For the past nineteen years, I have taught at the Southwest Vermont Career Development Center in Bennington, VT. Currently, I am teaching business courses including Marketing and Business Management. One of my greatest accomplishments has been the development of the Communication Technologies Program. The program, the first of its kind in Vermont, focuses on preparing students for "creative careers" within the vast and diverse communications field. Instruction is provided in graphic design, writing and digital media. The course is rich in project based learning. Business and employability concepts are reinforced throughout the course as students operate a microbusiness which produces graphics and desktop publishing for local non-profit organizations. The course integrates an English Communications curriculum which aligns to Common Core Standards and is NCAA pre-approved for college bound athletes. The course also has a concurrent enrollment program with the Community College of Vermont, which offers up to nine credits to academically eligible students. Other programs in which I have been involved are the development of Print and Design Studio, a course to introduce ninth and tenth graders to creative careers, and Technical English, coursework to support the development of language arts in students who are directed at STEM careers.
- Arts & Communication Focus To access many opportunities in the arts and communication industry, Communication Technologies students need a strong visual and creative arts foundation and a curricular base that supports their entry into competitive postsecondary programs. Students develop creative work that evolves into a portfolio suitable to evaluation in post-secondary admissions and or useful in job seeking.
- Technology Students gain experience in the use of numerous technologies including industry standard software; scanners, cameras and other imaging devices; and a wide range of printing equipment. In addition to equipment operation, students learn maintenance and troubleshooting functions.
- Teamwork Teamwork is an essential skill in today’s job market. It also supports student learning. Through a variety of group configurations, students practice and develop the skills and dispositions necessary to work well with others.
- Transferable Skills While Communication Technologies targets learning in the arts and communication field, it offers opportunity to develop and improve skills that are highly transferable to any endeavor. Students engage in intensive reading & research activities. Practice in writing and editing to a publishable standard is ongoing, and math concepts such as precise measurement, proportions and generating formula based spreadsheets are included.
- Project Based Learning An exciting feature of the Communication Technologies program is its microbusiness, which is used as a vehicle through which to deliver instruction in business practices and industry functions.
- Projects as Process The ACT logo project described here is an example of how a collaborative endeavor is managed to provide benefit to the community and the students. Students worked with The Alliance for Community Transformations, an organization sponsored by Southern Vermont Medical Center, to develop the logo that is now used in connection with all of their healthy community projects.
- Varied Projects and Products In working with community clients, students engage in a wide variety of design and production projects. They produce conventional print work, but also develop other items such as t-shirts, cut vinyl, wide format prints (banners, signs, posters, art reproduction) dye sublimation and mass mailings. Each of these products is produced at an industry standard level of quality, and project work is sometimes scaled to industry output expectations. For example, we do variable data mailings of up to 16,500 pieces.
- Museum Quality Work Quality is critical. In a recent project for the Bennington Museum, students were called upon to produce four 7’ X 7’ wall graphics for an exhibition. They were all composed of lettering which had to scroll around the profile of the art objects. While installing this quality critical work, students worked alongside the curators who were staging the show.
- Design and Printing Work In order to provide ongoing simulation of an industry workflow, students produce programs for a large number of theater and music performances. These hone typography and layout skills, make production schedules a reality, and strengthen client contact skills such as attaining project components, working through approvals, and delivering good customer service. On average, students produce approximately 6,000 pieces per year for seven major clients. Many of these contain substantial photographic and advertising content, and are supported with peripheral jobs such as posters and ticket printing.
- XXX Publishing Collaboration The Pawprint is a collaborative publishing project with the 8th grade class at Tamarac Middle school. Communication Technologies students work with middle school students providing editorial support, design, layout and printing services for a monthly literary and arts magazine.
- Diversity in Community Partnerships Communication Technologies has solid partnerships with a wide range of community groups and organizations. The variety of our “clients” provides opportunity for students to be exposed to an extensive and diverse client base. The examples shown here are all posters, but with a client focus that varies from motorcycle enthusiasts, to community based theater groups to domestic abuse prevention advocates, it is easy to get a taste of how similar products develop with different target audiences.
- Industry Experience Through Co-op and other collaborations with local employers, students are exposed to local career pathways and opportunities. Often, these activities allow exposure to work that cannot be performed or simulated within the school, such as the large format vehicle graphics shown here. Work experience can lead to future placements that benefit both graduating students and employers.
