September 3: Staff Design Meeting 1


MSBA & Minuteman Project Goals

•Support a professional learning community that cultivates a less centralized, bureaucratic management model in favor of a highly adaptable, site-based model that targets core resources on measurable gains in teaching and learning.

•Enable the School Committee, district administrators and staff to effectively guide a process of continuous improvement

•Ensure that staff and administration at Minuteman are able to make responsive curriculum modifications required to inspire competence that will serve our learners in emerging occupations that do not exist at the moment.

•Serve as a regional and national model for career and workforce education by achieving sustainable results through the use of strategies that focus on providing innovative, data driven, best-practices.

•Provide career and technical educational (CVTE) programming based upon a comprehensive analysis of the “Six Indicators” described in our labor market analyses and planning process.

•Give students and member communities the opportunity to safely participate in physical education activities by making long-overdue improvements to Minuteman’s fields (both existing and needed), track, tennis courts, parking areas, and traffic patterns (both pedestrian and vehicular).

•Correct flawed design flow approaches and provide students and the general public with an experience that creates and nurtures a desire for a continuing partnership with a 21st Century career and technical education community of learning.

•Utilize the latest “Green” technologies and sustainable strategies to create an integrated heating, cooling and ventilation system that delivers both superior air quality and occupant comfort. Use materials and design that minimize energy consumption and results in an effective teaching and learning environment.

•Increase productivity and cost-effectiveness by providing a balance of academic environments and applied learning laboratories and shop areas that mirror the workplace and facilitate current and future instructional technologies.

•Provide new and emerging career and technical training opportunities by strengthening the role, size, and function of CVTE Advisory Committees so that faculty within each occupational cluster become partners with business and industry leaders to plan for lifelong learning that supports the career paths of all learners.

National Career Academy Coalition Standards of Practice

The National Career Academy Coalition (NCAC) believes in quality control for career academies. The NCAC performs academy review against the National Standards of Practice which leads to a national recognition. Academies can be recognized as model, certified or in progress. In order for an academy to reach NCAC’s highest level of recognition an academy must meet or exceed proficiency in all 10 areas of the National Standards of Practice:

I. Defined Mission and Goals
The career academy has a written definition of its mission, goals, and benchmarks. These are developed by and available to the administrators, teachers, students, parents, advisory board, and others involved in the academy.

II. Academy Design
An academy has a well-defined design within the high school, reflecting its status as a small learning community.

III. Host Community and High School
Career academies exist in a variety of district and high school contexts, which are important determinants of an academy’s success.

IV. Faculty and Staff
Appropriate staff selection, leadership, credentialing, and cooperation are critical to an academy’s success.

V. Professional Development and Continuous Learning
Since an academy places teachers and other adults into roles not normally included in their previous training, providing adequate professional development time, leadership, and support is critical.

VI. Governance and Leadership
The academy has a governing structure that incorporates the explicit roles of all stakeholders and the leaders of the advisory board.

VII. Teaching and Learning
The teaching and learning within an academy meets or exceeds external standards and college entrance requirements while differing from a comprehensive high school by focusing learning around a theme.

VIII. Employer, Post Secondary Education, and Community Involvement
A career academy links high school to its host community and involves members of the employer, postsecondary education, and civic community in certain aspects of its operation.

IX. Student Assessment
Improvements in student performance are central to an academy’s mission. It is important to gather data that reflect whether students are showing improvement and to report these accurately and fairly to maintain the academy’s integrity.

X. Sustainability
No new academy functions perfectly. Even well established and highly functioning academies benefit from self-examination and refinement. Ensuring and improving the quality of a career academy requires engaging in a regular cycle of improvement.

Minuteman Academy Concepts

•A broad occupational preparation for work and continuing education,

•A framework for constantly and deeply integrating academic and vocational-technical education,

•An opportunity for career development for all students, and

•Support for the implementation of innovative instructional strategies such as project-based learning, work-based learning, and applied learning involving all students.

Staff Interest in Academies

Engineering, Construction, and Trades

Rob Ayres, Jim Bakeman, Carrie Bernstein, William Blake, Carol Brown, Chuck Bruno, Rich Caruso, Denise D’Ambrosia, Nicole Devereau, Gene DiPaolo, Brian Ehle, Bruce Flood, Maria Galante, Bruce Girouard, Ethan Gray, Michael Guarino, Larry Lambert, Chris MacInnis, Eric Marshall, Kevin McDermott, Nick McGowan, Don Melanson, Renee O’Donnell, John Primpas, Becky Quay, Heidi Quinn, Patrick Rafter, Aimee Ratchelous, Kyle Romano, Jeremy Salerno, Kevin Sheerin, Roy Silva, Kathleen Smith, Danielle Tagg, Chris Traganos, Rich Tuttle, Bob Voges, and Andy Weijer.

Life Sciences and Services

William Blake, Carol Brown, Chuck Bruno, Maria Galante, Ethan Gray, Michael Guarino, Chris MacInnis, Nick McGowan, Renee O’Donnell, Heidi Quinn, Patrick Rafter, Aimee Ratchelous, Kyle Romano, Jeremy Salerno, Kevin Sheerin, Kathleen Smith, Danielle Tagg, Rich Tuttle, Kathryn Anderson, Maureen Archambault, Sarah Ard, Susan Baker, Maureen Berry, Anita Currier, Cindy DeMaio, Greg Donovan, Nina Griffin, Peter Kelleher, Dean Malerba, Meghann Marshall, Andie Merkowitz, Beth Nardone, Terri O’Brien, Heather Plater, Anne-Marie Provost-Miller, Terry Regan, Gary Sypteras, Margaret Teehan, and Tony Wilbur.

Shared House

William Blake, Carol Brown, Chuck Bruno, Ethan Gray, Michael Guarino, Chris MacInnis, Renee O’Donnell, Heidi Quinn, Patrick Rafter, Aimee Ratchelous, Kyle Romano, Jeremy Salerno, Kevin Sheerin, Kathleen Smith, Danielle Tagg, Rich Tuttle, Kathryn Anderson, Maureen Archambault, Susan Baker, Maureen Berry, Anita Currier, Greg Donovan, Nina Griffin, Beth Nardone, Terri O’Brien, Heather Plater, Anne-Marie Provost-Miller, Gary Sypteras, Margaret Teehan, Jim Bakeman, Rich Caruso, Nicole Devereau, Gene DiPaolo, Brian Ehle, Bruce Flood, Bruce Girouard, Bob Voges, Andy Weijer, Jill Asser, Emily Blackwood, Maryam Bowen, Diane Boyajian, Mary Bruno, Michael Buckley, Lisa Camagna, Angela Carney, George Clement, Chris Danielson, Lauren DellaCagna, Dana Farrill, Joe Flaherty, Justin Fraser-DeHaan, John Fusco, Maryanne Ham, Kevin Hunt, Amy Hutchings, Mary Mastrocola, Rachel Mitton, Susan Murphy, Sheila Nagle, Gayle Page, Tracey Sierra, and Cathy Waldman.
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