Teacher Bootcamp - Paulding Co

Ashland University

College of Online and Adult Studies

Department of Professional Learning Services

Defiance County Teacher Manufacturing and Business Boot Camp Course Master Syllabus

Summer 2022

 

Graduate Professional Learning Course

Course Title: Teacher Manufacturing and Business Bootcamp

Course Number: 22/GW 6360 F2

Credit Hours: 3 

Contact and Field Hours: 40 

 

Instructor:  Approved Adjunct Instructors and Dr. Jim Powell and Dr. David Silverberg

Phone: 440-864-1424 Cell for Dr. Powell

E-mail: jpowell1@ashland.edu 

Length of Course Leading to Certificate: 5 full days with outside time over two weeks is the recommended course design with the design and schedule of each bootcamp established by the Local Group and Adjunct.  In class time must meet the 37.5 hours.

Sessions: Face to Face Class and Outside of Class Work, 1 Day Orientation and Overview, 4 Day Field Site Visits, and Culminating Presentation Day (recommended) or other schedules that meet the need of the local community

 

Course Title: Teacher Manufacturing and Business Boot Camp

 

Description: Educators, Business Leaders, Business Advisory Councils, Workforce Training/Development Organizations, Leading Employers and Institutes of Higher Learning are forming coalitions that work collaboratively to provide educators with a Teacher Manufacturing and Business Bootcamp.  This in person,  field based experience is typically spread over two weeks.  This experience is aimed at providing 6th through 12 grade educators with a deep understanding of a diverse array of industries, career opportunities and understanding of the future of technology in these fields of employment.  Please view this document highlighting previous Boot Camp examples in Ottawa, Huron, Sandusky and Erie Counties.  The boot camp is conducted with the following components:

1. Outside of class modules and readings focused on the trends and needs found in Ohio related to workforce training and development.  These needs are outline via many documents and reading.  The workforce trends and needs will be critical in the participants developing and outlining their curriculum integration and how their districts can plan to address the gaps presented by these needs.  The need for technology in the workplace is outlined as well, with a concentration on 5G readiness skills, a burgeoning telecommunications field that spans all industries.  These resources and materials are designed to prepare educators to look for competencies and skills in the field and plan a way to address these gaps in their curriculum, district wide programs and the overall district wide knowledge and understanding of these workforce needs.  The integration of this knowledge in the school system will help educators plan and provide career guidance in these fields.

2. The in-person orientation, overview and introduction to industry specifics and career opportunities with specializations in advanced manufacturing, life sciences, business operations, STEM related fields, etc. is typically provided at the beginning of the experience.  This introductory experience allows participants to understand current workforce trends and associated needs in the workforce.  The face to face experience is supported by the readings that highlight these trends. The learning is then documented in the Padlet

3. Visitation to the field in which educators’ experience industry specific jobs with a focus on skills and competencies needed for employment in that particular field.

4. Educators examine the technological skills/competencies and necessary performance skills and find connections to the curricula they are expected to teach.  The educators create a unit or project to use in their classroom with students incorporating new knowledge with connections to their content area and state standards.  The educators will examine their current organization and examine ways to introduce and improve district wide understanding of these trends and employment fields for their student population.  The educators put together a presentation showing how what they have learned about the trends, how they will incorporate their new knowledge in the classroom and take their new found learning back to their school district and community.  They will also show how they plan to collaborate and work with manufacturing and employers in the field by introducing them to their organization.

5. Presentation day is the final step.  The educators present an overview of their unit or project back to the organization leaders that have partnered in sponsoring the Boot Camp and to their colleagues from the bootcamp.  The educators' products are shared in a google drive. 

 

The Boot Camps are designed and have been found to create, build and sustain durable and meaningful connections between school personnel, school systems and relevant local industry and industry leaders.  The return on investment is critical and exponential for both educators and industry employers.  The employers get good information out to our young learners via the educators that attend the Boot Camp. This helps create career readiness and pathways for our young people.  Educators in turn have more relevant and meaningful classrooms for their students.  

 

This five-day job shadow experience exposes teachers, counselors, and school leaders to the wide variety of STEM-focused career opportunities available in Ohio.  Educators are immersed in local, sector-relevant manufacturing, health care, business and STEM-related industries to learn about the quality jobs available in Ohio and the skills needed to obtain positions in each of the highlighted organizations. In addition to professional development, participants spend time working alongside industry employees learning about technology, safety, quality assurance, lean manufacturing, rules/regulations, creative problem solving, workforce needs, and educational attainment necessary for employment. Educators also receive 3 graduate credits to assist them in the Ohio License Renewal process and a Certificate of Completion.  The expectation is for the instructor to design the course with 37.5 to 40 hours of contact time with the same amount of time outside of class preparing, reading, utilizing the padlet as well as designing their presentation.

 

Any Ohio educator who plays a role in helping students plan for their education and career goals should experience the Boot Camp.   Educators that have a direct influence on career paths for our youth include K-12 teachers, counselors, administrators, and other building leaders. Educators go through an application process and are selected for the Boot Camp.  Educators selected for the Boot Camp must complete the entire bootcamp experience.