- Student Leadership Organization Students actively participate in SkillsUSA , a national organization of CTE students, which provides leadership opportunities and competitions to students across a wide range of technical training areas.
As a teacher, my mission is:
- To teach passionately, enthusiastically and creatively every day
- To create learning environments that meet the needs of and support the preferences of learners who enter them
- To challenge students to engage deeply with content, to think creatively, courageously, and critically
- To drive students towards producing products in which they can take pride and which they can use to demonstrate their skillsets and knowledge base to others
- To respect the notion that education is about transition and change by acknowledging where each student has been and looking forward to the next step
- To make it my responsibility to address gaps in students’ skills and knowledge towards making them increasingly functional, regardless of whether the students’ needs are part of my curriculum
- To partner and collaborate with individuals, groups and institutions, forming relationships that benefit both students and the community
- To contribute energetically to the quality of the school community and the community overall
- To instill in my students a respect for the dignity of work and an understanding that career and professional development is a worthy, lifelong process
- To address each and every student and each and every member of the school community with kindness, respect and high expectations with the hope that they will engage similarly with those they encounter
My Philosophy of Education:
As a Career & Technical Educator, I am excited by the practicality and functionality of skill development. I believe that high aspirations lead us towards a stronger workforce and economy. Providing students with project based learning, learning that merges theory with real world application and opportunities to strengthen academic skills through practical exercises offers them increased opportunities for success and satisfaction as they transition away from the school and towards participation in the larger community.
I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit.
Barbara Primrose Gorbaty
Vermont Teacher’s License:
English 7-12 (Highly Qualified Teacher)
Career & Technical Education: Arts & Communication
Career & Technical Education: Business
Southwest Vermont Career Development Center, Bennington, VT
Teacher –Communications Technology/English, 1995-Present
Developed Communication Technologies Program
- Wrote and implemented state approved curriculum for two year technical program that prepares high school learners for entry level positions and or postsecondary education in graphic design, web design, digital media and professional writing.
- Support student-run micro business which provides design work & production graphics for community organizations.
- Supervise in class production lab that includes wide format imaging, dye sublimation, print cut vinyl graphics, textile imaging, and toner based variable data printing.
- Encourage student leadership skills through participation in SkillsUSA.
- Integrate standards based academic instruction in English Language Arts within technical program
Developed Print & Design Studio Class
- Wrote and implemented state approved curriculum for introductory/foundation class to introduce ninth and tenth graders to careers in print and graphic design.
Teach Technical English 1&2 and English Communications
- Deliver standards based ELA curriculum to diverse student population
- Embed principles associated with applied academic teaching and differentiated instruction
Provide extensive and diverse services to the CDC community through a variety of roles:
- New England Association of Schools & Colleges Committees
- Marketing and Outreach Committee
- Taught adult education and teacher training courses (technology & software courses)
- Designed/Produced school publications (handbooks, catalogs, informational materials)
- VT State CTE Arts Assessment Committee
- SkillsUSA Advisor 2005-Present
- MAUHS Yearbook Advisor2007-2011
- CDC Webmaster 2000- 2006
Community College of Vermont,Bennington, VT
Adjunct Faculty for Dual Enrollment Program, 2005-present
- Teach courses including Graphic Design 1, Graphic Design 2 and Digital Photography
- Act as liaison between CCV and technical center for issues including course scheduling, student assessment, student enrollment and grading (6 faculty up to 10 courses per semester)
- Provide support to students towards meeting academic eligibility requirements for program entry
Southern Vermont College, Bennington, VT
Adjunct Faculty, 2014
- Updated curriculum for Editing and Publication Design course to include increased emphasis on digital publishing and visual rhetoric.
- Implemented student portfolio which exposed students to printing & bindery operations.
Glenmont Job Corps Center, Glenmont, NY
Instructor, Lead Academic Teacher 1992—1995
In federally funded vocational program, provided individual and group instruction to students aged 16-24. Encouraged development of reading and problem solving skills, motivated students who have had limited success in other educational environments, promoted development of self-esteem and employability skills.
