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The Summit's College Counseling Office focuses on supporting, informing and The buttons to the right will link you to valuable college search internet. Starting a career is a big and important step that's likely to define a great part of For that reason, Summit College provides you with a powerful education that. B. Commit that any student participating in the Summit Learning Program will do so . mastery day by day, year by year as they work toward college and career readiness. The key difference between the units and projects is that mathematical E. Have sufficient internet access in every classroom to support a full
The majority of professional electricians work in the electrical and other wiring installation contractors industry. This means they agree on a contract for any given job before they complete it, often times finding work with a contracting agency.
Around 10 percent of electricians are self-employed. Electricians work wherever electrical wiring is installed or needs to be installed. Homes Factories Hospitals The list is far from exhaustive and where an electrician works depends on their skill set. How do you become an electrician? Many students seeking to become electricians enroll in an electrician program at a technical school. Though it is not required, a trade school electrician education provides a solid foundation for beginning an apprenticeship.
An apprenticeship is paid, on-the-job training, aspiring electricians must complete before they are able to perform full electrician services on their own. Apprenticeships typically last between four and five years. Once these apprenticeship hours have been completed, the apprentice electrician will most likely be required to pass a licensure exam. The licensure and educational requirements vary from state to state. The exams differ depending on the specialization the candidate has chosen.
Passing this exam is required to work as a professional electrician for a contractor.
Employment Outlook As the United States continues to become increasingly dependent on equipment that requires electricity, the places people inhabit will require more and more wiring. The BLS projects employment for electricians to increase 14 percent byrelative to The BLS attributes this projected growth not only to the electrical needs of homes and businesses, but also to increased implementation of alternative power sources.
Wind turbines and solar panels require electricians to connect them to homes and power grids.
An additional factor in the projected demand for electricians is the age of some in the workforce. A decent number of electricians are reaching, and will continue to reach, retirement age. Electricians who work in factories typically have the most stable employment among the places where they are employed.
The BLS also suggests that job prospects are brightest for electricians who can perform a multitude of different tasks adequately. While the national electrician employment increase is expected to rise at a greater rate than the average of other occupations, the outlook in California is even more promising. How much do they make? Not only do electricians have promising job prospects in the coming years, the money they earn is also better than many other jobs.
They are usually rewarded with pay increases as they learn more skills on the job. Education is the first step A quality trade school education is important for aspiring electricians. It helps them stand out over other candidates during their quest for employment. Summit College offers a nine-month electrician program at all three of its campuses: Colton, El Cajon and Santa Ana.
The program is offered both during the day and at night to provide students with flexibility around their busy lives. We also know the importance of aligning various initiatives to an overarching vision for a school, which is why we ask all Summit Learning teams to include at least one Summit Learning school leader who can sponsor the program, run interference, and champion Summit Learning with parents and the wider community.
Attend in-person professional development trainings hosted by the Summit Learning Program. Professional development is a key component of implementing Summit Learning, and we are committed to supporting Program schools find and execute the best strategies for Summit Learning in their communities.
Therefore, as part of your participation in the Program, Summit provides free professional development at regular intervals throughout the year. Attendance at in-person trainings is an essential part of the Program and a successful implementation. Throughout the year, there are three instances of in-person professional development trainings: Onboarding Summer Training experience for educators and administrators preparing to implement Summit Learning for the first time.
During this Summer Training, we prepare the implementing team to launch Summit Learning. Attendance is required for anyone who is new to the Summit Learning Program. Twice per year, we provide additional in-person training that allows implementing teams to choose from a menu of relevant offerings.Archangel Summit Gary Vaynerchuk Keynote - Fall 2016
We encourage schools to bring as many participants as they are able; however, at minimum we require that at least one instructional leader and two teachers from each grade-level team attend each convening.
Convenings take place in several cities across the country and are supported by Summit's expert professional development team made up of former teachers, school leaders, and district administrators.
Instructional leader participates in regular coaching with Summit Learning mentors. Creating a Summit Learning environment requires a fundamental change to the way teachers and students approach learning, so enthusiasm and a growth mindset are critical.
Everything from grading policies and assessments to bell schedules and how teachers and students spend their time will need to be thoughtfully designed to create the conditions for successful implementation.
In order to support that transition and lay the foundations for long-term success, Summit is committed to providing ongoing support and coaching in the form of a dedicated Summit Learning mentor for the first four years of a school's participation in the Program.
Following acceptance into the Program, your school will be appointed that Summit Learning mentor. The mentor will get to know you and your needs and will provide support in the form of coaching calls and school visits as you make your way through the change management process. To ensure we build a strong partnership and carve out dedicated time, we require all participating schools to regularly communicate with their Summit Learning mentor i.
