All Linked Learning pathway teachers need to understand the specific knowledge and skills students will need to perform industry-sector jobs. However, not all pathway teachers have this knowledge, nor do they always know how particular discipline content is used within an industry.
In the brief, "The District Office as a Site for Work-Based Learning," Ann Jaquith and Jamie Johnston describe an approach to teachers’ professional learning that can develop and/or enrich the distinctive aspects of Linked Learning pathways. Drawing from ongoing work in California’s Montebello Unified School District (MUSD), the authors show how district and school leaders can help core teachers better understand career-relevant knowledge and skills, and encourage CTE teachers to collaborate with their colleagues.
A new book, Global Education Reform: How Privatization and Public Investment Influence Education Outcomes, provides a powerful analysis of these different ends of an ideological spectrum – from market-based experiments to strong state investments in public education.