposure to vocational education instruction and vocational teachers has affected his teaching, Roger explains, "I took it upon myself to get out of the academic pattern of teaching straight grammar, literature, and so on. I now see how important it is to relate what students are doing in class to the world of work. What I teach is not watered down; I feel very confident that my students can go on to college if they want or they can go directly to work in their occupational specialties."
Further, Roger says that he now is much more considerate in making requests of the vocational teachers. "All too often," he notes, "we think other teachers have a very easy day. I, personally, know they do not; and I tell my students that I know this. When I first taught, I didn't understand the problems of dealing with students all day long with diverse needs and ability levels." The vocational teachers plan a broad range of individualized activities to meet their students' needs.
2. What are some ways that vocational and academic teachers can learn more about what goes on in each others' classes?
3. What impact does teaching experience have on achieving the integration of vocational and academic education?
4. What knowledge of integration should experienced teachers expect of new teachers?
5. How should academic teachers approach vocational teachers for help? Likewise, how should vocational teachers approach academic teachers for help?
After hearing Mary Sue's complaint, Greg quickly organized a meeting of the two groups of teachers and invited Mary Sue to attend. The teachers decided to have the students stop working on the projects and to devote their next teacher inservice day, scheduled later that month, to clarify the details for conducting the projects. The projects had been developed by a committee consisting of Mary Sue, two vocational teachers, and two English teachers. Their purpose was to set the stage for the integration of vocational and academic education that would occur throughout the students' high school years.
Initial discussion among the teachers on the inservice day quickly revealed that they really did not have a clear understanding of their roles in helping the students complete the projects. Each group thought the other was in charge. They decided that they needed one person who could be counted on to know the details for completing the projects and who would maintain information about who was responsible for what in getting the projects completed. Not surprisingly, they asked Mary Sue if she would help by assuming this role. They didn't intend for her to do the work of designing and carrying out the projects with the students. Rather, she would help by knowing what was involved in the projects and by keeping on file in the library the details for completing them. Then, every teacher involved with the projects would have access to specific information about them.
The group began compiling details for completing the projects. They started by determining the objectives and then determining, step-by-step, what the responsibilities of the vocational teachers and the English teachers would be to ensure that the projects were completed. The teachers discussed problems they had encountered in project completion. For example, a drafting teacher noted that the students resented going to the library during time they would have had to work on their design projects.
In describing how the meeting progressed to Greg, Mary Sue said, "My perception of the meeting was like a textbook dream. It was like something you would film to show an education class about how teachers can work together as a team. While we were listing the project objectives, everybody's enthusiasm for the projects mounted. We then fine-tuned the assignments. It was great. The English and vocational teachers valued each others' ideas. The focus became `we' instead of `us and them.'"
2. What happened that caused Mary Sue, the media specialist, to be upset when the "Navigating the Workplace" projects were first tried?
3. When the projects got off to a poor start, was it a good idea to have the students stop working on them? Why or why not?
4. Why do objectives and procedures for completing projects conducted between vocational and academic classes, such as these "Navigating the Workplace" projects, need to be carefully documented and shared with all teachers involved?
5. How should media specialists, as well as other faculty, be involved in designing projects conducted cooperatively between vocational and academic classes that require the use of library facilities?
6. When curriculum integration projects involve a number of vocational and academic teachers, what role does a third party such as Mary Sue, the media specialist in this case, fulfill?
7. What should the drafting teacher have done to stimulate student interest in and commitment to the "Navigating the Workplace" projects?
That year, most of the teachers involved with the projects were members of the committee who designed them. Further, Jim Auburn, one of the vocational teachers, volunteered to serve as coordinator for the vocational teachers, assuring that deadlines for assembling the materials needed in the English classes were met.
The second year that the projects were used, things did not go quite as well. In describing what happened, Jim noted, "Several of the vocational teachers complained to me that the English teachers were not aware of the projects. The probable reason the English teachers did not know about the projects is that they switch class levels from year to year, teaching freshmen one year and, perhaps, juniors and seniors the next. The vocational teachers would come to me and ask what was to be done for the English projects each nine weeks and I would tell them. The English teachers, however, didn't know what was to be done. This situation went on for most of the year. Finally, some of the vocational teachers became so frustrated that they went to Julia, the assistant principal, to let her know that the projects were not being carried out, indicating that the English teachers did not know what was to be done. Personally, I knew what I was to do, so I did my job and did not feel it was my concern if the English teachers did not know what to do."
