THETHE - TTAC Region 4ttac.gmu.edu/assets/docs/TTAC/Newsletters/nov_2012.pdf · 2012. 11. 15. ·...

Vol XVIIIssue 2

NovDec 2012

College Transition Resources for Students with Autism

Spectrum Disorders

Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion

School Tools Life Tools

TelegramTelegram

THETHE

College and Career Readiness for All

In this Issue

A BOOK REVIEW OF VISIBLE LEARNING FOR TEACHERS MAXIMIZING IMPACT ON LEARNING BY JOHN HATTIE

COLLEGE TRANSITION RESOURCES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS

SCHOOL TOOLS LIFE TOOLS

WHATrsquoS A TEACHER TO DO WHEN STUDENTS RETURN-TO-LEARN AFTER A CONCUSSION8

65

3

111417

FREE IrsquoM DETERMINED APPS NOW AVAILABLE

Michael Behrmann EdDPrincipal Investigatormbehrmangmuedu

Lynn Wiley PhDDirector of TTACGMU Academic Review amp School Improvement Early Childhoodhwileygmuedu

Kay Klein MEdAssistant Director of TTACGMU Positive Behavioral Interventions amp Supports of Virginiamklei1gmuedu

Nancy Anderson MEdIm Determined Family Involvementnanders7gmuedu

Bonnie W Bell PhDTBI Initiative amp Family Involvementbbell5gmuedu

Karen Berlin MEd BCBAAutism amp Intellectual Disabilities Coordinatorkberlingmuedu

Sheryl Fahey MA Early Childhood Coordinatorsfaheygmuedu

Judith Fontana PhDCurriculum amp InstructionProjects Coordinator ICT SIMregjfontan1gmuedu

Kris Ganley MEdEarly Childhood Coordinatorkganleygmuedu

Soojin Jang MEdAssistive Technology Coordinatorsjang6gmuedu

Diane Loomis PhDTransition Coordinator Im Determineddloomisgmuedu

Katherine T Nutt MEdCurriculum amp Instruction Coordinatorknuttgmuedu

Seunghun Ok MEdTTAC Online Administrator sokgmuedu

Kristy Lee Park PhD BCBAPositive Behavioral Interventions amp Supports of Virginia kparkcgmuedu

Dionne Paul-Wiggins MTA Administrative Office Supportdpaulwiggmuedu

Jackie Petersen MLS Librarianjpeterskgmuedu

Jeff RichardsGraphicWeb DesignerJricharcgmuedu

Judy Stockton MACurriculum amp Instruction Coordinatorjstockt1gmuedu

Clare Talbert MEd TTAC Online Coordinator TBI Initiativectalber1gmuedu

VDOE Region IV TTAC at George Mason UniversityContact Information

Northwestern Consortium TTACThis newsletter is a collaborative effort by the Northwestern Consortium of the TTACs which

includes James Madison University co-directed by Cheryl Henderson and Melinda Bright and George Mason University directed by Lynn Wiley

THE PARAPROFESSIONAL PRESS

ROCKIN WITH REGION 4

Cover Photo - copyiStockphotocomaldomurillo

3The TTAC Telegram ndash NovemberDecember 2012

The transition of students with Autism Spectrum Disorders (ASD) from high school to adulthood is an increasing dilemma (Wehman Smith amp Schall 2009) Students with ASD often have unique needs for support in areas that colleges are not mandated to provide For some students with ASD the challenge of college is less in meeting the entrance criteria but more in their difficulty navigating the academic and social complexities of a college experience once they arrive Teachers of students of all ages can help prepare students with ASD for this transition by helping students and families with the following

bull Developing self advocacy skills bull Understanding documentation requirements needed at the post-secondary level

bull Gaining insight into their disability

bull Understanding differences in legislation of IDEA and ADA

Thinking about these issues well in advance is important As part of the IEP process each student should have a transition plan Learning the skills necessary for college should be part of this plan Many important skills that will facilitate success in college can be taught and practiced while the student is in high school As the student will be required to self-advocate in the college setting it is important that the students develop full awareness of their learning needs and what types of accommodations are helpful Talking to advisors and professors about these issues in college will be easier if practiced in the supportive

environment of high school Similarly students with ASD will benefit from learning and practicing the daily living skills and independence they will need to live successfully at college throughout their school careers

