Marine Technology Program

Rydell Vocational Technical High School

Self-Study Report

Narrative

  1. Program Basics

The Marine Technology program is located on the western end of the first floor of the school’s main building. There are two classrooms. The larger room, measuring approximately 50’ x 50’, is used for lab work. The other classroom, measuring approximately 15’ x 30’, is used for teaching of related theory. The large room includes a host of state-of-the-art equipment used in the marine services industry, including cranes, winches, boat engines, VHF marine radios, and other communications devices. This equipment was purchased in 2014 and appears to be in good working order. The smaller classroom contains 15 personal computers loaded with latest versions of marine software, including MarinaOffice, Molo, Dockwa, and Marina Master. The computers were purchased in 2011. The classrooms are clean. There are no obvious safety issues. The classrooms are well-lighted. Exit signs are clearly posted. There are 25 student lockers in the main classroom. There are no bathrooms in the classrooms, but there is one in the Fashion Design program, roughly 150 feet away.

  1. Student Demographics

Up to 80 students are enrolled in the Marine Technology program at any one time, 20 for each of grades 9, 10, 11, and 12. The program accepts up to 20 new students each year after the completion of Ninth-Grade Exploratory. The program, which was started in 2005, currently has 79 students, one less than the maximum. Marine Technology has been a very popular program, normally attracting more applicants than it has seats. This year alone, 29 students applied. Over the past five years, overall enrollment has ranged from a low of 77 in 2013 to a high of 80 in 2014, 2015, and 2016. Enrollment is approximately 60% male and 40% female, with the percentage of female students steadily increasing over the past five years. The program – and the marine services industry -- have actively recruited female students. This effort has directly led to doubling interest from female students over the past five years.

  1. Curriculum

Instructors use a curriculum that is based on the Massachusetts Vocational Technical Education Frameworks for Marine Service Technology (CIP Code 470616). There are three instructors. One teaches lab work/shop to freshmen and sophomores. The other teaches lab work to juniors and seniors. The third teaches theory/related and assists the other teachers when he is not teaching theory/related. The curriculum and the way it is delivered to students is directly aligned with the school’s core values which emphasize personalized instruction. The curriculum follows the same written format used in all other career and technical education programs in the school. It is a competency-based curriculum that sets out clear performance expectations for students. (A copy of the “Marine Technology Curriculum” is attached.) While Curriculum Mapping is still underway for the Marine Technology program, the curriculum is roughly aligned from grade 9 through grade 12. All three teachers in the Marine Technology program use daily or unit lesson plans. (Attached is one example of each.)

The curriculum is reviewed regularly, both by teachers and administrators and by the Program Advisory Committee which meets twice annually. Teachers and administrators review and update the curriculum informally and as particular issues arise. The Program Advisory Committee provides general feedback to teachers and administrators about curriculum issues, equipment, hardware and software, and industry trends during its twice-a-year meetings. The Program Advisory Committee also completes an Annual Programmatic Review every October.

  1. Instruction

The teachers’ classroom instruction is evaluated annually, in accordance with a comprehensive evaluation system prescribed by the Massachusetts Department of Elementary and Secondary Education and adopted by the school district. As part of this system, teachers set personal performance goals that align with school and district goals. Teachers in the Marine Technology program use a combination of full class lectures, small group, and individual teaching techniques. Students are often taught individually, both in the lab, in the theory classroom, and after school. Teachers provide different types of instruction for the differing kinds of learners. Teachers are notified by the Special Education department of the students who are on IEPs or have Section 504 Plans. Teachers provide accommodations and modifications, as needed. In some cases, students also work with a Special Education one-to-one side. In the theory classroom, the teacher incorporates PowerPoint presentations into instruction and encourages students to use technology in their study. While some of the equipment in the lab requires the use of technology, computers are not available in the lab.

Teachers offer extra help to students, both before school and after school, three days per week. All three teachers regularly volunteer. Students needing help are actively encouraged to take part. Information about the availability of these extra help sessions is posted on the Marine Technology web page. Letters and e-mails are also sent to parents advising them of the opportunity for their sons or daughters to participate.

The Science Department and Marine Technology have been engaged in joint educational efforts since 2006, a year after Marine Technology started. Marine Technology students have gone on field trips with Science teachers and have been active members of the school’s STEM Club, run by Science teachers. Science teachers have assistedMarine Technology students in preparing for SkillsUSA competitions. Teachers from the Marine Technology program and Science Department meet at least twice per year to discuss curriculum integration. (A news article highlighting one such integration project is attached.)

Marine Technology teachers provide competency-based education and they keep track of student progress on SkillsPlus, a web-based software system. Teachers use this data to gauge the performance of individual students, and the class as a whole. Teachers adjust their instruction based on this data. Students in the lab and in theory/related class spend much of their time solving practical problems. This often requires students to engage in hands-on work with tools and engines. At other times, teachers pose questions to the class, encouraging students to engage in higher-order thinking.

Because of the nature of the machines used in instruction, the Marine Technology lab is often quite loud. However, with few exceptions, students follow the classroom rules which are taught by their teachers and prominently posted in the lab. Students are courteous and respectful to their peers and their students.

Safety is important in the program. Each year, teachers give instruction on safety and students are required to pass safety tests. By the end of the sophomore year, all students are expected to earn an OSHA 10 certificate. There have been no serious injuries or accidents in the Marine Technology program since the program started.

