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The mission of Roger L. Putnam Vocational Academy is to provide a world-class academic and technical education that equips all students with the skills, knowledge, and character needed for post-secondary success in a global marketplace. Putnam graduates will be prepared to think critically, collaborate, solve problems, and pursue learning throughout life in their chosen career path.

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The mission of Roger L. Putnam Vocational Academy is to provide a world-class academic and technical education that equips all students with the skills, knowledge, and character needed for post-secondary success in a global marketplace. Putnam graduates will be prepared to think critically, collaborate, solve problems, and pursue learning throughout life in their chosen career path.

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The mission of Roger L. Putnam Vocational Academy is to provide a world-class academic and technical education that equips all students with the skills, knowledge, and character needed for post-secondary success in a global marketplace. Putnam graduates will be prepared to think critically, collaborate, solve problems, and pursue learning throughout life in their chosen career path.

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Lesson Design: Lesson objectives are clear and aligned to grade-level standards and provide scaffolds for students; students know what they are doing in the day’s lesson. Appropriate scaffolding means to gradually increase the complexity of task and provide support until students can perform independently.

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Priority # 2: Culturally Responsive Instruction 

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Priority # 2: Culturally Responsive Instruction 

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High Expectations: The teacher communicates high standards for student work, effort, and behavior, and shows belief in students’ ability to meet the expectations through effort; models positive mindsets, and care and respect for students.

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student discourse <--> collaboration, problem solving

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student discourse <--> collaboration, problem solving

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providing scaffolds helps ensure as many students as possible gain the skills and knowledge necessary.

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Career Pathways connected to interests

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Well designed lessons will tie into grade level standards that have the scaffolds needed to support our students. If we have well designed lessons, students will be thinking critically, working with peers, and solving problems. The lessons should be challenging but achievable for the students to succeed. By working together, students will also improve on the essential life skill of working with others, including some peers they may not entirely want to work with but learn how to.

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problem solving in our mission statement connects to the gradually increasing the complexity of a task seen in the purposeful teaching

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Maintain high standards and level of expectations.

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‘Know what they are doing’= “prepared to think critically”

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Skill building leading to collaboration and knowledge gain

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Team collaborations

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culturally responsive instruction <--> collaboration and problem solving among diverse thinkers 

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culturally responsive instruction <--> collaboration and problem solving among diverse thinkers 

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Showing belief in students' ability to meet expectations through effort allows students to recognize that it is not through innate skill or intelligence alone that one becomes successful.

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Providing scaffolds allow for various connections between a variety of learning styles and a goal.

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academic rigor and presenting lessons in a variety of ways to ensure that all learning styles are met

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academic rigor and presenting lessons in a variety of ways to ensure that all learning styles are met

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'Everything we do requires collaboration - the entire team contributes to the success of the project.

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Expecting and aiding students to meet high expectations is part of equipping them for post-secondary success. Purposeful teaching reinforces students ability to meet high expectations. Scaffolded lessons help foster academic success, and student-to-student discourse enforces collaboration.

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Maintain a positive learning atmosphere where mistakes are tolerated and used a learning tool.

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Providing students with LRE

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The students need guidance and support to take them from where they are this moment to where we want them to be. This requires purposeful teaching

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Getting students in the habit of checking the agenda board at the start of class helps them understand what the learning goals and expectations are for the lesson.  Students are more confident when they know what they need to do

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Getting students in the habit of checking the agenda board at the start of class helps them understand what the learning goals and expectations are for the lesson.  Students are more confident when they know what they need to do

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Preparing students for a lifetime of opportunities.

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POG is set up to try to ensure that the skills students are learning are those that are helpful in life after Putnam...

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global students should be prepared for the global marketplace 

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global students should be prepared for the global marketplace 

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culturally responsive teaching through classroom diversity

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culturally responsive teaching through classroom diversity

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The Priority focus #1, to provide "support student until students can perform independently," supports the school's mission, "...to think critically, collaborate, solve problems, and pursue learning..."

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Having high expectations and maintaining those throughout the year will enable students to learn skills needed for all of their life. They will be able to learn perseverance which will enable them to not give up. With High standards for academics and behavior, students are able to recognize the appropriate skills and behaviors needed to interact and succeed in non-academic areas of their lives.

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Scaffolding allows all students to gain skills and necessary knowledge

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Daily reflection of knowledge or skills attained, or possibly issues overcome

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High expectations reached through belief in students, a positive environment and student/teacher effort.

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Never stop learning

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By gradually releasing responsibility to our students when performing tasks and skills, you're affording them guided practice toward critical thinking and problem-solving at their current level.

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By providing scaffolding for students, it equips them to problem solve and think critically

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By providing scaffolding for students, it equips them to problem solve and think critically

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Empowering students for the future

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create life long learners

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To ensure students are able to think critically and solve problems, a certain level of rigor is required. Students must be challenged. The material should be difficult enough to challenge, but not so hard as to frustrate and disengage the student.

