Support Resources
Several resources were available to the CTE teacher chosen to lead the program. Other programs should consider providing similar support to their CTE teacher. Resources included:
- Solar Training Fellow (PEA) was the primary coordinator and organizer of all aspects of the program including teaching schedules, syllabi, debriefing meetings, monthly partner meetings, gatekeeper, and more. This is a linchpin position.
- School District Support: Teacher coach, principal and CTE Department Liaison, and others
- Curriculum teachers, observation and feedback specialists
- Industry professionals used as demonstration and co-teachers
- Evaluation professional provided feedback for program improvement
- Community college liaison for continuing education opportunities
- Occupational Advisory Committee: composed of energy leaders in the region tasked with supporting complete program development from lab set up, donation of tools and materials, development of the Task List, and more.
Professional Development (PD)/Community of Learning
PD evolved in several ways to provide structured professional learning for teaching practices and learning in order to maximize student outcomes. The Philadelphia Education Fund was tasked with starting the PD process. Teachers started working to design student outcomes, and syllabi for several student cohorts for piloting early versions of the Bright Solar Futures solar training initiative. Existing industry curriculum was used both for Solar and Weatherization. Initial PD focused on working as a team, developing constructivist best practices that included group planning and brainstorming, a development of shared values, and a willingness to share successes and challenges. This phase focused on program development.
As teaching started, PD was conducted at weekly debrief meetings, through observations and feedback, and on-site coaching from industry professionals.
Observation and Feedback
Observation/Feedback is a professional development approach that encourages practitioners to analyze, critique, practice, reflect, and revise instructional practices. This involves a series of observations and feedback conferences to be held over an extended period of time targeting teaching best practices for industry profession staff who usually work with post-graduate students. This technique was also used at the beginning of the high school pilot although COVID made this more difficult.
Coaching, Debriefs
Elements of a Coaching and expert support was planned for this program roll out. Remote learning restrictions made this component more difficult. With in-class learning reestablished, solar professionals are critical in establishing the hands-on nature of the program and provide motivating initial sessions around safety measures on the mock roof, solar equipment, tool use, and design projects. Weekly debrief meeting were crucial in analyzing and supporting program issues including curriculum modification for school requirements and student needs, motivating students, case management/counseling for student concerns and barriers, and
CTE Supports
The School District provided a Career and Technical Liaison to support the final outcomes of the curriculum, teacher resources, clarifying expectation and helping to manage the requirement for the grant.
Accommodating Diverse High School Learners
The teacher is responsible for modifying lessons and hands-on work to accommodate background of experience, special needs, and skills levels. Addition of suggestions for such accommodations should come from work with students and adaptation successfully used by the teacher. Results of such work should be included in future editions of the curriculum, if possible.