Departmental Analyses

The following descriptions and analyses were compiled by each department through a series of collaborative meetings involving all members of the department. Work began during the January 2005 professional development day and continued as needed through February when reports were submitted. In August, the reports were distributed to departments for reconsideration and for prioritization of recommendations in view of the additional discussions and focus group work which had taken place in the interim.

Each section includes a profile of department members, teaching schedule, a summary of the Ten Essential Questions of Instructional and Organizational Effectiveness as they pertain to that particular department, and perceived strengths and recommendations.

APPLIED TECHNOLOGY

	Name: Steve Brown Degrees B.S. Brigham Young University Endorsements: Electronics Years in education: 7 Years at Timpanogos: 7
	Name: Richard Collete Degrees B.S. Brigham Young University M.S. Brigham Young University Endorsements: TV Broadcasting, Multimedia Communications, Technology Ed. Years in education: 10 Years at Timpanogos: 10
	Name: Bret Goodwin Degrees : A.S. Utah Valley State College B.S. Utah Valley State College Endorsements: B100 – General Contractors License (Utah), I102 – Instructors License (Utah), T&I in Construction Trades Years in education: 11 Years at Timpanogos: 5
	Name: Kent Jorgensen Degrees : B.S. Brigham Young University Endorsements: T&I in Drafting and Automotive Years in education: 7 Years at Timpanogos: 6
	Name: Lloyd Nelson Degrees : B.A. Southern Utah University Endorsements: 2 Year Certified Metals, Certified AWS Educator, A.T.P., T&I in Welding and Aircraft Piloting Years in education: 10 Years at Timpanogos: 10
	Name: Bob Stratton Degrees: B.A. Brigham Young University Endorsements: Spanish, Mathematics Level 3, Computer Science, Occupational Computer Programming, ESL Years in education: 31 Years at Timpanogos: 10

Department Schedule

TECHNOLOGY		TECH.	TECH.	TECH.	TECH.	TECH.	TECH.	TECH.	TECH.
COLLETTE	808	TV/Video Production 87053-1	Multi-Media 86003-1	Constr. Tech 88411-1 88412-1	Constr Tech 88411-2 88412-2	TV/ Video Production 87053-2	Prep	Multi-Media 86003-2	Construction Technology 2 88423-1
NELSON L.	806/ 238	Welding 2 87521-1 Welding 2 87522-1	Prep	Welding 1 87511-1 Welding 1 87512-1	Welding 1 87511-2 Welding 1 87512-2	Aircraft Pilot 87703-2	Prep	Welding 1 87511-3 Welding 2 87522-2	Welding 1 87511-4 Welding 1 87512-3
JORGENSEN	306	Draft/CAD 87411-1 Draft/CAD 87412-1	Prep	CAD 1 87431-1 CAD 1 87432-1	Architec. Design 87443-1	Prep	CAD 1 87431-2 CAD 1 87432-2	Architec. Design 87443-2	Adv. CAD 87421-1 87422-1
STRATTON	133	Comp Prog 1 86111-1/2 Comp Prog 2 86123-1	See Math	Department	Network Technician 86163-1	Prep	Comp Prog 3 86133-1 Comp Projects 86143 -1	See Math Dept.	See Math Dept
BROWN	308	Prep	Electronic 1 87221-2 87222-2	Electronic 1 87221-3 Electronic2 87232-1	Comp. Elec 87213-1

APPLIED TECHNOLOGY: Essential Questions for Departmental Analysis of Instructional and Organizational Effectiveness

How are the department’s curriculum and instructional strategies aligned with the school’s Desired Results for Student Learning?

We have each written a “Desired Result” document for each course that we teach.

How does each course offering align with the state’s core curriculum and national standards for the subject?

Each course does have state curriculum and meets the criteria under established CIP codes except for robotics welding. In addition to state curriculum we also have state assessment.

To what extent does the department utilize a variety of assessments to monitor student achievement and adjust instructional practices?

Several methods of assessment are utilized to determine individual student achievement.

Traditional oral and written exams are administered at the completion of each unit. USOE Skill Certification Tests are administered at the completion of several department courses including: Welding, Drafting, Building Construction, Computer Programming, Electronics, TV Broadcasting and Multimedia Communications.

Student Performance Evaluations which are part of the USOE Skill Certification Program are also incorporated throughout multiple courses to help monitor individual student progress and achievement.