Websites and resources useful to students and their families as they prepare for the transition to college can be found at TTAC Online (wwwttaconline) and include

bull Irsquom Determined httpwwwimdeterminedorg

This is the website for the Virginia Department of Educationrsquos Self-Determination Project It includes information on IEP Student Involvement Lesson Plans Assessments amp Checklists Project Goals Youth Summit Family Support Childrenrsquos Literature Videos and Commercial Resources

bull Transition Coalition httpwwwtransitioncoalitionorgtransition

This site provide online information support and professional development on topics related to the transition from school to adult life for youth with disabilities Of particular interest may be the resources section for secondary teachers found at httpwwwnsttacorgcontentsecondary-transition-just-time-

training-resources-0 or the on-line course available specific to transition to post-secondary outcomes for students with ASD httpwwwworksupportcomtrainingwebcoursesautismcfm

bull Tips for Transition httptransitioncoalitionorgtransitiontcfilesfilesdocsTips_Nov09_final1258398594pdfTips_Nov09_finalpdf

The Tips for Transition contains 134 Transition Tips submitted from all over the country by practitioners The purpose of the Tips was to identify grassroots transition practices being used by practitioners Tips are categorized into a variety of domains

bull Transition to Adulthood Guidelines for Individuals with Autism Spectrum Disorders (ASD) httpwwwumcardorgfilesTrans_Guide_5pdf

An extensive document that provides guidelines for transition services for students with ASD to adulthood as recommended by the Ohio Center for Autism and Low Incidence Disabilities (OCALI) and the Ohio Autism Task Force

Karen L Berlin MEd BCBA VDOE TTAC George Mason University

College Transition Resources for Students with Autism Spectrum Disorders

4 The TTAC Telegram ndash NovemberDecember 2012

bull Adult Autism amp Employment A Guide for Vocational Rehabilitation Professionals httpwwwdpsmissourieduAutismAdult20Autism20amp20Employmentpdf

This is a comprehensive guide for vocational rehabilitation specialists which includes information on college preparation for employment

bull Transition of Students with Disabilities to Postsecondary Education A Guide for High School Educators httpwww2edgovaboutofficeslistocrtransitionguidehtml

This is a guide from the Office of Civil Rights of the US Department of Education to help prepare students as they move from an entitlement to eligibility system

bull Students with Disabilities at Degree-Granting Postsecondary Institutions httpncesedgovpubsearchpubsinfoasppubid=2011018

This report presents findings from ldquoStudents with Disabilities at Degree-Granting Postsecondary Institutionsrdquo a Postsecondary Education Quick Information System (PEQIS) survey that was designed to provide national estimates on students with disabilities at 2-year and 4-year Title IV eligible degree-granting institutions for the 2008-09 academic year This report provides national data about students with disabilities the services and accommodations provided to these students how

institutions keep track of students with disabilities institutional policies regarding disabled students and various aspects of institutional accessibility

In addition some students may be interested in Navigating College A Handbook on Self-Advocacy written for Autistic Students from Autistic Adults This resource published by The Autistic Self Advocacy Network was developed by adults with ASD with the goal of making college a successful experience for students with ASD

Finally students and their families may be interested in learning more about college programs that identify themselves as offering programs specifically for learners with ASD A list of such programs as compiled by College Autism Spectrum (CAS) (collegeautismspectrumcom) includes

bull Autism Collaborative Center (Eastern Michigan University)

bull Bridges to Adelphi Program (Adelphi University)

bull College Program for Students with Aspergerrsquos Syndrome at Marshall University- West VA Autism Training Center

bull Community College of Baltimore County- Essex Campus

bull Fairleigh Dickinson University COMPASS Program

bull Mercyhurst (AIM) bull Rochester Institute of

Technology bull Rutgers University bull Transition to Independent

Living Program at Taft College-California

bull University of Alabama Autism Spectrum Disorders College Transition and Support Program (UA-ACTS)

bull University of Arkansas Autism Support Program

bull University of Connecticut SEAD Program (Strategic Education for students with ASD)

bull University of Tennessee Chattanooga

bull Western Kentucky University

References and Resources

The Autism Self Advocacy Network (ASAN) (2011) Navigating College A Handbook on Self Advocacy Written for Autistic Students from Autistic Adults This resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary It is also available on the ASAN site at httpnavigatingcollegeorgdownloadphp

