Connecting GTA Teachers Planning Team - Download Now DOC by l0357Py8


									                      Connecting GTA Teachers Planning Team
                                   Thursday, January 12, 2006
                                     12:00 p.m. to 2:00 p.m.
                             Seneca College - Seneca @ York Campus
                              Technology Boardroom, Second Floor

Steve Bodsworth, Humber                              John Lavelle, PDSB
Chris Coleman, Coordinator, Planning Team            Viriginia Luh, DPCDSB
Barbara Dyce, Pediatric Oncology Group of Ontario    Michelle Oullette, DPCDSB
Ron Dorcas, YCDSB                                    Mark Petit, TCDSB
Pat Evans, PDSB                                      Michelle Rao, Georgian
Sue Ferguson, TDSB                                   Laurel Schollen, Seneca
Gail Harild, YRDSB                                   Martha Shephard, Centennial
Ken Harrison, Humber (Chair)                         Mary Vesia, Humber
Carol Henry, Seneca                                  Hilde Zimmer, George Brown
Jane Jenner, Sheridan

                                        Meeting Notes

1. Welcome and Introductions
    Ken Harrison welcomed the participants to the meeting and a round-table of introductions was

2. Check of:
       Agenda
       CGTAT Meeting Notes – November 29, 2005.
        A correction is to be noted on TOWES Presentation (pg. 2): Jane informed the group that
        Sheridan charges a fee of $57.75 plus GST per test.

3. Follow-up to TOWES Workshop
        References were made to the following resources:
         Conference Board of Canada
         Ontario Skills Passport (OSP)
           Ministry of Education
           Ministry of Training, Colleges and Universities
           Based on HRSDC's nine Essential Skills. Provides descriptions of transferable skills.
           Useful to students, job seekers, workers and employers.

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   Human Resources and Skills Development Canada (HRSDC)
    Research based on over 4,000 interviews with workers in jobs across Canada. Nine
    Essential Skills. 200 occupational profiles. But, no college input included in the profiles.
   The Big Picture – Essential Skills for Life, Learning and Work
    This curriculum resource document has been designed to enhance students' and teachers'
    understanding of the essential skills used at work, school, home and in the community.
    The Essential Skills have been imbedded into curriculum delivery to provide learners
    with multiple opportunities to demonstrate and reflect on the relevance of the Essential
    Skills within their lives. The Ontario version is aligned to the Grades 7-12 curriculum.
   Applications of Working and Learning (AWAL) National Project
    A professional development project for educators. Participants are placed in workplace
    environments to connect curriculum to the workplace and to develop relevant classroom
    activities. A database of activities is available on-line that provides workplace
    applications of HRSDC's nine essential skills.
   Locally Developed Compulsory Credit (LDCC) Courses
    LDCC courses, previously called "the essential courses," are designed to meet the
    educational needs of students whose skills in English, mathematics and science fall
    within the grades 4–7 range. LDCC courses may also include history, and
    studying/navigating the workplace. Written 2-4 levels below grade level to help students
    transition directly to the workplace. Not a college pathway.

There seems to be some confusion between "essential skills" and "employability skills".
There is some over-lap, and a lot of fuzziness as to how it all fits together.

Action: A workgroup was formed to clarify, to put together a matrix of resources available.
Members: Chris Coleman, Tina Cotrupi, Pat Evans, Jane Jenner, Hilde Zimmer, Steve
[Editors Note: HRSDC provides a Bibliography of Essential Skills Resources 1990-2005 ]

The possibility of a regional forum on essential skills was discussed. Question—where is the
dialogue going to happen? Colleges and secondary schools have their own notions about
essential skills. If the research is valid, both should be interested in testing their assumptions.
The possibility of a SCWI pilot project was discussed. Forty percent of people tested are
below task complexity level 3 (of 5) in the jobs they do. The pilot might focus on how to
measure and identify outcomes. It might focus on how college teachers could better integrate
essential skills into their curriculum.

Literacy Collaborative Pathways Content Sessions (6 sessions in all)
YRDSB –First session is on February 9, 2006
Gale Harild extended at invitation to the Planning Team to attend any of the sessions. Details
at in the “Meetings”section. If you are interested, contact Kim Taylor-Reed at or at 905-727-0022 ext. 3454.

