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Engaging families in school improvement: A promising practice for the Ohio Improvement Process (OIP)

A substantial body of research conducted over the past 40 years demonstrates the considerable contribution family-school partnerships make to improving schools and positive student learning and behavioral outcomes. When done well, schools make intentional efforts to build positive working relationships between school personnel and families; the work is systemic, sustained, and continually focused on goals for student learning.

The changing landscape of high school equivalency assessments

In keeping with the mission of the Ohio Adult Basic and Literacy Education (ABLE) Professional Development Network (PDN), the PDN team has been building expertise in the content, complexity, and format of the new high school equivalency (HSE) exams in preparation for the creation and delivery of professional development and resource support for Ohio’s adult education professionals as they prepare students to succeed in achieving the updated credentials. Increased demand for testing opportunities, organizational reshuffling, and new standards have led to a more competitive marketplace for publishers and testing companies.

Ohio ABLE adopts College and Career Readiness (CCR) Standards

One of the Ohio Adult Basic and Literacy Education (ABLE) Professional Development Network objectives is to provide a comprehensive system of resources to local ABLE programs. Included is the revision of the Ohio Adult Basic Education and Adult Secondary Education content standards.

Ohio revises ABLE Teacher Professional Development standards

To help ensure quality and consistency among Ohio Adult Basic and Literacy Education (ABLE) programs, program staff members operate under a uniform set of standards. While recognizing variability in practice and structure among programs, a fundamental set of practitioner standards helps to guide the work of administrators, teachers, and support staff.

Conceptual DACUM workshops for emerging occupations

As companies expand their products or services and create new positions or as community colleges add new programs to train students to meet emerging local workforce needs, developers of training programs or curricula may need to conduct an analysis for a job that does not exist. We recommend employing a conceptual DACUM workshop in which a facilitator leverages a panel of experts who conceptualize, predict, or forecast the future based on what they know about the job or occupational area.

School counselors and school and community partnerships

School officials are often called upon to develop school and community partnerships to address significant youth development issues. A research and development team of CETE staff within the College of Education and Human Ecology at The Ohio State University has begun the process of developing a curriculum to train school counselors to manage school and community partnerships.

Evidence-centered design (ECD) of tests

Evidence-centered design (ECD) refers to a model for developing tests in which validity is co-developed as an argument to support score interpretations. The ECD paradigm is an important way to conceptualize test creation and validation simultaneously rather than sequentially.

Best practices for coaching early childhood professionals

Best practice has been a topic of great concern and interest in the field of early childhood education. The early childhood Quality network (ecQ-net), at CETE, offers a state-wide mentoring and coaching framework with the mission and vision of providing support to early childhood professionals in their delivery of developmentally appropriate, culturally relevant, and inclusive practices that all work to support the ambiguous understanding of best practice.

CETE advances fuel cell education and training

CETE is engaged in the Great Lakes Fuel Cell Education Partnership, which is focused on aggregating and evaluating innovative solutions for advancing fuel cell education and training, researching and defining essential technical skills to advance workforce development, and serving as a clearinghouse to share proven curriculum materials. As an external evaluator led by James Austin, PhD, CETE supports these goals through a three-tiered evaluation framework of outputs, outcomes, and impacts.

DACUM delivers the right training to Emerson Network Power

CETE’s Robert Norton, PhD, and John Moser used Developing A Curriculum (DACUM) with Emerson Network Power to precisely identify the job tasks and duties as the basis for training customer engineers. Training Magazine features their work.

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