College Autism Spectrum (CAS) collegeautismspectrumcom

TTAC Online wwwttaconlineorg

Wehman P Smith MD and Schall CM (2009) Autism amp the Transition to Adulthood Paul H Brookes Publishing Baltimore Maryland


A Book Review by Kay Klein MEd VDOE TTAC George Mason University

Visible Learning for Teachers Maximizing Impact on Learning by John Hattie

I was delighted and somewhat surprised when I searched for the dictionary definition of the word relationship The common definition is ldquoa connection association or involvementrdquo however the definition entry also states that a relationship is ldquoan emotional or other connection between people the relationship between teachers and studentsrdquo (Dictionarycom) John Hattie (2012) in his book Visible Learning for Teachers Maximizing Impact on Learning reports on the most successful classroom practices and after synthesizing fifteen years of research he concludes that a major factor influencing student achievement is the relationship of the teacher to their content and how they intervene in calculated and meaningful ways with students Hattie discusses the role of teachers and their effectiveness as it relates ldquoto the attitudes and expectations that teachers have when they decide on the key issues of teachingmdashthat is what to teach and at what level of difficulty and their understandings of progress and of the effects of their teachingrdquo (page 23) The underlying premise is that learning must be visible to the teacher and the student in an environment that is appropriately challenging This is only possible when teachers and students work together to achieve a positive effect

Our most powerful tool to make informed decisions about instruction is feedback that is given and sought by both the teacher and student in an active engaging and focused

classroom When teachers begin to see learning through the eyes of their students students are more likely to connect with teaching as a reciprocal process Specifically students who are given multiple opportunities for developing learning strategies that are tailored based on learning goals are more likely to provide instructional feedback Teachers who use a range of learning strategies and who are able respond effectively when a student needs redirecting are harnessing the power of feedback and will be perceived by the student as responsive and caring

Hattie addresses the importance of lesson plans that have transparent learning goals Lessons that are designed to provide opportunities for students to learn interact and practice are keys to engagement Lessons that have clear learning intentions with specific levels of performance provide students with information ldquoso that they can understand where and when to invest energies strategies and thinking and where they are positioned along the trajectory towards successful learningrdquo (page 47) Most importantly teachers who have ldquohigh levels of knowledge and understanding of the subjects that they teach can guide learning to desirable surface and deep outcomes can successfully monitor learning and provide feedback that assists students to progress can attend to the more attitudinal attributes of learning (especially developing self-efficacy and mastery motivation) and can provide defensible evidence of positive impacts of the teaching on

student learningrdquo (page 24)In classrooms where visible teaching and learning occur teachers are using powerful strategies that have the greatest effect on student outcomes In a powerful conclusion Hattie writes ldquoThe message in this book is that teachers schools and systems need to be consistently aware and have dependable evidence of the effects that all are having on their students -- and from this evidence make decisions about how they teach and what they teachrdquo (page 149)

References

Dictionarycom httpdictionaryreferencecomHattie J (2012) Visible Learning for Teachers Maximizing Impact on Learning Routledge NY NY This book is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac


Judith L Fontana PhD VDOE TTAC George Mason University

Theme Value of teaching students instructional strategiesI Voice

A My 7th grade selfB Current perspective

II ExamplesA OutlinesB Word analysis Greek amp

Latin roots and affixesIII Respecting the learner

Teaching a strategy

I have vivid memories of my 7th grade science teacher Wersquoll call her Ms Brown She was demanding with high expectations and thus the source of severe emotional trauma What was she thinking She was a science teacher not a reading or an English teacher She had the audacity to demand that we outline every chapter in the book as we trudged through general science 7

In order to recognize critical content she taught us how and then forced us to analyze text features headings bold versus regular print highlighted vocabulary terms and the use of graphs charts and diagrams These she said would help us sort out main ideas or topics and their supporting details Text features would help us organize our outlines What agony It was so boring so tedious I had better things to do in my 7th grade world

She was particular too Every A must have a B She was frustratingly eagle-eyed about punctuation spacing and alignment She carried a ruler I think I would have rather had a crack on

the hand with that ruler than to copy over my outline on chapter 3 one more time because my categories were not perfectly indented and aligned

On top of all the outlining she said we needed to learn about and use Greek and Latin roots and affixes to predict the meanings of scientific terms Greek and Latin good grief I thought I was taking 7th grade science not dead languages How inappropriate It was just not fair We all moaned and whined but not where she could hear us I for one dreaded going to that class science was bad enough All the other demands were just a waste of time