Bethlehem Central High School, Delmar, NY
Student Teacher Fall 1989
University Of New England. M.S.Ed. Program 2013-Present
Concentration in CTE
Anticipated Graduation: Fall 2014
EDU 600: Teacher as Leader
EDU 610: Differentiation Theory & Strategies
EDU 615: Motivational Theory & Class Management
EDU 751: The Application Model of Learning – Curriculum Development
EDU 753: Working with Special Needs Students
EDU 755: Utilizing Literacy Strategies in CTE Learning Environments
EDU 757: Health and Safety Implementation for CTE
EDU 759: Preparing Students for College, Careers, & Citizenship
Numerous standalone graduate courses, conferences & workshops 1995-present
State University of New York at Albany. 1989-1991
M.A. Program in English Emphasis in writing with a concentration in secondary education
B.A. 1989, Majors: English (GPA: 3.23) & Theater (GPA: 3.02) Minor: Education
Set Design Award, Starpower Dance Competition, 2013
Finalist -- Vermont Teacher of the Year 2004
- Excellent skills in running and teaching industry standard software for content development & pre-press:
- Adobe Creative Suite (Photoshop, Illustrator, InDesign, Dreamweaver, Flash)
- MS Office (including advanced word processing features and Access Database skills)
- Adobe Acrobat (Including advanced features & meeting service bureau specifications)
- HTML/XML/CSS CGI databases
- Excellent skills in running and teaching digital printing and imaging equipment:
- Wide Format – Roland Eco Solvent print & cut equipment, HP printers. Multiple substrates including paper, banners, decals (including installation), fine arts reproduction, signage & marketing materials.
- Ink Jet – HP, Epson, Brother equipment. Produce high quality photographic prints. Set up and run dye sublimation transfer printing. Run non-traditional media.
- Toner based – HP, Kyocera, Ricoh equipment. In-line and manual finishing
- Finishing & Binding – cutting, saddle binding, perfect binding, lamination
- Ability to output content to meet specifications for service bureaus, printers, programmers.
- Research equipment and provide purchasing recommendations
- Install, manage and maintain equipment and software
- Ensure lab safety by providing training and attending to materials safety
Education related projects:
2005-present BGORB.COM Webmaster: design and development; maintenance of site that hosts student resources including Moodle based course management system.
2004 – 2008 SWVEA.ORG Webmaster: design and development; maintenance of professional org. website.
2000 – 2006 SVCDC.ORG Webmaster: designed developed and managed website for Career Dev. Center.
2005 Mount Anthony UHS Guidance Web Page: design and development.
1998-2000 Southwest VT SU : Developed interface to show scaffolding of curriculum standards.
Document Production/Desktop Publishing
1998-Present - Southwest Vermont Career Development Center
Developed and produced Handbooks, Programs of Study, Grant Applications, Marketing Materials and numerous other print documents. Provided pre-press & preflight for contracted print work. In house reproduction (including full color, variable data & wide format)
1990 – Present - Technical Publications Brochures & Marketing Materials
Extensive experience in producing technical documents (policy & procedure, reports, handbooks), brochures, fliers & marketing materials.
1985 – 1997 - Literary Publications & Other Periodicals
Contributed editing, layout and design services to numerous periodicals including Thirteenth Moon, The Little Magazine, GFRP, ASP
Other Creative Work
Textile – Digitizing embroidery designs, designing & writing knitting patterns, apparel & other sewing, including design & drafting patterns.
Set Design – Design & produce set pieces & costumes for theater and dance
Ecco, Inc. Albany, NY
Desktop Publishing/Writing/Editing, Intermittent 1987-1992
Through agency, provided support services including desktop publishing, word processing, database design and construction. Performed research, writing and editing. Work locations included Hudson Valley Community College. National Association of Social Workers, Sterling Drug, and NYS Division of Housing.
Barbara’s Bric-a-Brac, Albany. NY
Designed, produced, and sold quilts, dolls, woodwork and other craft items. Executed all organizational tasks including book keeping/accounting, advertising & scheduling.
Rensselaer County 4H
Provide programming for youth organization. Co-leader of Thrills & Skills Club.
Brittonkill Friends of Music
Provide financial and practical support to music education efforts.
The National Board for Professional Teaching Standards - Five Core Propositions
The National Board for Professional Teaching Standards was established by teachers and other educators. It seeks to describe and define excellence in teaching by establishing standards and propositions to which performance can be compared. In their publications, NBPTS states that the “Five Core Propositions form the foundation and frame the rich amalgam of knowledge, skills, dispositions and beliefs that characterize National Board Certified Teachers.” Beyond their value within the board certification process, the propositions are uniquely valuable as a tool that can be used by educators to conduct an organized and relevant self-evaluation. These core propositions apply to all teachers; an increased level of detail is provided within the content are a specific standards which are currently available for 16 subject areas. For more information on NBPTS visit their website at nbpts.org.
