Project

Free Literacy-in-CTE Professional Development Workshops


The Connections CTE Initiative will be hosting two upcoming Literacy-in-CTE workshops in July in Moline and Normal, Illinois. Professional trainers for each workshop are from the National Research Center for Career and Technical Education, www.nrccte.org. Updated: Seven Professional Development Hours, (PDH’s), will be offered instead of six.

July 23, 2018
The Stoney Creek Hotel
101 18th Street
Moline, Illinois 61265

July 24, 2018
Marriott Hotel and Conference Center
201 Broadway Avenue
Normal, Illinois

Tentative Agenda for Both Workshops:
7:00am - 8:00amRegistration and Continental Breakfast
8:00am - 12:00pmWorkshop
12:00pm - 1:00pmLunch
1:00pm - 4:00pmWorkshop

Registration has closed

Maximum attendence was reached at both workshops. If you would like to put your name on a waiting list in case of cancellations please contact our office at 309-438-5185. Catherine Moore will take your name, school, and number. If space opens we will call those on the waiting list.

Workshop Goals

  • Learn to integrate effective models of reading interventions in the context of their CTE courses.
  • Learn to complement the CTE learning that is already embedded and authentic in the CTE curriculum.
  • Adapt current lesson plans by integrating research-proven literacy strategies to help students learn.
  • Learn to help students take responsibility for their own learning.
  • Develop a community of practice among teachers of similar content as well as across CTE fields.
Information on Literacy-in-CTE
Demands on students’ literacy skills are becoming increasingly intense and rigorous, especially in highly technical CTE courses and in today’s labor market. Students must possess the requisite literacy skills for career and academic success, yet barely one-third of high school graduates are considered proficient in reading. CTE teachers can facilitate the learning processes by scaffolding instruction with literacy strategies.

In developing the Literacy-in-CTE curriculum integration model, which was based on the successful Math-in-CTE curriculum integration study and professional development model, NRCCTE researchers at Cornell University experimentally tested two approaches to integrating literacy skills in CTE. The results showed that both approaches significantly improved students’ literacy skills, but one framework that utilized authentic texts and implemented specific reading strategies did more to improve students’ reading comprehension and vocabulary and increase literacy in high school CTE classrooms. Further, students of teachers who participated in two years of professional development significantly outperformed all of the other groups. Learn more about the research: Authentic Literacy Applications in CTE: Helping All Students Learn. For more information about Literacy-in-CTE visit NRCCTE's website: http://www.nrccte.org/professional-development.