Skip site news

Site news

Picture of MBA Research
Quick Start
by MBA Research - Thursday, 23 August 2012, 11:12 AM
 

Newly hired and have to be up and running in a hurry?  Here’s help getting through those first few weeks, having impact in year one, and planning for the future.

 

Skip available courses

Available courses

  • Organization and structure
  • Terminology
  • Foundations across CTE
  • Program definitions re to scope (e.g., licensure issues)
  • Program of study requirements
  • Program and course definitions and requirements
  • Academic standards and integration requirements
  • Common initiatives (e.g., 21st Century Skills, Habits of Mind)
  • Delivery strategies (e.g., business education, marketing education)
  • Career Clusters (concept and general structure)
  • CTE Philosophies (e.g., applied, career and college, industry sourced)
  • Perkins (as applied to curriculum decisions)
  • Mission and vision of CTE (State Directors)
  • Integration of academic standards
  • Industry as research base (content identification)
  • Key questions of business advisors
  • Local advisory committee role
  • Evaluating and balancing various inputs
  • National Executive Advisory Network opportunities
  • Program of study components
  • Academic integration
  • Content gap analysis and rationale for additions/deletions
  • Incorporation of local considerations
  • Course scope
  • Scheduling and calendaring
  • Resource identification
  • Types
  • Criteria
  • Sourcing
  • Commonly used resources
  • Focus (e.g., cluster(s) and pathways)
  • Student considerations (e.g., ability levels, prior experience)
  • Scheduling considerations (e.g., number of courses, time)
  • Sharing content across program(s)
  • Curriculum planning levels (i.e., pre-requisite through owner)
  • U.S. Department of Education definition
  • Implications (e.g., value and student experience; systems approach)
  • Program of study models
  • Academic integration within programs of study
  • Rationale and need for a framework
  • Business Administration definition
  • Framework structure (e.g., BA core concept)
  • Standards and supporting elements (structure)
  • Defining learning expectations (e.g., content by standards/instructional areas, performance elements, performance indicators, objectives)
  • Formative and summative testing
  • Curriculum/Assessment alignment
  • Authentic assessment (e.g., rubrics)
  • National/State testing options
  • Grading strategies aligned to curriculum
  • Certification
  • CLEP
  • Norm v. criterion-referenced
  • Punitive v. constructive
  • Verb usage (e.g., taxonomies, implications for alignment, etc.)
  • Concept of common
  • Sequencing considerations
  • Rationale and need for academic integration
  • Reasons students drop out of school
  • Rationale for different views of academic integration
  • Techniques for integrating academics
  • Incorporating technology into academic integration
  • Assessing academics in Business Administration
  • Difference between integration of language arts and mathematics
  • Benchmark research study on academic integration
  • Criteria for inclusion as a "business" cluster
  • Four clusters and associated pathways
  • Careers and employment considerations (data)
  • CTE delivery strategies (programs) relevant to business clusters
  • Business Education
  • Marketing Education
  • Specialized programs (e.g., cluster-specific)
  • Career-Technical Student Organizations
  • Scope expectations
  • Scheduling in context of school year
  • Blocking performance indicator sequences
  • Organizing from simple to complex
  • Course descriptions (technical and promotional)