Within this portfolio, the Five Core Propositions are used to establish an organizational structure through which I share examples of my work. Click on a proposition to see what I’ve been doing!
To make viewing easier, each artifact is available for viewing in multiple formats. All of these links are within this site. Links within the rationales/reflections are external and will open in a new window.
- Show All
- Proposition 1
- Proposition 2
- Proposition 3
- Proposition 4
- Proposition 5
Proposition 1: Teachers are Committed to Students and Their LearningArtifacts:
Within Career and Technical Education, I work with a diverse population of students who approach learning from a multitude of directions. The Career Docs Website uses differentiation strategies to provide multiple pathways to the same content. In this case, the targeted learning centers around developing employability documents which are necessary as students prepare for transition away from high school. The website begins by asking each learner to consider their learning preferences. Students with good awareness of their learning preferences are directed to resources that are consistent with them, and students with less awareness can use a range of tools to explore their own learning styles before making choices of how to approach tasks. Instruction on writing resumes and cover letters, at its best, is an introspective and personal exploration of an individual’s unique attributes and strengths. Providing this important content through cookie cutter worksheets or templates does not offer students opportunity to engage in a rich and deeply introspective process that results not only in better products, but also better self-awareness.
The Literacy Toolkit explores strategies through which to integrate academic skills and real world learning activities. Strong literacy skills are a key to ongoing learning and can be developed and honed over a lifetime. The work here addresses needs of students who may be performing below grade level, but it is also relevant to high achieving students. The work references an extensive set of tools, examples and resources that can be drawn upon to construct lessons for individuals, small groups or entire classes which either target a specific literacy skill or which embed within content instruction attention to one or more literacy issues.
Building tools such as Career Docs and the Literacy Tool Kit helps me to personalize instruction for each student based on specific skills needs or learning preferences.
I have used Career Docs both within whole class activities and for individual students who have approached me for assistance when they needed to have a resume or cover letter for a specific purpose. In both cases the tool proved its utility, as it provided them with resources that they could choose and access for themselves when one-on-one time wasn’t available. The Literacy Toolkit is a teacher resource. It provides me with options on how to present content and skills work to students. And it serves as a reference that I use personally and also share with peers.
The process of developing these functional tools as well as having them available for practical use strengthens my ability to deliver high quality, meaningful learning opportunities to a diverse student population.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to StudentsArtifacts:
Learning standards provide a framework for student learning. Since much of my teaching is cross-disciplinary, I target routinely standards from a variety of sources. I work with state approved career competencies that prepare students for entry level employment in their field, but I also address related academics and the “soft skills” required by an employability curriculum. The concurrent enrollment programs I offer demand that I meet essential objectives associated with these courses. The lesson plans provided show how multiple sets of standards overlap within my classroom.
The paper on Common Core State Standards argues for a strategic approach to integrating academics with Career and Technical Education. The potential for improving academic skills through CTE programming is widely recognized. This paper looks at how specific details of both content knowledge and pedagogical approach can be leveraged to improve teaching.
The Book Jacket Lesson Plan is parallel to numerous “choice” reading assignments with “creative” assessment projects which are widely used in ELA classrooms. However, by tying the plan to multiple sets of standards, a more rich and targeted use of student time is achieved. By insisting on the use of public domain e-texts, students use technology to research choices; they are encouraged to consider works of historical significance and or works tied to specific eras, and they are applying intellectual property ethics within a practical project. The standards addressed include CTE competencies and Common Core State Standards.
The lesson plan on variable data printing is included because it demonstrates the importance of a broad familiarity with the curricula to which all students at a particular level should be exposed. As an educator with emphasis on language arts, design and communication, I am still able to consider the implications of a task that are outside my own areas of expertise. In this case, the use of algorithms, a higher level math competency, is embedded within the assignment. By clarifying the levels of accommodation that might be necessary for students with different math backgrounds, I am able to address the application of an at grade level standard for those who are at that level, while introducing the concepts to students who have not yet addressed them within their math curriculum.
I still sometimes ask myself, “What is it that I teach?” I am qualified to teach Arts & Communication, English and Business, and I am adept at delivering high quality instruction in each of these content areas. However, to me, the most important teaching involves transcending the boundaries between subject areas. This comes in part through knowing content deeply through both study and practical experience. But what is much more important is my ability to translate content into instruction that merges higher order thinking skills with the development of high quality student products.