  1. Assessment and Credentialing

Student progress is regularly assessed. First, teachers use the SkillsPlus software to keep tabs on student competencies. Second, teachers keep daily gradebooks to track hands-on work. Third, they administerwritten formative assessments at least once per week. Fourth, they administer written and hands-on end-of-year assessments. Fifth, teachers require all students to keep a journal and make daily entries. Finally, teachers require all students to complete a Senior Project. Teachers use this variety of assessments to inform individual and classroom-wide instruction and to improve student performance. All assignments are posted on whiteboards in the classrooms and on Aspen, a web portal available to students and parents. Grades are also posted on the web portal weekly. Grades can only be seen by the student and parents of that student. The theory instructor always uses rubrics for grading work and posts copies of the rubric with assignments. The other two teachers rarely use rubrics. Students receive immediate feedback from their teachers while in the lab, allowing students to revise and improve their work. Students in theory/related receive their grades within 24 hours of any testing.

Students have generally done well in securing state and national industry-recognized credentials. For example, all 20 members of last year’s graduating class earned an OSHA 10 certificate as well as a Massachusetts Boating Safety certificate. In addition, eight of the 20 graduates also earned American Boat and Yacht Council certification.

  1. Student Clubs and Awards

Last year, 70 of the 79 students now in Marine Technology competed in various skills and leadership competition run by SkillsUSA. Seventeen students reached the state competition. Four won medals: two gold, one silver, two bronze. One of those students earned a bronze medal at the national competition.

Six of the 20 juniors in Marine Technology were inducted into the National Honor Society last year.

Last year, the Marine Technology program received an Official Proclamation from the State House for its work promoting boater safety in the MetroWest region.

  1. Student Placement

While enrolled at Rydell RVTHS, most of the students in the Marine Technology program participate in some kind of work-based experience outside of school. This year, for example, 11 of the 20 students who will be graduating have unpaid internships at a variety of environmental associations and agencies in the region. Five others have paid co-op jobs at boatyards or diesel repair facilities in the Greater Boston area.

The school has formal partnerships with three environmental associations and one boatyard.

It is working on articulation agreements with the Massachusetts Maritime Academy and the Center for Coastal Studies’ Marine Education Program. Teachers are hoping to complete those agreements within the next 18-24 months.

  1. Graduation Rates

Over the past five years, an average of 50% of the graduates from Marine Technology have gone directly into jobs in the marine services field, 35% have pursued a higher education, and 15% have gone into the military. With some minor variances, these percentages have held fairly steady from year to year.

In 2016, a one-year follow-up survey of graduates indicated that 88% of the students who went directly into the marine services field remained there.

  1. Faculty

All three teachers in the Marine Technology program are appropriately licensed by the Department of Elementary and Secondary Education. Two have bachelor degrees. The other has nearly completed an associate’s degree. The teachers stay current in their field by taking part in professional development opportunities offered at Rydell RVTHS, by taking other courses or workshopsduring the school year, and by attending annual summer workshops sponsored by the Massachusetts Association of Vocational Administrators. The licenses for all three teachers expire in about 18 months. All three have already earned sufficient professional development points (PDPs) for renewal.

Martine Technology teachers demonstrate their professional leadership skills in several ways. One teacher serves as lead teacher for the program. The second serves as a peer mentor, assisting newer colleagues. The third teacher serves as a SkillsUSA advisor, basketball coach, and union vice-president.

  1. Adequacy of Program Resources

The program has three teachers. It is equipped with machinery and supplies sufficient to meet the needs of the program. The equipment is state-of-the-art and is working well. There are no computers in the lab. The computers in the theory classroom were purchased in 2011.

The program has a budget that is sufficient to pay for supplies and to implement the curriculum.

In 2016, the Program Advisory Committee voted to recommend that the school purchase at least three computers for the Marine Technology lab and update the computers in the theory/related classroom.

  1. Production Work

Because of the nature of the Marine Technology program and the school’s relative distance from large bodies of water, there is limited opportunity for the program to engage in production work. However, the program has occasionally accepted boat engine repair work from private, non-profit environmental organizations. It has repaired the engines for a fee.

Marine Technology sponsored a highly-successful boating safety course that attracted several dozen participants over the course of the past summer. For its work, teachers and students received official recognition from a local State Representative.

Teachers and students have actively discussed organizing an environmental clean-up at Starling Pond.

  1. Climate in the Program

Faculty and students work together closely and collaboratively in the Marine Technology program. Students of all types are welcome in the program and teachers have actively sought to attract more female students to the program. Teachers spend time, both before and after school, providing additional instruction to students.

Over the past three years, there have been only a handful of disciplinary referrals to the Assistant Principal’s office or Principal. Teachers pride themselves on promoting good behavior, serving as role models, and addressing any issues quickly and effectively in the classroom. This year, there has not been a single complaint of bullying or harassment of any type.

  1. Outside Input

Marine Technology has an active Program Advisory Committee that meets twice a year. It is composed of representatives from business and industry, higher education, labor, the community, as well as students and parents. Currently, there are 15 persons on the membership list; twelve attend regularly. At the moment, there is no representative from higher education, no females, and no racial minorities. The Program Advisory Committee keeps Minutes of its meetings. All three teachers attend their meetings. In part because of advocacy by the Program Advisory Committee, the school purchased nearly $100,000 of new equipment for the program in 2014. (A current list of Program Advisory Committee members is attached.)

Strengths

  1. The Marine Technology program regularly attracts interest from more students than it has seats for.
  2. Through an aggressive recruiting and public information campaign, the Marine Technology program has doubled the number of female students in the program over the past five years.
  3. Teachers in the Marine Technology program spend a significant amount of time with students, both before school and after school, to provide students with extra help and to personalize instruction.

Areas of Need

  1. Provide some level of computer technology in the Marine Technology lab and upgrade the computers in the theory/related classroom to expose students to additional technology.
  2. Expand the membership of the Program Advisory Committee to include members from higher education, females, and racial minorities in order to ensure that the program is getting a broader range of advice.
  3. Finalize articulation agreements with institutions of higher education to expand opportunities and reduce costs for students planning to enroll in college after high school graduation.

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