LEADER 03688oam 2200565 450 001 9910794151203321 005 20240130190224.0 010 $a1-949539-68-7 035 $a(OCoLC)1147943870 035 $a(MiFhGG)GVRL59SO 035 $a(EXLCZ)994100000011135877 100 $a20200202h20202020 uy 0 101 0 $aeng 135 $aurun#---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCollaboration for career & technical education $eteamwork beyond the core content areas in a PLC at work /$fWendy Custable, Paul C. Farmer ; foreword by Robert Eaker 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2020] 210 4$dc2020 215 $a1 online resource (xiv, 176 pages) 225 0 $aGale eBooks. 311 $a1-949539-67-9 320 $aIncludes bibliographical references and index. 327 $aEstablishing a collaborative culture -- Forming teams -- Teaming logistics -- Identifying essential learnings in CTE curriculum -- Simplifying essential learnings -- Designing instruction and assessments -- Reflecting on data -- Responding to student learning -- Epilogue: Turning parking spaces into rest spaces. 330 $a"In Collaboration for Career and Technical Education: Teamwork Beyond the Core Content Areas in a PLC authors Wendy Custable and Paul C. Farmer provide a guide for readers who wish to integrate the PLC process into their CTE programs of study. The authors note that CTE teachers are often singleton teachers and, as a result, are often left out of the collaborative process - if they have access to one at all. Yet, the PLC system has numerous proven benefits that CTE teachers can use to develop their students' knowledge, develop rigorous academic standards and best practices, and best prepare their students for their lives post graduation. Consequently, these CTE educators need a PLC system that is structured uniquely for their situation and their fields of study. Key to developing a professional learning community consisting of multiple singleton teachers is learning how to focus on what all of these educators' fields of study have in common. Therefore, the authors provide all of the information these educators will need to define their clarity of purpose, discover their common denominators, and build a powerful collaborative process. Using this book, CTE educators and singleton teachers will learn the vital strategies necessary for team building and improvement and the creation of customizable collaborative processes"--$cProvided by publisher. 606 $aTechnical education teachers$xIn-service training$zUnited States 606 $aTechnical education teachers$xProfessional relationships$zUnited States 606 $aCareer education$zUnited States 606 $aTechnical education$zUnited States 606 $aTeaching teams$zUnited States 606 $aTeacher participation in curriculum planning$zUnited States 606 $aEducation$xMethodology 615 0$aTechnical education teachers$xIn-service training 615 0$aTechnical education teachers$xProfessional relationships 615 0$aCareer education 615 0$aTechnical education 615 0$aTeaching teams 615 0$aTeacher participation in curriculum planning 615 0$aEducation$xMethodology. 676 $a370.1130973 700 $aCustable$b Wendy$f1975-$01512757 702 $aFarmer$b Paul C.$f1958- 702 $aEaker$b Robert E. 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910794151203321 996 $aCollaboration for career & technical education$93871046 997 $aUNINA