Tech Directions - November 2008 - (Page 22)

Table 1—Checklist and Timeline Q Who Retiring instructor Retiring instructor Retiring instructor Retiring instructor Retiring instructor District H.R. Both instructors Retiring instructor When What Jan.-Feb. Notifies vice principal, principal, Advisory Committee, human resources director of retirement intention and dates. Jan.-Feb. Urges district to post opening on all available teacher employment web sites and services. Feb.-Mar. Notifies industry associations, dealers, independent shops, specialty organizations, and associations. Feb. Notifies local and regional trade publications. Feb.-Mar. Notifies state Department of Education CTE division and potentially interested colleagues. Feb.-May Contacts national universities with strong CTE programs. Feb.-? Suggest need for and agree to participate in district-supported process for program transition and teacher mentoring. May-June Arranges introduction of new instructor to industry association representatives, state curriculum specialists, regional coordinator, building administration, school counselors, CTE colleagues, local community college CTE instructors, and tool and equipment vendors. Oct.-Nov. Introduces new instructor to Advisory Committee members. school environment and faculty are often entirely new challenges. Further complicating the situation is the fact that CTE labs and programs are quite complex—much more so than an average classroom. Supplies and tools are often stored in multiple locations. Individual pieces of equipment may not be familiar to the new instructor. But the dollar Retiring instructor colleagues, providing the brief job description and directing them to teaching position posting web sites or the district homepage. The retiring instructor or district may also contact national universities with strong CTE training programs. See Fig. 2 for a list of colleges and universities offering CTE teacher training. value of tools and equipment, the liability concerns regarding student safety and, in automotive technology, customer vehicles, combine to make successful transition imperative. The retiring instructor should suggest the need for, and should agree to participate in, a district-supported process for program transition and teacher mentoring. Mentoring may include classroom management; lab management; equipment, supplies, and tool locations and security; instruction, curriculum, and assessment; electronic service information systems; training aids, AV, and other instructional technology equipment and systems; accounting and billing systems; national program and/or instructor certiﬁcation (e.g., NATEF/ ASE); individual state graduation requirements; and school policy and procedures. The retiring instructor should also arrange for introducing the new instructor to industry association representatives, state curriculum specialists, the regional coordinator, building administration, school counselors, CTE colleagues, local community college CTE instructors, tool and equipment vendors, and parts/ supplies vendors. Finally, the retiring instructor should introduce the new instructor to advisory committee members at a new instructor reception in the early fall or during a fall advisory committee meeting. Following these guidelines can help to ensure a successful transition. Transition and Succession A smooth, successful transition often depends on effective transfer of information between a veteran instructor and a new and/or less-experienced instructor. The situation can be especially complicated when the new instructor comes from industry rather than an existing CTE program. Issues such as tool and lab security; curriculum and assessment; instruction methods; instructional/information technology; student safety management; student conduct codes and consequences; district, state, and national performance standards; and instructor integration into the larger Fig.3—Mentoring Process Model with Sample Costs Time—Maximum of 4 hrs./wk. 1st term; 2 hrs./wk. 2nd term; (adjusted depending on new teacher’s level of experience); 0.5 hr. minimum time blocks. Hourly Wage—$32/hr.; maximum district exposure: 18 weeks × 4 hrs. × $32= $2,304 gross 1st term; 18 weeks × 2 hrs. × $32= $1,152 gross 2nd term. Process—Mentoring time to cover phone calls, on-campus visits/meetings, e-mails, and off-campus meetings (if applicable). Accountability—Time and task log to be kept by mentor; payroll department time card to be filled out by mentor; new instructor and retiree both sign log. Flexibility and Limits—Retiree’s total time not to exceed 1,030 hours/yr. Hours per week are flexible and variable but not to exceed maximum stated above. 22 techdirections ◆ NOVEMBER 2008

Table of Contents Feed for the Digital Edition of Tech Directions - November 2008

Tech Directions - November 2008 Technically Speaking Contents Direct fromWashington The Report Technology’s Past Technology Today Mastering Computers Exploring Engineering—Pros Can Help Make It Real Challenge Students to Design an Energy-Efficient Home CTE Teacher Succession—Insuring a Smooth Transition Reservoir High’s TE Site Wins Web Site of the Month ACTE Convention and Career Tech Expo— Racing Toward Charlotte Hands-On Activities More than Fun

Tech Directions - November 2008

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