Hindsight and humility sometimes go hand in hand Although the culture of adolescence forbade acknowledging it to an adult and especially to Ms Brown the rules of outlining gradually became automatic and I got my own ruler to check the alignment Those who know me will attest that I typically have one in my purse After all these years (no I am not telling how many) I can remember that my reading comprehension improved Even more importantly as I engaged with the content to manipulate it into the required format it became easier to recall Ms Brown you were ahead of your time In addition to science you gave us tools applicable to many learning situations

I owe you for your perseverance in teaching me to learn I am sure you were aware of my resistance and frustration at ldquoThose stupid outlinesrdquo You should know I still outline I

composed my dissertation using an outline guide I have taught my students to outline I have also taught them how to synthesize content into graphic organizers 2-column notes and a variety of other formats with and without technology

My goal as a teacher is broader than content I want my students to become independent meta-cognitive learners I want them to be able to problem solve when they encounter difficult text or content Having the tools to access organize recall and respond to information allows the learner to go beyond the confines of the classroom to explore individual interests that will enrich not only academics but life itself Teaching strategies is ldquoTeaching students how to think about and solve problems or teaching them lsquohow to learnrsquo rdquo (Knight 2004) Teaching a strategy requires strategic teaching My 5 rules for cognitive strategy instruction are1 Respect the learner This means

name the strategy Tell what it is used for why you are taking the time to teach it to them I have quoted research data to 6th graders They need know that other students benefited and how This is just marketing

2 Reiterative and reinforced (scaffold the process) Describe and model and practice the process of the strategy with the students multiple times

3 Required until acquired Students must know the process and when to use the strategy



4 Review for effectiveness Periodically recall and model the strategy in class Remind the students of its purpose

5 Remember it replaces an ineffective learning habit Breaking habits takes time

Reference

Knight J (2004) Powerpoint from webinar presentation The Strategic Instruction Model How

Learning Strategies and Content Enhancement Routines Address NCLB The University of Kansas Center for Research on Learning httpwwwk8accesscenterorgindexphp20061214the-strategic-instruction-model-how-learning-strategies-and-content-enhancement-routines-help-educators-respond-to-nclb

Resources

Access Center Webinar Archives and

Resources httpwwwk8accesscenterorgonline_community_areaWebinar_Viewasp See the Resources topic bar on the left side of the page

CAST ndash About UDL What is Universal Design for Learning Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn httpcastorgudlindexhtml

Virginiarsquos Governor Has Proclaimed November 2012 as

Family Involvement in Education MonthShare this news and information with your network of families and educators Simply click on the link for the Family Involvement Education Month infomation httpus6campaign-archive1comu=b91725028965474127eb4a181ampid=5a234cf836ampe=525f93e73a

Sponsors for this notice


Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU

Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)

Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students

ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly

got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)

The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class

Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great

A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity

during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible

To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan

Additional Return-to-Learn Resources

An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains

bullA Return-to School FrameworkbullDiscussion of symptom-specific



accommodationsbullClassroom Concussion Assessment

FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes

bull Information for Teachers Signs and Symptoms of Concussion

bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from

Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes

bullEducational Implications (including Accommodation Strategies)

bullTransition (including a Transition Planning Worksheet)

Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes

bullGeneral strategies for students with concussion symptoms

bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)

bullGrade level differences

LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes

bull What Problems Have You Seen (You choose a problem and are

provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)

REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes

bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury

bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart

bullA Graduated Return-to-Play (RTP) chart

bullConcussion information for the school team

bullSymptom Checklist

Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains

bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school

bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo

bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury

Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes

bullMembers and role of the support team

bullRole of cognitive exertion and restbullStrategies for Addressing Concussion

Symptoms at School

Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains

bullBrain Injury Deficit Management Strategies Chart

TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13

bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)

ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100

Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs

Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441

Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704

Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467

Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac

11

VIRGINIA DEPARTMENT OF

Education

The TTAC Telegram ndash NovemberDecember 2012

FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving

Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families

bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home

bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings

most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file

bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed

The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information

To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their

future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it

Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441

Teacher Direct

COMING SOON Sign up for weekly e-mail updates

TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas

contains weekly updated items of interest to teachers such as

new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests

contains a searchable professional development calendar of

conferences webinars and institutes

contains catalogs of all DOE resources available to teachers

of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available

to support them

SOL Library

SOL Events

SOL News

A New Web Page Just for Virginia Teachers

Bookmark it now wwwdoevirginiagovtestingteacher_direct

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ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