During the second year, the English teachers also expressed concern about the projects. Herb Ellenberg, an English teacher at Hartsfield for 20 years and a member of the projects committee, went to Julia to describe problems the English teachers were having. He was particularly upset about the sophomore project. He explained, "The students were assigned in their English classes to write a paper about a particular career. They were to investigate what was happening in the career field and what technologies were being developed. They needed help from the vocational teachers to assemble the information needed for the projects. Most of the students' papers were horrible; they just didn't get the information together that they needed to write the papers." Herb was so frustrated about the poor quality of the sophomore projects that he asked Julia to suspend the project for the following year.
2. What happened that created problems in carrying out the projects the second year?
3. Should specific guidelines be developed for projects to be carried out cooperatively between academic and vocational teachers? Why or why not? If they were developed for the projects described in this case, what would they contain?
4. In this case, Jim served as project coordinator for the vocational teachers. Did the English teachers also need a coordinator? Should a member of the administrative team serve as coordinator? What responsibilities should the coordinators fulfill?
5. Jim noted that he knew what he was to do and that he had done his job. Further, he did not feel it was his concern if the English teachers did not know what to do. How did his attitude undermine the integration efforts?
6. How could Julia Leonard have avoided some of the difficulties that surfaced during the second year of the projects?
7. What needs to be done to get the English and vocational teachers back to working cooperatively together as they did the first year of the projects?
Roland noted several possible reasons for the lack of change toward integration. Glassborough High students attend their vocational classes at the same site as they attend their academic classes but in separate facilities. The two buildings are about a 5-minute walk apart. Additionally, vocational teachers have tended to associate with one another and academic teachers have tended to do likewise. Even at meetings of the entire faculty, the two groups of teachers have pretty much stayed to themselves. As Glenda Carmody, one of the vocational teachers, explained to Roland, "About the only contact we have with the academic teachers is by phone to discuss student grades or other student concerns."
Roland decided it was time for action. He formed a team of teachers with members selected because they were perceived as leaders by their vocational and academic colleagues. In early July, the team members were sent to a national conference to learn how other schools were integrating vocational and academic education. Following the conference, the team had two weeks to write applied curriculum activities that could be implemented by all teachers. The activities were to emphasize real-world uses of academic concepts and related theories to the students' vocational specialties.
At the end of the second week of writing, team member Justine Gilleski, who is a mathematics teacher, shared with Roland what was happening with the team. She explained, "For the past two weeks the team members have met, and met, and met, spending their time learning what went on in one another's classes. Based on what we learned, we developed a big packet of integration activities that is ready for final editing before distribution to other faculty. Further, we decided that team members will hold sessions with colleagues in their own departments to introduce the materials to them."
Since Glassborough High uses school-based staff development, Justine presented the activities to the other 17 mathematics teachers as part of the school's ongoing staff development efforts. In presenting the activities, she emphasized what she was planning to do in her own classes. The mathematics teachers were so enthusiastic about her presentation that they started to use the special Tuesday teacher planning periods to exchange with one another integration activities they were using in their own classes. Further, they made a special effort to have vocational teachers join them for these meetings.
In describing how successful the math department integration efforts have been, Roland notes, "One of the math teachers who really resisted the change to teaching through an applied approach has actually worked with several of the vocational teachers to develop two full books of integrated math activities, books that have been shared with other teachers at the Tuesday staff development sessions." This math teacher sums the situation up by saying, "I'm still the same old `born-to-be' teacher, but this applied approach makes all the difference to the students."
2. Why do both vocational and academic teachers tend to stick with old, familiar teaching methods?
3. What are some reasons that the process Roland used to get the teachers to change from their old, familiar teaching methods was successful?
4. Why would using an applied approach improve mathematics instruction? How would it improve vocational instruction?
5. How might teachers serving as leaders for their peers in moving to the applied instructional approach facilitate (or hinder) acceptance of it?
6. What are the advantages of using school-based staff development activities when helping teachers to integrate academic and vocational education?