Each of the artifacts here represents my ongoing effort to do just that. I seek to ensure that every learning opportunity I offer addresses recognized, relevant standards and encourages each student to develop and express skills and knowledge at the highest possible levels.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student LearningArtifacts:
The Case Study on Motivation discusses motivational theory in relation to an individual’s learning needs. Within it, various instructional techniques are described and discussed, showing my ability to apply techniques strategically towards a goal. While, as a case study, this piece focuses on an individual student, many of the assessment techniques and instructional practices described are equally available for use in a group setting. In this case, the student has a stated goal of progressing towards postsecondary education. Based on multiple assessments, there were gaps in her academic skillset that put her at risk of not being successful in this. The work distinguishes between performance goals and mastery goals and discusses the use of multiple differentiation techniques (flexible grouping, contracts, opportunity to express learning in different modes, choice of books & learning materials, simulations and flexible assessment) to support her learning.
The Behavioral Management paper addresses on a center-wide scale issues surrounding student discipline and motivation. The paper is based largely on local data and how that coincides with both student performance and perceptions of issues within the school community. In particular, the issue of student attendance is identified as an area that can be improved. Inconsistent application of policy is addressed as an area that could be improved towards improving the learning environment. The paper stresses the importance of quality communication with parents. While establishing a positive learning environment within a single classroom is an important task, it is also important for individual teachers to recognize and influence the whole school environment.
Prior to taking EDU 615, Motivational Theory & Classroom Management, I had never written a case study. The process was enlightening, as it provided a new viewpoint through which to explore issues related to motivation and engagement. By applying a broad understanding of using multiple indicators of student progress, I was able to target the learning needs of the student and formulate a plan to support the student.
The paper on behavior management demonstrates my commitment to approaching concerns form a structural approach and within a data driven context. Providing students with systems that are consistent, predictable and organized improves the learning environment, making better quality instruction possible. Communication to both students and parents is a key feature of a well-structured program, and every effort should be made to see that such communication is in place and that it functions to achieve the desired results.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.Artifacts:
The slideshow on Maranzano’s The Art & Science of Teaching shows how I approach integrating current theory and strategies into my practice. The process involves not only remaining current in my professional reading and learning, but developing an understanding of how to connect that knowledge to the specifics of my own classroom. Throughout the slideshow, I provide examples of how ideas can be applied to a CTE setting. As the project was developed with an audience of CTE teachers in mind, the idea that this learning is meant to be shared discussed and added to is built into the project.
The reflection paper “Teaching Strategies – Graphic Organizers” shows through reflective writing the direct application of using metaphor as a teaching method as it is discussed by Dean, Hubbell, Pilter and Stone. The paper explores the application of theory, but it also demonstrates my disposition towards developing and applying new strategies to encourage learning.
Both introspection and conversation are empowering activities. The artifacts shown here describe two of the ways in which I approach theory and new developments in teaching. There is the very public act of engaging in activities that seek to share ideas and information, as shown in the PowerPoint. The project itself was a collaborative one as it was developed with another teacher, Toby Martin. The project itself suggests an interest in sharing ideas and strategies with peers. Within my school, I am an active participant in this sort of sharing, but often it less formal than work such as this PowerPoint. Routinely, a group of my peers and I share current books and articles via our mailboxes and e-mail. The paper on employing graphic organizers is a much more introspective work. Writing it allowed me to focus in on a specific body of theory and work out how it comes into play within an example of classroom activity. When learning about exciting practices, techniques and theory, it is easy to voice support for them and to believe that they coincide with one’s practice. A productive way to test this is by analyzing specific classroom examples to consider the level to which the concepts are being applied.
Proposition 5: Teachers are Members of Learning Communities.Artifacts:
The Collaborative Plan website documents the importance of collaborative relationships within a high functioning CTE program. The project documents how relationships are built and maintained between my program and stakeholders including business & industry, post-secondary institutions, community organizations and families. It addresses connections to state and national organizations that provide assessments which validate the quality of instruction provided to students. The project tracks existing relationships and identifies targets for future developments.
A powerful means through which CTE programs can partner with postsecondary institutions is through concurrent enrollment and other early college experiences. The literature review paper on Dual Enrollment demonstrates my commitment to not only participate in such opportunities but to understand their functioning on a larger level. Additionally, this project shows the importance of looking at issues and developments across a spectrum of learning communities that extends from the very local right through the national and international perspectives.