 

The prerequisite (s) for this course is (are): A Bachelor’s Degree and current employment in an education system and permission from their employer.  Participants must apply and be accepted as a participant in the course.

 

The enrollment restriction (s) for this course is (are): Enrollment is based on application and acceptance.

 

Course and field experience objectives (including knowledge, skills, and dispositions): 

 

Knowledge: The Boot Camp Participant will have knowledge of: 

1. The trends and needs of the workforce and specific industries in Ohio.

2. The competencies and skills necessary for a student to enter into the field and begin to identify a career pathway. (local, sector-relevant manufacturing, health care, business and STEM-related industries)

3. Understand 5G Readiness Technology and Skills: Wireless 101; Macro Site Fundamentals; 5G Overview; Spectrum Fundamentals; CBRS and Private Networks; Virtual Field Trip

4. The role technology plays in manufacturing, health care, business and STEM-related industries

5. The technology skills employees will need to be successful in these fields currently and into the future

6. Available Careers in the manufacturing, health care, business and STEM-related industries

7. Trends and shifts in workforce and employment needs in Ohio (Northwest Ohio, Northeast Ohio, Central and Southern)

8. Skills and competencies needed for a strong workforce in Ohio

9. How the skills and competencies in technology, soft skills, knowledge and understanding can translate into the Pre-k through 12 environments

10. How these skills and competencies connect with the State Standards in their content area and other content areas

11. School systems and how to bring this message to the forefront in their school organizations

 

Skills: The Boot Camp Participant will have skills to: 

1. Utilize, effectively, theories and practices of student learning and development. 

2. Understand, teach and work with learners from diversified cultures, races, socioeconomic settings, and with special needs 

3. Integrate 5G technology concepts and skill-building into the teaching and learning process: DAS & Small Cells; In-Building Wireless Solutions; 5G Technologies, Fiber for Wireless; Wi-Fi Integration; RF Awareness and Safety

4. Develop effective reflective practices and analytical processes to evaluate one’s own planning, teaching and management experiences and activities

5. Develop units/lessons that deepen student understanding of industry trends in workforce development, training and trends in Ohio

6. Develop lessons that help students develop career goals taking into consideration the workforce trends and needs in Ohio

7. Prepare lessons that help students develop some of the related skills and competencies learned about as workforce needs and requirements during the bootcamp

8. Begin to follow and utilize data from the workforce needs and trend in Ohio

9. Develop collaborative relationships with workforce entities in their region

 

Dispositions: The Boot Camp Participant will: 

1. Value the equality and needs of all learners regardless of culture, background, ability, special needs and assessment technique(s) 

2. Appreciate and value the need for a workforce prepared to understand and work with 5G technologies 

3. Appreciate the knowledge, skills, preparation and experiences needed to become employed in the workforce of Ohio 

4. Respect, appreciate and value the contribution that each person plays in the future of living and learning in Ohio

5. Value the components that various industries add to the telecommunications ecosystem

6. Value the decision to make telecommunications a priority in the economic future of Ohio

7. Appreciate and value the data related to workforce development trends and needs

 

Sample Schedule for Boot Camp Experience:

 

Prior to Day 1:  Workforce Trends and Needs, 5G Needs (Module Prior to Day 1)

Students will receive a packet of readings and information outlining the current state of the workforce in Ohio… These are outlined in the Required reading and suggested readings.  They will also receive materials related to Broadband and 5G Workforce needs.  Students will 

 

Day 1: Orientation and Background from 8:30 to Noon

 

Outside of Class Reading and Study time (trends and needs of workforce):

• Read Office of Workforce Transformation Workforce Report 2022 

• Read top in-Demand Careers in Northeast Ohio (TeamNEO Report)

• Read Economic Trends: Trends in NE Ohio Jobs, Labor, Immigration, Population and the Economy

• Identify Workforce and Employment Needs in Ohio

• Identify Skills Gap and begin to relate this to your community and your curricula.

  

Day 2: Interactive tours of two different companies and lunch meeting with Industry leaders discussing their needs related to employees in the field.

 

Outside of Class:

• Listen to Podcast on Understanding and Solving the 5G Skills Gap with Dr. Rikin Thakker: https://www.rcrwireless.com/20210111/podcast/understanding-and-solving-the-5g-skills-gap-with-dr-rikin-thakker

• Read Strengthening Ohio’s Broadband and 5G Workforce Report by The Governor’s Office of Workforce Transformation

• Identify 5G Skills and Competencies that will need to be addressed in schools

• Identify Career Pathways in the Broadband and 5G Field

Day 3: Interactive tours of two different companies and lunch meeting with Industry leaders discussing their needs related to employees in the field.

 

Outside of Class:

• Read Aligning Opportunities in the Northeast Ohio Region: A Resource to Aid in Addressing the Demand and Supply Imbalance in the Regions Workforce; 2021 Report by TeamNEO.  

• Read Misaligned Opportunities: How Racial Inequities Create Skills Gaps and COVID’s Impact on Minority Communities in the Northeast Ohio Region; 2021 Report by TeamNEO.