Mentors are coaches, thought partners, and advocates for Program schools, and we ask that you leverage their support and expertise in order to be successful in your implementation of Summit Learning. School Calendar and Bell Schedule A. Develop an academic calendar and class schedule that supports all three components of the Summit Learning instructional approach — Mentoring, Projects, and Self-Direction. Summit Learning encourages teaching all core classes as year-long or semester courses to give students a suggested pacing and sufficient time to work through course material.
Schools with shorter-length core classes i. Please let us know while completing your application if this does not align well with your current scope and sequence for core course offerings.
In order to implement Summit Learning, schools must identify a way to include three major components - Mentoring, Projects, and Self-Direction - into their weekly schedule.
Mentor each student in 1: A value of personalized learning is that every student is deeply known. One of the ways we make this a reality is by ensuring that every student has a mentor with whom they meet regularly.
At Program schools, mentors check in with their mentees for a minute, one-to-one meeting every week. Mentors commit to providing personalized support and getting to know students as whole people: The weekly check-in and any other organic mentor support revolve around ensuring that a student's daily actions and current progress are aligned to their individual long-term goals and aspirations.
We know that scheduling is a complex process! We've found the key to maintaining these weekly check-ins has been empowering grade-level teams to manipulate the daily schedule to accommodate mentor time or have a set time blocked out for these mentoring check-ins. Instruction and Assessment A.
Engage students in projects and assess student performance based on the Summit Cognitive Skills Rubric. Cognitive Skills are essential and transferable lifelong skills, such as asking questions, researching, identifying patterns and relationships, and speaking and listening.
We truly value these skills, and we're serious about assessing them, as well as making them transparent to students, teachers, and parents. Summit developed the Cognitive Skills Rubric built into our Summit Learning Platform in collaboration with the SCALE team at Stanford, whose mission is to improve instruction and learning through the design and development of innovative, educative, state-of-the-art performance assessments and by building the capacity of schools to use these assessments in thoughtful ways to promote student, teacher, and organizational learning.
Our Rubric is also based on prior learning from the Buck Institute's work in cognitive skill analysis. The Rubric spans 4th grade through pre-professional programs and helps students not only understand how they're doing, but also understand that they can transfer these valuable skills from subject to subject and achieve mastery day by day, year by year as they work toward college and career readiness.
Teach and assess students based on math units. Math units are opportunities for students to gain an in-depth understanding of mathematical concepts. The units consist of a collection of backwards-planned, carefully-crafted, cognitively-rigorous, rich math tasks.
The learning experiences in math units require students to engage in problem-solving, reasoning, critical thinking, and significant cognitive work.
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Units are facilitated by a teacher during the normal math course "Project Time" ; the units take the place of most of the projects and feel similar in many ways some projects remain in the math course. The key difference between the units and projects is that mathematical concepts, not Cognitive Skills, are the driving force behind the units. Ensure that grading policies align with Summit Learning's grading philosophy.
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Depending on your current policy, the implementation of Summit Learning may involve adjustments to your grading practice.
Our grading philosophy reflects our values, which underpin both this instructional approach and what is best for students. A student's grade is a combination of their growth in Cognitive Skills and their mastery of content, with Cognitive Skills weighed most heavily.
Additionally, grades should reflect students' demonstration of what they learned and are calculated using a collection of standards-aligned rubrics that are integrated into the curriculum. Homework and participation are not included in grades. The NWEA MAP assessment gives teachers a window into their students' progress and growth, helping everyone check in on their goals and refine their personalized learning plans.
We ask schools participating in the Program to use the NWEA MAP assessment in order to measure student growth based on where students start the school year. The fall assessment serves as a baseline to understand where a student might need differentiation throughout the year. The spring assessment shows progress from where the student was in the fall.
Additionally, one of our goals with Summit Learning is to learn what works and share best practices with the wider education community. Use the Summit Learning Platform as the supporting tool for classroom work. Developed by teachers, the Platform brings personalized learning to classrooms by helping students set both short- and long-term goals, track progress, prioritize their work, learn content at their own pace, complete projects that apply newfound knowledge to real-world situations, and reflect on what they learned.
Because the Platform requires students to become self-directed learners, using it often causes both teachers and students to rethink their approach to the classroom experience. And though the Platform supports students' learning experiences, teachers remain firmly at the heart of it.
Learning is a human experience, and no software tool should try to change that.
Ensure that every student has a laptop or Chromebook with a keyboard.