New administrators must be given a mentor within two weeks of hire. DESE recommends that this mentor has completed a DESE endorsed training, however, no such program exists in Massachusetts. Additionally, mentoring, in general, is often left to local control. Administrators mentoring experience differs from one school to the next and often from one mentor to the next. While this allows for professional decision making, it leaves room for much error, and often leaves proteges without an equitable onboarding experience. For this reason, Dr Clinton, Dr. Ferreira, and Dr. Warren partnered to create a two-credit administrative mentoring program offered at the University of Massachusetts Dartmouth. The focus of this session discusses the development of an ongoing nature of this program.
Goals: Participants will be able to identify ways in which to support new leaders in their districts Participants will be able to identify the elements of a DESE aligned Administrative mentoring program Participants will be able to identify ways in which to support a mentor-protege team Possibly add… · Formally integrate mentoring into leadership hiring and succession planning to link to district needs. · Compensate and recognize mentors for their time and expertise in developing aspiring leaders.
Explore how Artificial Intelligence (AI) is transforming vocational education by enhancing teaching strategies and equipping students with future-ready skills. This interactive session will delve into practical applications of AI within vocational environments, from carpentry to culinary arts, and its role in advancing student learning outcomes. Attendees will engage with real-world case studies and discuss ethical considerations of integrating AI into curricula. Learning Objective: Analyze the impact of AI-driven tools on teaching methodologies and student engagement in vocational education. Intended Outcomes: Develop strategies for incorporating AI to simulate real-world industry scenarios. Create actionable plans for using AI to personalize student learning experiences.
This session will provide educators and school leaders with actionable strategies for planning and implementing Multi-Tiered Systems of Support (MTSS) and District Curriculum Accommodation Plans (DCAP). Participants will explore how to create equitable learning environments through proactive intervention frameworks and accommodations tailored to diverse student needs. Using case studies and collaborative problem-solving activities, attendees will identify barriers to implementation and learn how to align DCAP strategies with MTSS tiers for improved outcomes. High-Order Learning Objectives: Analyze the intersections of MTSS and DCAP to design a cohesive framework that addresses academic and behavioral interventions at all tiers of support. Develop a school-wide or district-wide implementation plan by applying principles of data-driven decision-making and stakeholder collaboration. Intended Outcomes for Participants: Understand how to integrate DCAP accommodations within the MTSS framework to support students with diverse needs effectively. Identify tools and resources for monitoring the fidelity and effectiveness of MTSS and DCAP strategies. Leave with a draft action plan to improve their institution’s MTSS and DCAP alignment and implementation.
This session will guide educators and school leaders in effectively implementing My Career and Academic Plan (MyCAP) frameworks to support student success and readiness for postsecondary opportunities. Participants will delve into strategies for aligning MyCAP initiatives with school-wide goals, fostering student agency, and creating individualized, meaningful plans. Through interactive discussions and resource sharing, attendees will explore best practices for engaging students, families, and stakeholders in the planning process and addressing challenges in implementation. High-Order Learning Objectives: Evaluate the essential components of a comprehensive MyCAP framework to ensure alignment with students’ academic, career, and personal goals. Design a scalable MyCAP implementation strategy that leverages data, technology, and stakeholder collaboration to enhance student outcomes. Intended Outcomes for Participants: Gain a clear understanding of how to integrate MyCAP processes into existing school structures to support personalized student planning. Learn practical tools for tracking progress and ensuring continuous improvement in MyCAP implementation.
This session will empower educators to create inclusive and flexible learning environments using the Universal Design for Learning (UDL) framework. Participants will explore practical strategies to design and implement UDL principles that meet the diverse needs of all learners. Through engaging activities, case studies, and resource sharing, attendees will learn how to remove barriers to learning by incorporating multiple means of engagement, representation, and action/expression into their instructional practices. High-Order Learning Objectives: Critically evaluate existing instructional practices to identify areas where UDL principles can enhance accessibility and inclusivity for all learners. Develop a comprehensive UDL implementation plan tailored to their school or district’s unique needs, incorporating stakeholder input and evidence-based strategies. Intended Outcomes for Participants: Understand the core principles of UDL and their application in creating accessible and equitable learning experiences. Gain practical tools and resources to support the integration of UDL into curriculum design and instructional planning. Leave with an actionable roadmap for implementing UDL strategies to foster student engagement and success.