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s1

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SITI

VE

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RK E

THIC

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to w

ork

ever

y da

y on

tim

e is

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ing

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ke d

irect

ion

and

is m

otiv

ated

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acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

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S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

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olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

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WO

RKPL

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ESS

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LS

for t

he C

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entifi

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eadi

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lls fo

r the

Com

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wea

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as d

evel

oped

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the

Virg

inia

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artm

ent o

f Edu

catio

nrsquos

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ce o

f Car

eer amp

Tech

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n th

e U

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rsity

of V

irgin

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Wel

don

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er C

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Pub

lic S

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ce t

he C

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nica

l Edu

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n Co

nsor

tium

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d Vi

rgin

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Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

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f Virg

inia


HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY

Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up

So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and

the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace

The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas

1 Personal Qualities and People Skills

bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp

Resourcefulness2 Professional Knowledge and

SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp

Problem SolvingbullHealth amp SafetybullOrganization Systems amp

Climates

bullLifelong Learningbull Job Acquisition amp

AdvancementbullTime Task amp Resource

ManagementbullMathematicsbullCustomer Service

3 Technology Knowledge and Skills

bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications

The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities

Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools

Judy Stockton MA VDOE TTAC George Mason University

encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners


Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills

Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills

Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu

McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762

The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by

George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website

Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf

Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml

Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website

Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml

Prepare children to move from one activity or setting to another

Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)

Use nonverbal cues (eg showing pictures of the next activity ringing a bell)

Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times

Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin

Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)

Limit transitions between activities

Allow children adequate time to finish projects or activities

Individualize transition strategies

Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)

Help children become more independent across the year as they maketransitions from one activity to another

Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)

Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)

Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)

Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)

Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)

This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily

reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes

HANDOUT 4


Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators

Mark Nichols

Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society

As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)

Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark

Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award

Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt

Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for

Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay

Kudos to all You make Region 4 proud

Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU

KELLAR LIBRARY LINE-UP

Whatrsquos in YOUR library at VDOErsquos TTAC at GMU

NovemberDecember 2012 Featuring some of our Most Wanted resources

Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on

how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools

Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to

pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more

The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism

spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more

Jackie Petersen MLS VDOE TTAC at George Mason University

19Improving the lives and productivity of persons with disabilities

Helen aKellarInstitute

for Human disAbilities VIRGINIA DEPARTMENT OF

EducationThe TTAC Telegram ndash NovemberDecember 2012

Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number

3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation

Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense

approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities

Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant

amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book

Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call

number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals

Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities

If you like these search our catalog for more

httpkihdgmuedulibrary

No time to come to the library No problem

Most items can be mailed to your school or home address

To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian

Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus


Professional Learning Opportunities

For conferences events on-line opportunities and so much more please visit

TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true

VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents

2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities

November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012

Featured EventFeatured Event

4400 University Drive MS 1F2Fairfax VA 22030

In this Issue

A BOOK REVIEW OF VISIBLE LEARNING FOR TEACHERS MAXIMIZING IMPACT ON LEARNING BY JOHN HATTIE

COLLEGE TRANSITION RESOURCES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS

SCHOOL TOOLS LIFE TOOLS

WHATrsquoS A TEACHER TO DO WHEN STUDENTS RETURN-TO-LEARN AFTER A CONCUSSION8

65

3

111417

FREE IrsquoM DETERMINED APPS NOW AVAILABLE

Michael Behrmann EdDPrincipal Investigatormbehrmangmuedu

Lynn Wiley PhDDirector of TTACGMU Academic Review amp School Improvement Early Childhoodhwileygmuedu

Kay Klein MEdAssistant Director of TTACGMU Positive Behavioral Interventions amp Supports of Virginiamklei1gmuedu

Nancy Anderson MEdIm Determined Family Involvementnanders7gmuedu

Bonnie W Bell PhDTBI Initiative amp Family Involvementbbell5gmuedu

Karen Berlin MEd BCBAAutism amp Intellectual Disabilities Coordinatorkberlingmuedu