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Collaborate

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The focus on student-to-student discourse relates to the mission statement in preparing them to collaborate with one another, think critically (and carefully) before they speak, and solve problems together.

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Practice essential workplace habits and attention to detail to produce quality work in any environment

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Science: highlight scientist discoveries and contributions that connect to the lesson material. Putting a face to the discovery/technology helps make the knowledge relevant.

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Science: highlight scientist discoveries and contributions that connect to the lesson material. Putting a face to the discovery/technology helps make the knowledge relevant.

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The students need to know what my high expectations are and believe they can live up to them. My goal is to instill high expectations in them.

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maintaining high standards, and scaffolding lessons helps ensure our students can complete work independently, and are better suited to be successful in the global marketplace 

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maintaining high standards, and scaffolding lessons helps ensure our students can complete work independently, and are better suited to be successful in the global marketplace 

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When you learn something new, you own it.

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Preparing students for post high school life (career and college options both apply)

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collaboration and problem-solving skills

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High Expectations & High Standards

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We scaffold our lessons daily. We use our curriculum to scaffold all of our lessons as students need to learn certain basic skills before moving on to the more advanced skills.

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Culturally Responsive Instruction - success in global marketplace

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Culturally Responsive Instruction - success in global marketplace

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By modeling positive mindsets and respect, you are modeling what it takes to be successful in a global marketplace.

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Student effort connects our mission to have students pursue learning

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Gradually increasing the complexity of the task till all students reach mastery

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Lessons are posted in class and practical material is taught by demonstration. The students are well aware of the lesson and support is provided for students who may need extra support while others are encouraged to continue on if they are comfortable. 

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Lessons are posted in class and practical material is taught by demonstration. The students are well aware of the lesson and support is provided for students who may need extra support while others are encouraged to continue on if they are comfortable. 

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graduates will be prepared for life long learning

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Priority Focus #2 address high expectations. This aligns with the mission to, "provide a world-class academic and technical education...needed for post secondary success in a global marketplace."

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Continue with high standards.

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Providing scaffolds allows us to teach all students to the best of their abilities.

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The connection to work is essential at Putnam. We, more than most high schools, prepare students for work. Our kids are at a unique advantage of being able to enter the workforce. We have a duty to prepare them for that, using the words: knowledge, skills, character, collaborate, solving problems, and pursuing life long learning. We as adults still learn and our students need to know they too will still learn.

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lessons that are clear and aligned to the grade level

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Building skills and knowledge through peer/teacher collaboration

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Mission Statement

Designing a lesson plan for a given topic with concrete objectives and goals sets my mission in a right direction.

Providing proper feedback to students work is a valuable part of my daily activities.

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Priority 2 - Culturally responsive instruction

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Priority 2 - Culturally responsive instruction

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Our shop produces projects that the community at large could appreciate. We have high expectations for our students, both "on the job" and in the classroom. We also make space and actually emphasize that students are allowed to be students: they do not need to be perfect.

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The technical aspect of the students is evident in the shops where there is a fund of general knowledge developed based on the common math and vocabulary that they acquire over the four years. The technical jargon will help the students communicate in other locations either nationally or globally especially in the field of technology.

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All lessons are designed and scaffolded to each student.  

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All lessons are designed and scaffolded to each student.  

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High expectations will help with the character needed for post-secondary success

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High expectations will help with the character needed for post-secondary success

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Encourage to learn new words/terms related to their course and applicable to their shops.

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Culturally responsive instruction creates a safe and welcoming environment for students to collaborate and explore, while acheiving at a high level and feeling supported and valued in the classroom.

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Culturally responsive instruction/class environments help prepare students to work successfully in a global marketplace since they will be working with people from different cultures.

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Culturally responsive instruction/class environments help prepare students to work successfully in a global marketplace since they will be working with people from different cultures.

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We want our students to become economically successful adults who are good educated citizens.

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Lesson objectives are derived from the DESE vocational frameworks. This guarantees lessons align with the appropriate standards

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Career Pathway is a priority in the shops, in portrait of a graduate, and in our academic conversations with seniors and juniors. We want to make sure our students know that they have plenty of options when they graduate

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for students to gain the knowledge to become employed vin the globle market. employed

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High standards along with positive support and follow through, lends itself to a positive productive environment.

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Teaching the students to know where to find information and resources to get answers is key to becoming a lifelong learner. Student discourse prepares the students on how to make an argument and solve problems.

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The connection between the mission statement and Priority 1 lies in their shared focus on empowering students for success and lifelong learning. Both stress the importance of a solid educational foundation utilizing specific problem-solving and critical thinking skillsets to be successful.

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We have several graduates of our shop who are on our Advisory Board. They are leaders in the community and on the job. Many of them are also making a tremendous amount of money. That is not the only measure of success, but it reflects their talents and capabilities.

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As a Voc school, we are constantly preparing students for the workforce and also teaching them soft skills in the shops and opportunities through Skills USA.

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As a Voc school, we are constantly preparing students for the workforce and also teaching them soft skills in the shops and opportunities through Skills USA.