This session will explore strategies for developing cross-curricular lessons that seamlessly integrate academic content with technical and vocational instruction in Career and Technical Education (CTE) schools. Participants will engage in collaborative activities to identify opportunities for aligning curriculum standards, fostering interdisciplinary connections, and enhancing student engagement. Using real-world examples, attendees will learn how to design lessons that prepare students for academic success while equipping them with the technical skills needed for industry readiness. High-Order Learning Objectives: Analyze strategies for aligning academic standards with vocational competencies to create interdisciplinary lessons that reflect real-world applications. Design cross-curricular lesson plans that integrate academic and technical content to promote deeper learning and career readiness. Intended Outcomes for Participants: Understand the benefits and challenges of integrating academic and vocational content in CTE settings. Gain practical tools and resources for identifying and leveraging interdisciplinary connections in lesson planning. Leave with a draft plan for a cross-curricular lesson or unit that aligns academic and technical content with industry and educational standards.
Strong teacher mentoring programs are essential for fostering professional growth, reducing educator turnover, and promoting a positive school culture. This session focuses on the unique aspects of mentoring within Career and Technical Education (CTE) schools, where both academic and vocational educators bring diverse skills and experiences. Participants will explore evidence-based practices for creating and sustaining mentoring programs that support new and experienced teachers alike, including strategies for pairing mentors and mentees, setting goals, and providing ongoing feedback. Through an interactive approach, attendees will examine how mentoring can address common challenges in CTE settings, such as cross-disciplinary collaboration, integrating academic and technical standards, and supporting the development of teachers’ instructional practices.
Session Objectives: Understand the key components of effective teacher mentoring programs in CTE schools. Explore strategies for mentoring new and veteran teachers to improve instructional practices and professional growth. Learn how to foster cross-disciplinary collaboration between academic and CTE educators through mentoring relationships. Develop approaches to support mentor-mentee pairings, goal setting, and reflective practices that lead to sustained success.
Intended Outcomes: By the end of this session, participants will: Gain tools and resources to establish or enhance teacher mentoring programs in their schools. Develop strategies to support mentees in navigating the unique challenges of teaching in CTE environments. Learn methods to encourage meaningful collaboration between academic and CTE educators through mentorship. Build a mentoring framework that fosters teacher retention, professional growth, and a strong sense of community.
This session provides educators in Career and Technical Education (CTE) schools with practical, research-based instructional strategies to enhance student engagement, equity, and achievement. Designed for both CTE and academic teachers, the session focuses on integrating academic and technical instruction to support diverse learners, including those with IEPs, English Language Learners, and students requiring Tier 2 and Tier 3 interventions. Attendees will explore frameworks such as Multi-Tiered System of Supports (MTSS), District Curriculum Accommodation Plan (DCAP), and Universal Design for Learning (UDL), as well as MyCAP (My Career and Academic Plan) for personalizing instruction and improving college and career readiness. Participants will leave with actionable strategies to promote cross-curricular collaboration, align instruction with workforce and academic standards, and address diverse student needs effectively.
Session Objectives: Identify research-based instructional strategies that enhance learning outcomes in CTE and academic settings. Understand how frameworks like MTSS, DCAP, and UDL can support diverse learners in vocational schools. Develop methods to foster collaboration between academic and vocational educators for cross-curricular alignment. Explore ways to use MyCAP for integrating career readiness with personalized academic goals.
Intended Outcomes: By the end of this session, participants will: Gain practical tools and resources to implement effective teaching strategies in CTE and academic classrooms. Learn how to use UDL principles to make learning accessible and engaging for all students. Design strategies for fostering collaboration between academic and CTE educators to enhance interdisciplinary learning. Be equipped to create a classroom environment that supports student success in both technical skills and academic development, aligned with college and career readiness goals.