Sheryl Fahey MA Early Childhood Coordinatorsfaheygmuedu

Judith Fontana PhDCurriculum amp InstructionProjects Coordinator ICT SIMregjfontan1gmuedu

Kris Ganley MEdEarly Childhood Coordinatorkganleygmuedu

Soojin Jang MEdAssistive Technology Coordinatorsjang6gmuedu

Diane Loomis PhDTransition Coordinator Im Determineddloomisgmuedu

Katherine T Nutt MEdCurriculum amp Instruction Coordinatorknuttgmuedu

Seunghun Ok MEdTTAC Online Administrator sokgmuedu

Kristy Lee Park PhD BCBAPositive Behavioral Interventions amp Supports of Virginia kparkcgmuedu

Dionne Paul-Wiggins MTA Administrative Office Supportdpaulwiggmuedu

Jackie Petersen MLS Librarianjpeterskgmuedu

Jeff RichardsGraphicWeb DesignerJricharcgmuedu

Judy Stockton MACurriculum amp Instruction Coordinatorjstockt1gmuedu

Clare Talbert MEd TTAC Online Coordinator TBI Initiativectalber1gmuedu

VDOE Region IV TTAC at George Mason UniversityContact Information

Northwestern Consortium TTACThis newsletter is a collaborative effort by the Northwestern Consortium of the TTACs which

includes James Madison University co-directed by Cheryl Henderson and Melinda Bright and George Mason University directed by Lynn Wiley

THE PARAPROFESSIONAL PRESS

ROCKIN WITH REGION 4

Cover Photo - copyiStockphotocomaldomurillo
























































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Teaching a strategy

















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Wor

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6 C

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7 C

REAT

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ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

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WO

RKPL

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LS

for t

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r the

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wea

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evel

oped

by

the

Virg

inia

Dep

artm

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f Edu

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Offi

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Tech

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n th

e U

nive

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irgin

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don

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lic S

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nica

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catio

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CTE

Res

ourc

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nter

copy 2

010

Com

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wea

lth o

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Climates







































HANDOUT 4



Mark Nichols







































































































References








Teaching a strategy

















Reference



Resources


















































Symptoms at School











11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

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KIN

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pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols




















































