• Read Getting Ready for 5G: Preparing a Skilled Workforce for Future Wireless Networks

• Identify Gaps in the Workforce both in employees and competency and skills needed.  Relate this to schools and pathways for preparation of our students for these jobs.

Day 4: Interactive tours of two different companies and lunch meeting with Industry leaders discussing their needs related to employees in the field.

 

Outside of Class: 

• Explore the Websites of Three Area Chamber of Commerce Websites

• https://richlandareachamber.com/

• https://www.eriecountychamber.com/

• https://pauldingchamber.com/

• https://www.huroncountyohio.com/

• https://www.ottawachamber.org/

• https://www.vanwertchamber.com/

• https://www.huron.net/

Identify what each chamber is reporting about their economic development and workforce needs.  Identify the initiatives happening in that region.  

 

• Visit the Ohio Department of Job and Family Services Employment Projections Page:  https://ohiolmi.com/Home/Projections

Read: Ohio Job Outlook 2018 through 2028, Industry Tables, Occupational Table, what are the areas of growth, decline or that have stability over the next ten years?  How will this be addressed in the Pre-k though 12 arenas over the next 10 years?

• Watch The Big Debate About The Future of Work, Explained: https://youtu.be/TUmyygCMMGA

 

Day 5: Wrap Up/Presentations to Leaders in the field and Workforce Development Groups

Course Format:

This course format consistently meets the same quality, assessment, learning outcomes, and requirements traditional semester offering of this course. This course will be a Hybrid Model using out of course content, the course padlet and face to face sessions mixed with out of class work days.  A schedule will be published for dates and format.  This course will meet with the whole group, small group and/or independent. You will be expected to work collaboratively with other students and need to be an active participant in charge of your learning during the out of class work times.  

**This class will have a unique PADLET link for students (Listed in Blackboard) to see assignments and resources from class.  Please make sure that you check PADLET regularly. 

 

Student assessment criteria:

• *Integrated Project and Presentation:  The project is connected to the readings, what you learned in the site visits as well as the in-class days.  The project will integrate knowledge of the trends and needs in the workforce with curricular touch points and a plan to engage local workforce entities in the district.

 

• Class Preparation and Participation:  Active and engaged participation in all components of the course.  All students are expected to be prepared for and attend class.  Preparation includes having appropriate materials, reviewing necessary sections in text/resources and completing all assignments in a timely manner and to the best of your ability.  It is imperative that you read the assigned materials prior to coming to class, so that we can conduct informed discussions.  Supplemental readings beyond the provided materials may be added at the instructor’s discretion.

 

• Participation and Thoughtful Discussion in The Padlet: Students must participate and add to the knowledge base in the Padlet.  Each student will add information to each series of questions for each day in the padlet and add appropriate content/remarks on the posts of other participants.

Academic Integrity Policy

Students are expected to abide by the academic integrity standards outlined in the official Academic Integrity policy. This policy document can be found in the student handbook and on the Office of Records and Registration website (https://www.ashland.edu/administration/office- records-and-registration).

Suggested Readings:

Office of Workforce Transformation Future Workforce Report 2022; https://workforce.ohio.gov/wps/portal/gov/workforce/initiatives/reports/future-workforce-report

 

Top In-Demand Career s in Northeast Ohio; TeamNEO Report, 2022; https://teamneo.org/talent-insights/emerging-talent/

 

Aligning Opportunities in the Northeast Ohio Region: A Resource to Aid in Addressing the Demand and Supply Imbalance in the Regions Workforce; 2021 Report by TeamNEO.  https://aligningopportunities.teamneo.org/

 

Misaligned Opportunities: How Racial Inequities Create Skills Gaps and COVID’s Impact on Minority Communities in the Northeast Ohio Region; 2021 Report by TeamNEO.

https://misalignedopportunities.teamneo.org/

 

Strengthening Ohio’s Broadband and 5G Workforce: https://broadband.ohio.gov/explore-broadband/strengthening-ohios-broadband-5g-workforce; A Report by The Governor’s Office of Workforce Transformation; 2021

 

Economic Trends; Trends in NE Ohio Jobs, Labor, Immigration, Population and the Economy; NEOtrans; 2022: https://neo-trans.blog/category/news-category/economic-trends/

 

Ohio Job Outlook 2018-2028 Report by the Department of Job and Family Services: https://ohiolmi.com/_docs/PROJ/Ohio/Ohio_Job_Outlook_2018-2028.pdf

 

Getting Ready for 5G: Preparing a Skilled Workforce for Future Wireless Networks - WIA

 

Wireless Infrastructure as the Foundation of Smart Cities and Communities - WIA

Evaluation of Boot Camp Participants: 

Students will be evaluated by the following: 

1. Attendance

2. Engagement with out of class content

3. Full and active participation in all aspects of the Boot Camp is a requirement.

4. Participation in the Discussion and Knowledge Base developed in the Padlet.

5. Creation of and delivery of a meaningful and well thought out presentation highlighting; 5G technology usage in the workplace, the integration of curriculum based on skills and competencies, how this message will be communicated back to school systems.

 

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