Additionally, student achievement is measured by their performance at local, state, and national competitions such as the Vocational Industrial Clubs of America (VICA) competitions, the annual county Drafting Competition sponsored by the Utah Valley Home Builders Association (UVHBA), the annual Technology Student Association (TSA) competition, the State High School Film Festival, and the annual Multimedia Competition at UVSC. Furthermore, Computer Programming students compete annually in a state-wide programming contest held at the University of Utah. Student performance at these activities is analyzed and instructional methodologies are adjusted and modified to improve student achievement and performance.

How does the department collaborate with other departments to created integrated, relevant, and authentic learning opportunities for students?

Our various departments integrate well because of their technical nature. As an example: The architectural students provide a floor plan, the construction tech class builds the home from those blue-prints, and the interior design students do the interior design work. Many different departments work on the same project. Also, the School to Work Program at Timpanogos places many of its technology students in job-related internships.

To what extent do department members utilize inclusionary teaching strategies to meet the needs of all students?

The department head has an ESL endorsement. Other department members speak Spanish as a second language. Some courses even offer software programs in Spanish for ESL students. There have been special accommodations made for students with physical disabilities that made it possible for those students to participate in the hands-on activities. Because of the hands-on nature of our curriculum, many ESL and Special Education students do very well in their technology courses.

To what degree are the department’s policies, operational procedures, allocation

and use of resources aligned with the educational agenda of the school?

Our department is continually striving to meet the objectives of Timpanogos High School. A great deal of effort is put forth to stay current with ever-changing technology. As educators, we truly try to be life-long learners. We hope to instill that desire into the lives of our students. We want students to pursue excellence throughout their lives.

How does the department collaborate and engage in ongoing professional growth for the purpose of improving student performance?

The CTE Department utilizes several methods of collaboration and professional associations to help increase student performance. These include:

1) School-To-Work internships through the counseling department;

2) A monthly Career Café which includes a presentation from an industry

representative;

3) Course-specific cooperative work experiences for students such as cabinetry,

plumbing, drafting, graphic arts, architecture, and machine shop;

4) Business & industry partnerships with the Building Youth Program which

place students with employers before and after high school graduation;

5) Current educational coursework and content-specific employment by several

of the department faculty.

How do students have access to additional support beyond the classroom?

Timpanogos CTE class have affiliation with business partners through out the community. This affiliation gives our students additional opportunities for instruction, field trips and employment. Timpanogos Students also have the opportunity to participate in clubs such as VICA and TSA. These clubs allow students to compete with others in the area of training.

How do students have access and utilize technology as a regular part of the instructional program?

Timpanogos Students are provided with the most current tools such as updated software for computers and Laser levels for building. The students have access to these tools via computer labs for software, and building tools on the job site. Students are given lectures on these tools and hands on assignments where the tools are required. Student competency is then evaluated by means of test or projects.

How does current staffing and certification meet current program needs?

Timpanogos teachers hold multiple certifications in order to teach these programs. For example construction teachers are required to hold a current B100 (General Contractors License), a current I102 ( Instructor license) and a current T & I License. Most of the licenses that this department holds are tied to continuing education. These education requirements help keep instructors current in their certification. Examples of continuing education are UACTE, summer conferences, and the National Home Builders Convention.

How is the department collectively addressing the school’s current improvement goals?

With the literacy goal, we all wrote our own prompts so the writing experience for the students would apply to the specific course. For the curricular competency goal (desired results) each teacher produced a document outlining curricular goals for each subject that we teach. With the two student goal, we have each selected two students from a list provided and are tracking their progress and paying personal attention to them. We as a department are supportive of the school’s improvement goals and work on each of them.

Areas of Strength:

With respect to these questions, what are the department’s strengths?

The following are strengths of the Applied Technology Department:

1. Qualifications – teachers hold certifications or endorsements for each class taught.

2. Concurrent Enrollment – many classes in our department are offered as concurrent enrollment classes. Students may earn college credit as well as high school credit.

3. Diverse Curriculum – A variety of subjects are taught using statewide curriculum. Opportunities are provided for students to explore many careers and develop new skills.

4. Skill-Based – Hands-on learning develops skills which can be used in industry.

5. Standardized Assessment – Skill certification tests are prepared by state specialists to evaluate student learning.

Recommendations for Growth:

With respect to these questions, what are the major areas for departmental growth?

There are a couple of areas in which we would like to improve.

1. In some of our programs, our enrollments are slowly shrinking. We would like to encourage more students to come into our programs.

2. We offer concurrent enrollment courses and offer students the opportunity to take them for college credit. We don’t force them to sign up for it and not all our students do. We would like to find ways to encourage more to do so.

BUSINESS

Name: Kris Caldwell Degrees: AS, Snow College BS – Utah State University Endorsements: Business, Marketing Years in education: 18 Years at Timpanogos: 10