References








Teaching a strategy

















Reference



Resources


















































Symptoms at School











11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols
























































References








Teaching a strategy

















Reference



Resources


















































Symptoms at School











11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols






















































Teaching a strategy

















Reference



Resources


















































Symptoms at School











11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols



















































Reference



Resources


















































Symptoms at School











11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols



























































































Symptoms at School











11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols












































































Symptoms at School











11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols





















































11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols
















































11


Education












Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols
















































Teacher Direct









to support them

SOL Library

SOL Events

SOL News




Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols
















































Prof

essi

onal

Kno

wle

dge

and

Skill

s8

SPE

AKI

NG

AN

D L

ISTE

NIN

G

Follo

ws

dire

ctio

ns a

nd c

omm

unic

ates

eff

ectiv

ely

with

cus

tom

ers

and

fello

w e

mpl

oyee

s

9 R

EAD

ING

AN

D W

RITI

NG

Re

ads

and

inte

rpre

ts w

orkp

lace

doc

umen

ts a

nd

writ

es c

lear

ly

10

CRI

TIC

AL

THIN

KIN

G A

ND

PRO

BLEM

SO

LVIN

G

Ana

lyze

s an

d re

solv

es p

robl

ems

that

aris

e in

co

mpl

etin

g as

sign

ed ta

sks

11

HEA

LTH

AN

D S

AFE

TY

Follo

ws

safe

ty g

uide

lines

and

man

ages

per

sona

l hea

lth

12

ORG

AN

IZAT

ION

S S

YSTE

MS

AN

D C

LIM

ATES

Iden

tifies

ldquobig

pic

ture

rdquo iss

ues

and

his

or h

er ro

le in

fu

lfilli

ng th

e m

issi

on o

f the

wor

kpla

ce

13

LIFE

LON

G L

EARN

ING

Co

ntin

ually

acq

uire

s ne

w in

dust

ry-r

elat

ed in

form

atio

n an

d im

prov

es p

rofe

ssio

nal s

kills

14

JOB

AC

QU

ISIT

ION

AN

D A

DVA

NC

EMEN

T

Prep

ares

to a

pply

for a

job

and

to s

eek

prom

otio

n

15 T

IME

TA

SK A

ND

RES

OU

RCE

MA

NA

GEM

ENT

O

rgan

izes

and

impl

emen

ts a

pro

duct

ive

plan

of w

ork

16

MAT

HEM

ATIC

S

Use

s m

athe

mat

ical

reas

onin

g to

acc

ompl

ish

task

s

17

CU

STO

MER

SER

VIC

E

Iden

tifies

and

add

ress

es th

e ne

eds

of a

ll cu

stom

ers

prov

idin

g he

lpfu

l co

urte

ous

and

know

ledg

eabl

e se

rvic

e

Tech

nolo

gy K

now

ledg

e an

d Sk

ills

18

JOB-

SPEC

IFIC

TEC

HN

OLO

GIE

S

Sele

cts

and

safe

ly u

ses

tech

nolo

gica

l re

sour

ces

to a

ccom

plis

h w

ork

resp

onsi

bilit

ies

in a

pro

duct

ive

man

ner

19

INFO

RMAT

ION

TEC

HN

OLO

GY

U

ses

com

pute

rs fi

le m

anag

emen

t te

chni

ques

and

sof

twar

epr

ogra

ms

effec

tivel

y

20

INTE

RNET

USE

AN

D S

ECU

RITY

U

ses

the

Inte

rnet

app

ropr

iate

ly fo

r w

ork

21 T

ELEC

OM

MU

NIC

ATIO

NS

Se

lect

s an

d us

es a

ppro

pria

te

devi

ces

serv

ices

and

app

licat

ions

Pers

onal

Qua

litie

s and

Peo

ple

Skill

s1

PO

SITI

VE

WO

RK E

THIC

Co

mes

to w

ork

ever

y da

y on

tim

e is

will

ing

to ta

ke d

irect

ion

and

is m

otiv

ated

to

acco

mpl

ish

the

task

at h

and

2 I

NTE

GRI

TY

Abi

des

by w

orkp

lace

pol

icie

s an

d la

ws

and

dem

onst

rate

s ho

nest

y an

d re

liabi

lity

3 T

EAM

WO

RK

Cont

ribut

es to

the

succ

ess

of th

e te

am

assi

sts

othe

rs a

nd re

ques

ts h

elp

whe

n ne

eded

4 S

ELF-

REPR

ESEN

TATI

ON

D

ress

es a

ppro

pria

tely

and

use

s la

ngua

ge

and

man

ners

sui

tabl

e fo

r the

wor

kpla

ce

5 D

IVER

SITY

AW

ARE

NES

S

Wor

ks w

ell w

ith a

ll cu

stom

ers

and

cow

orke

rs

6 C

ON

FLIC

T RE

SOLU

TIO

N

Neg

otia

tes

dipl

omat

ic s

olut

ions

to

inte

rper

sona

l and

wor

kpla

ce is

sues

7 C

REAT

IVIT

Y A

ND

RES

OU

RCEF

ULN

ESS

Co

ntrib

utes

new

idea

s an

d w

orks

with

in

itiat

ive

WO

RKPL

ACE

REA

DIN

ESS

SKIL

LS

for t

he C

omm

onw

ealth

Nee

ds Id

entifi

ed b

y Vi

rgin

ia E

mpl

oyer

s

Wor

kpla

ce R

eadi

ness

Ski

lls fo

r the

Com

mon

wea

lth w

as d

evel

oped

by

the

Virg

inia

Dep

artm

ent o

f Edu

catio

nrsquos

Offi

ce o

f Car

eer amp

Tech

nica

l Edu

catio

n th

e U

nive

rsity

of V

irgin

iarsquos

Wel

don

Coop

er C

ente

r for

Pub

lic S

ervi

ce t

he C

aree

r and

Tech

nica

l Edu

catio

n Co

nsor

tium

of S

tate

s an

d Vi

rgin

iarsquos

CTE

Res

ourc

e Ce

nter

copy 2

010

Com

mon

wea

lth o

f Virg

inia












Climates







































HANDOUT 4



Mark Nichols



























































Climates







































HANDOUT 4



Mark Nichols














































































HANDOUT 4



Mark Nichols


































































HANDOUT 4



Mark Nichols


















































Mark Nichols




























































































































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THETHE - TTAC Region 4ttac.gmu.edu/assets/docs/TTAC/Newsletters/nov_2012.pdf · 2012. 11. 15. ·...

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