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      TCDSB Presentation on Essential Skills
      Mark Petit has extended an invitation to the CGTAT Planning Team college representatives
      to attend the full-day presentation on January 25 by Donna Palmer. There are up to six
      spaces available. If you're interested in attending, contact Vince Bellissimo by Friday, Jan.

4. Learning to 18
      The Ministry's Policies/Procedures Memorandum re Learning to 18 is expected to be
      released soon. A brief preview was presented and discussion followed.
       Many pieces not hammered out yet.
       One guidance course credit.
       Dual-credit; learning partnerships with colleges.
       Cluster certifications for credit.
       Industry certification training whereby students can obtain up to 2 credits.
       Compulsory credits and co-op credits are the focus right now.
       Needs some streamlining to reduce re-inventing the wheel.
       Communication with sector councils re: modules.
       Specialist diplomas.
      The Ontario Government is looking to achieve higher success rates and reduce student
      dropouts. They are determined to increase flexibility in program development. There are
      opportunities to do the following;
               Re-think, re-define what academic success is; the meaning of 'success' in general.
               Allow more flexibility. Substitutions have always been allowed, but now are
               Provide more "hoops" (pathways) for students.
               Require students to stay in school until either they obtain a diploma or they turn
               Accommodate the learning needs of some students.
               Engage more students.
               Influence post-secondary to accommodate more students, e.g. it's proposed that
                  colleges take over apprenticeship, etc.
               Require everyone to have an action plan for student success.
               Require everyone to collect concrete data. There's money, but one must show
                  tangible results. We are all now accountable.

5. Special Report: Sue Ferguson (TDSB)
      Sue Ferguson reported on her recent visit to the Clark County Skills Center,
      Vancouver, Washington,
       Director had a vision for the six secondary schools in the county to get together with a
          community college and create a Skills Centre that all ten school districts could use.
       Each district gets an allotted number of students. Heavily marketed. Can accommodate
          800 students. Students must apply.
       Washington State matches 90% of money donated. It increased taxes in order to do this.
       The State provides transportation.
       Students attend half a day, each day, for a full year.
       Three shifts per day.
       Centre employs exemplary teachers.
       25% of curricula focus on essential skills. Student performance better because of ES.

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         Observed a class in Construction Technology where teacher gave a lesson in numeracy,
          but students had no idea they were doing math. Students in this class sell one house per
       Rental of center for training and re-training helps to recoup dollars.
       Everything they do has a partner outside.
       Advisory Committees tied into Sector Councils.
       Centre has won many awards.
       Upon graduation, students are hired immediately.
      Sue's presentation is available as a .PDF file at in the "Meetings" section.

6. Other Business
      Mid Year Report – Data Required
      SCWI requires CGTAT to submit (asap) a Mid-Year Report by completing a template which
      they provided last fall. CGTAT is now in the process of completing the report, but in order to
      do so, we need some specific details which only you, as a CGTAT team rep, can provide.
      Please fill in the form that is available at

      We need as much concrete data as you can at this point in time. The outlining symbols (1, b,
      e, g, etc.) refer to sections in SCWI's full template and are included in the form
      to make cross-referencing easier. Please do NOT try to fill in the full template—just the form.
      Please return the form to as soon as possible.

      Pilot B Projects - Update
      Ken reported that the SCWI will be meeting again with the Regional Planning Teams of Pilot
      B Projects on Wednesday, February 1, 2006 to share the issues and solutions to the projects.

      Carol Henry gave an update on the STEPS to College pilot.
          Technology problems
          Some students will need retesting to obtain a 55% mark to go on
          Process to select students is an issue

      Future Meeting Activities
      Action: Chris Coleman to provide a schedule of up-coming meetings and venues and to post
      it on the website.

      Planning for Math Forum
      Laurel Schollen announced that the Math Workshop/forum will be held at the Seneca King
      Campus on June 15, 2006. More information will follow.

      SCWI Provincial Symposium
      Humber has been asked to host this annual event on Tuesday, May 2, 2006. Details will

7. Next Meeting:
      Wednesday, February 8, 2006 (12:00 p.m. to 2:00 p.m.) Room H242
      Centre for Hospitality and Tourism
      George Brown College
      300 Adelaide Street East

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