Community engagement is at the heart of Career and Technical Education. If it is our goal to prepare students to transition in to the world of work and into lifelong learning, building extensive and meaningful networks between the school and other entities is important, as it is through these relationships that the quality and relevance of instruction can be ensured. In CTE, the business community holds a clearly defined role. Members serve on program advisory committees and guide program development; they provide work sites for co-ops, job shadows and other industry based learning experiences. Finally, they provide technical advice and information on industry trends which support and guide instruction. In addition to industry connections, it is important for CTE to be at the forefront of implementing the best instructional practices and developing the most solid and forward thinking schools in terms of instructional delivery, resource allocation, and professional development. This can be informed by strong relationships to other educational institutions – the schools from which students come and the postsecondary institutions to which they transition; other CTE providers and the postsecondary institutions that provide research and teacher training. Developing the Collaborative Plan allowed me to map and document the status of current relationships towards evaluating them and planning improvements. To a large degree this focuses on a local picture and one that is based on action and activities.
The dual enrollment work I do within the classroom fits this local, action based model, as it provides for my students opportunity to explore postsecondary options while earning up to nine college credits at a local community college . In addition to teaching, I act as the liaison for my school to the community college which enables me to participate in overall statewide program development and to provide professional development, mentoring and support to teachers entering the program. This involvement shows concentric spheres of participation that work outward towards larger learning communities. I include the academic work on dual enrollment to emphasize how the range of interactions, for me needs to extend to the bigger picture and the larger community. I also think that it shows my strong ability to engage meaningfully in research to critically explore important issues in American education.
For me, teaching has always been an active and engaged activity about building the opportunity for students to grow and develop. I don’t recall ever having delivered a lesson exactly the same way twice. Teaching is a creative endeavor in which I always try to bring together the right resources, knowledge and inspirations that drive towards producing the best outcomes for my students. I entered the M.S.Ed. program at UNE because I was at a point in my career where I simply felt the need to do something for myself. Instead of sneaking in professional reading and participating in professional development activities on an as time allows basis, I wanted to bring those efforts to a higher priority in my schedule. The new CTE concentration drew together the opportunities to more formally and systematically study many of the areas that are of critical importance to me as a CTE educator.
Much of the content of the program was not entirely new to me. For example, my introduction to differentiated instruction actually was in the mid 1980’s when I observed my tenth grade social studies teacher assigning different readings on the same topic to different students. While the term “differentiation” was unavailable at that point, I know that learning that there were different paths to similar student outcomes was an important, pre-career starting point for me. I’ve followed up with an ongoing commitment to offer instruction tailored to the variety of students with whom I work. However, taking the full course on differentiated instruction really helped me to better organize and evaluate my practices. They have become increasingly consistent with current theory and up-to-date best practices. Moreover, I’ve been given the opportunity to think about how I can retain that trajectory into the future. I don’t just think about 21st century skills – I’m looking ahead to twenty one and a half.
There are many examples of how the program has helped me to improve and expand upon the good things I was already doing. I started Utilizing Literacy Strategies in CTE Learning Environments with a respectable collection of instructional strategies and resources, and completed the course with an outstanding set. I knew that my ongoing outreach activities were benefitting my students, but Preparing Students for College, Careers, & Citizenship helped me to develop a collaborative plan which consolidates information on what is being done and offers me direction for future planning. Health and Safety Implementation for CTE inspired me to transition my regulation compliant hazardous communications materials into an interactive safety learning center. The list goes on and on.
While a clear advantage of the program has been the bringing up-to-date of my professional knowledge within areas critical to Career and Technical Education, I feel that the program has been equally important in providing me with improved models for how to approach new learning and how to organize and structure that new learning into tools that will benefit my students. I suspect that this will carry through far into the future. I’m excited to share what I’ve learned along the way with my colleagues. My work at UNE has sharpened my classroom skills, reignited my interest in theory, and improved my confidence in my abilities to collaborate and share with other teachers.
Let the first bell ring – I’m ready!
Table of Contents
- Introductory Multimedia
- About Me
- Classroom Gallery
- Mission Statement
- Educational Philosophy
- About this project
- Proposition 1Artifact: Career Docs Website
- Proposition 2    Artifact: CCSS & CTE Paper
- Proposition 3    Artifact: Case Study on Motivation
- Proposition 4    Artifact: Lesson Plan - Maranzano Powerpoint
- Proposition 5    Artifact: Collaborative Plan Webpage
Copyright © 2014 Barbara Gorbaty