At their weekly meeting, the guidance counselors were discussing how they could get across to parents the importance of students' programs of study. Cassandra Willander suggested a special day of parent conferences. This was not to be the typical conferences where parents came to discuss problems their children were having in school. Rather, these conferences would allow for vocational and academic teacher teams to meet with parents to discuss their children's futures. As the counselors examined the potential effect of the conferences, they became more and more enthusiastic about them. Further, when they presented the idea to the principal, George Constantine, he quickly gave his support as he had been trying to figure out a way to get more parent involvement. Oak Grove had joined a Tech Prep consortium with the area community college and parent involvement was one of Tech Prep's overall goals. With the help of the guidance counselors, George drafted a letter to the district superintendent letting her know that he planned to conduct the special day of conferences with parents.
With approval granted, George asked the guidance counselors to present their ideas about the vocational-academic team parent conferences to the entire faculty. In presenting the idea for the special conference day to the other faculty, Cassandra noted, "Parents are ultimately going to make the difference with students, and typically they meet with teachers to discuss problems. I believe having parents at the school on a friendly basis to work toward a common goal will be good for the students, the parents, and all of us."
The teachers liked the idea of meeting with the parents to discuss the positive side of their children's futures. They did, however, have some apprehension about how to conduct the conferences and asked the guidance counselors to provide an orientation session for them prior to the special day of parent conferences. The teachers wanted to learn what information should be shared with the parents and how it should be shared. At the orientation session, guidance counselors stressed the importance of having parents at the school on a friendly basis, of getting their support, and of working with them on the common goals both they and the teachers share for their children.
The whole school worked to publicize the special conference day. Announcements were prepared for the local newspaper and for local radio and television stations. Students were informed daily in a variety of ways about the special day, and several notices were sent home to parents. The conference day turned out to be a huge success. The faculty had anticipated about 100 parents would come, but to their delight more than 350 parents attended the conferences. In describing what happened when talking with a colleague from another school, Cassandra stated, "We all worked from seven in the morning until seven at night to get through the conferences. I got really enthusiastic that day when I saw academic and vocational teachers working together to discuss with parents the career paths related to graduation, the workplace, and the students' futures. Getting the teachers involved with other teachers in discussions with parents was really good. Further, the conferences gave parents useful information that helped their children in areas such as course taking and career goals. All the parents I have talked with since that day felt good about the experience they had."
2. Why are challenging programs of study for all students an essential part of effectively integrating vocational and academic education?
3. Why was it important that vocational and academic teacher teams meet with the parents?
4. What plans and arrangements had to be made for the parent conference with the teams of vocational and academic teachers to take place?
5. How can parent involvement affect the outcomes of integration efforts undertaken by the school faculty?
6. Besides planning the special conference day at Oak Grove, how else might the guidance counselors support the teachers' integration efforts?
7. What other career counseling activities could be conducted to promote parental involvement?
Six years ago, George was assigned as principal of Old Southwest at the request of the city superintendent. Old Southwest, located in one of the cities poorest districts, has more than 1,500 students, with roughly 60% from families with incomes below the poverty level. Further, more than 50% of the students receive special assistance because they are classified as at-risk learners. When George first came to the school, he quickly learned that many of the students were less than enthusiastic about their classes, which were mostly taught in the traditional way with heavy emphasis on academic theory.
During the second semester of his first year, George brought the mathematics and vocational teachers together to discuss what could be done to improve the students' performance in math. He was aware of the findings of cognitive psychologists indicating that learning is more effective when it takes place in context. As the meeting progressed, George asked the vocational teachers to detail how math was used in their occupational areas. He then asked the math teachers to discuss what they perceived as major barriers to the students' learning math. The teachers soon realized that they could help one another. The vocational teachers shared real-life examples of math use, and the math teachers helped by explaining math concepts that the students needed to master. The math and vocational teachers met periodically for the remainder of the semester to plan coordinated instruction emphasizing hands-on experiences for the following year.
During George's second year at Old Southwest, he followed a similar procedure with the science and vocational teachers. By the end of the third year, the math and science teachers reported that students' interest levels in their classes had improved dramatically. Further, the vocational teachers reported that they found the students much better able to cope with the math and science requirements in their classes.
With this record of success, George decided during his fourth year at the school to have the English teachers meet with the vocational teachers. Several of the vocational teachers had expressed apprehension about working with the English teachers. They just didn't feel comfortable with teaching grammar, spelling, punctuation, and writing skills. George decided that a good starting point would be for the English teachers to clearly define writing expectations that teachers in other classes should have for students. As a first step, the English teachers prepared clear definitions of a sentence, a paragraph, an acceptable response to a discussion question, and the format for a short report. This information was printed on card stock and distributed when the English department presented an inservice program to the entire faculty.
In describing the outcome of the inservice program, George noted, "The importance of writing in the content area was stressed at this meeting. As a result, teachers were asked to have all students within the next month write at least two times for each of their courses. Each teacher was also asked to emphasize the importance of writing in the content area. This procedure has worked very well and has stimulated teachers to talk with each other."
George continued, "As a logical extension of these writing activities, Old Southwest has initiated a program where senior students who are enrolled in vocational education courses prepare their English research papers on topics that are career or skill related. The purpose of the assignment is not to water down the English course but to enrich learning for students and have them do something they can be proud of. When the project was initiated, I thought it would be another tool to cause the teachers to talk to each other and to work together. The paper topic has to be approved by a committee composed of an English teacher and a vocational teacher. Sometimes, a counselor also serves on the committee. Once the topic is approved, the student then prepares a research paper following the standard guidelines used for the English class. When the students complete their papers, each is required to make an oral presentation or demonstration to the committee. Younger students are invited to the presentation so they can learn about careers and skill areas."
George concluded by saying, "When the teachers began the project, some of them felt as if they were simply taking on something else to do. The vocational teachers, however, remained positive and the English teachers found that students who often dreaded the senior research papers were much more interested in doing theirs. Further, the students have told me that their vocational teachers are really trying to help them complete their research. Vocational teachers have good technical materials and know where to get others. The vocational teachers are also able to facilitate interviews with individuals in business and industry. As you can see, teacher cooperation at Old Southwest High has clearly led to learning enrichment for the students, particularly our at-risk students."
2. At Old Southwest, the principal, George Garcia, opted not to involve all teachers in integrating vocational and academic education at one time. What are some advantages and disadvantages to this approach?
3. Why does the curriculum for some academic courses seem to be more easily integrated with some vocational courses than others? What are specific examples of vocational and academic courses that are easily integrated? Why?
4. Should teachers expect students to display correct English usage skills in all classes?
5. How was student learning enhanced through the math and vocational teachers cooperating with one another? Through the science and vocational teachers cooperating with one another? Through the English and vocational teachers cooperating with one another?
6. What are some reasons that the teachers' cooperative efforts could prove helpful in meeting the at-risk students' needs?
As a counselor, Arnola has found that her most frequent interactions with students in vocational classes have related to discipline problems. One particular problem she notes is that the schedules of the auto mechanics students are all similar, thus they tend to be in the same academic classes. This leads to a situation where they frequently socialize instead of learning when in their math and English classes. John Tollington, the auto mechanics instructor, has helped eliminate some of these socializing problems.
For many years, John was a garage owner and he knows that auto mechanics need academic skills to succeed. He spends a lot of time in his class emphasizing the importance of doing well in academic classes. John tells his students, "With the complexity of cars today, skilled mechanics have to know more than just how to read simple manuals. It takes a student who is really good in reading and math to be a good auto mechanic."
Arnola explained to the other guidance counselors that as a result of the reinforcement given to academic skills by John, the auto mechanics students' grades have actually improved in their academic classes. Further, she notes, "The academic teachers tell me the students are more serious and focused on academics." Traditionally, students who enroll in vocational specialties are more interested in their vocational classes than their academic classes. She stated, "It is not that they can't learn academic skills, but they usually do not excel in them because the vocation is where their interests lie." She continued, "The academic and vocational teachers need to be emphasizing the link between the two types of classes."
As a result of John's reinforcement of academics, Arnola explained, "I have also seen an improvement in the attitudes of the auto mechanics students toward their academic studies and they are taking academics seriously. The discipline problem seems to be getting better as well."
2. What are some ways to eliminate the scheduling problems associated with having students in specialized classes such as auto mechanics on the same schedule all day?
3. Why is it important for vocational teachers to reinforce the need for academic proficiency? Further, why is it important for academic teachers to reinforce the need for students to excel in their vocational classes?
4. Arnola indicated that the students' attitudes played an important part in their improvement in academics. How can vocational and academic teachers work together and with guidance counselors to help students gain a more positive attitude toward academics?
5. Besides reinforcing the need for academics as John did, how else can vocational teachers help develop their students' academic skills?
6. How can academic teachers help their students develop knowledge and skills needed in vocational classes?