Tara Bell-CTE Coordinator Bonneville High

Career and Technical Education

Explore the Possibilities Health Career Pathways Fair August 25, 2011

Filed under: Uncategorized — tabell @ 10:58 am

Explore the Possibilites is a workshop concentrated in health science career exploration. The next career fair will be on October 6, 2011 at the new OWATC Health Technologies Building. This year 9 workshops will be featured. These workshops include: Respiratory Therapy, Radiology/RPT, Dental Assisting/Hygiene, Health Information Technology, Pharmacy Technician, Clinical/Medical Lab, EMT/Paramedic, Nursing, and Surgical Tech. Explore the Possibilities Flier

For additional information visit the Regional website www.wfnpathways.org.


Bridge to Health Science Track (BHST) August 4, 2011

Filed under: Uncategorized — tabell @ 10:13 am

A new acronym you may hear in Weber School District is BHST, which is the Bridge to Health Science Track. BHST is a program that has been funded from a national grant through the Utah State Office of Education called the Rigorous Program of Study Grant. Weber School District was chosen to be the suburban partner in the program. The following is a quote directly from the grant application that explains the goal of Weber School District:

  • The purpose of this project is to enhance the Health Science pathway.  By working with Weber State University, we will make it possible for a high school student in Weber School District to be able  to optimize their senior year in high school by pursuing a course of study in the Health Science area that will effectively “bridge” the gap between accomplishment of the secondary health science pathway and the introductory courses required for an AAS/AS degree in virtually every area of study in the Health Sciences at Weber State University.

Students throughout the district may apply for the program at the end of their junior year in high school. Students are chosen based on their grades, attendance, courses taken, and essay. This program is held at Fremont High School on B Days. The students are in a cohort and take the following concurrent enrollment courses offered through Weber State University:

  • Advanced Health Science (Biomedical Core)
  • English 1010
  • Chemistry 1110
  • Psychology 1010

If you have any questions about the BHST program, please feel free to contact me or Sharen Kamp.

Creative Teaching = Effective Learning October 8, 2010

Filed under: Uncategorized — tabell @ 9:56 am

 As many of you know the foods room at Bonneville is being renovated. It was a much needed renovation because the previous foods room was 50 years old; the original foods room. The project began the end of May and is almost complete. You might be thinking, “school began in August and it is now October….so, how do you teach foods without a kitchen?” That is where the innovative, creative, and amazing teacher, Erin Dea, comes in. She has been teaching Foods I, Foods II, and Prostart out of a CNA room, a science room, and an interior design room. Check out the pictures below…Dutch oven cooking in the parking lot!


I wanted to share this with you because Erin is an amazing teacher and she has proven that teaching and effective learning can happen anywhere.

Licensing October 9, 2009

Filed under: Uncategorized — tabell @ 2:06 pm

It is the time of year that the coordinators meet with Janet Olson in Human Resources to put teaching assignments on CACTUS. When we do this, it immediately lets us know if a teacher is certified to teach a particular course or not. If we see NO under qualified, then we must work together to determine the best way for our teachers to become qualified.

Many of you have not seen the following website: http://www.schools.utah.gov/cte/licensing.html This is the link to the CTE licensing page on USOE’s website. If you scroll down on the website page you will see links for all of the CTE programs along with the name and contact information for all of the CTE state specialists. Under each of these areas, it is further broken down into endorsement areas. You can look at the different areas to determine where a specific course that you are teaching or may like to teach fits. For example, under Health Science Medical Anatomy and Physiology endorsement, a teacher may teach any of the following courses: Advanced Health Science, Medical English, Medical Anatomy and Physiology, CTE Introduction, and Medical Math. In the health science area, there are 13 different endorsements one could obtain. Below is a copy of the health science licensing website.

Educator Licensing

As you get started with the licensing process, there are two distinct components of which you need to be aware to keep you on track. You need both components to teach Career and Technical Education courses.

  1. LICENSE – A license is an authorization issued by the Utah State Board of Education that permits the holder to serve in a professional capacity in the public education system or an accredited private school.
  2. ENDORSEMENT – An endorsement is a specialty field or area earned through course work equivalent to at least an academic minor or through demonstrated competency. Endorsements are listed on the Professional Educator License indicating the specific qualification(s) of the holder.

There are several ways to earn a Professional Educator License.

  1. UNIVERSITY TEACHER PREPARATION PROGRAM is the traditional route to earning a Professional Educator License. A license is issued to an individual who completes a university teacher preparation program. Contact the university teacher preparation program for more information.
  2. ALTERNATIVE ROUTES TO LICENSURE PROGRAM (ARL) is a teacher preparation program for individuals who currently hold a bachelor’s degree or higher. Candidates must have a degree major in a subject taught in Utah secondary schools. For additional information, please visit www.schools.utah.gov/cert/apt/ARL/description.htm
  3. CAREER AND TECHNICAL EDUCATION ALTERNATIVE PREPARATION PROGRAM (CTE-APP) is an alternative licensure route for the experienced professional. With a combination of work experience and education, an individual may qualify for this licensure route. For additional information, please visit www.schools.utah.gov/cte/hs_licensingapp.html

    -Health Science Education CTE-APP License Application – PDF
    Level 1 to Level 2 Advancement Form – PDF

Note: Please complete interactive PDF form electronically.  Once completed, print and send in form as outlined in application instructions.

There are two ways in which to earn an endorsement.

  1. ENDORSEMENT– Endorsements are requested when a licensed educator wants the authorization to teach outside his/her current endorsement area(s). All endorsement requirements should be completed before the application is submitted. A processing fee of $40.00 is the responsibility of the educator and must be submitted with the endorsement application.
  2. SAEP – A State Approved Endorsement Plan (SAEP) is requested by an educator or district when that district has assigned the educator to teach outside of his/her endorsement area(s). The educator must have at least nine semester hours of related course work and/or two years of related work experience and complete the endorsement requirements within the timeframe identified in the plan. Since the SAEP is required by the district, the $40.00processing fee is the responsibility of the district and must be submitted with the SAEP application.

The following endorsements are available for licensed educators seeking to teach Health Science Education courses. Click on the endorsement name for detailed information about each endorsement.

Health Science
Exercise Science/Sports Medicine

Introduction to Health Science  spacer
Medical Anatomy and Physiology (MAP) 

Health Technology
Dental Assistant  
Emergency Medical Technician
Introduction to Emergency Medical Services
Medical Assistant
Medical Office Administrative Assistant  
Nurse Assistant
Medical Records Technician
Medical Transcriptionist
Pharmacy Technician  

Complete the following to apply for a Health Science Education Endorsement or a SAEP:

  • Select the endorsement needed and download the application form.
  • Fill out the form, including university/college course numbers, to indicate that minimum requirements in each area have been met.
  • Indicate whether you are applying for an endorsement or a SAEP.
  • Attach a copy of your transcripts and highlight corresponding classes.
  • Attach copies of letters to verify employment.
  • Attach copies of test scores, current professional certifications, licenses or other documentation requested by the state specialist.
  • Do not send letters of reference.
  • Send the highlighted transcripts, professional certifications, and completed form, along with the appropriate processing fee (see information above), to:

Utah State Office of Education
ATTN: Stephanie Ferris
Educator Quality and Licensing
250 East 500 South
P O Box 144200
Salt Lake City, UT 84114-4200

Updated March 13, 2009  

Anytime you are dealing with endorsements it can feel overwhelming, but we are here to help you. Rome wasn’t built in “a day” and we don’t expect you to be endorsed in “a day.” It is a process that takes time. Please let your coordinator know if you have any questions or contact me directly tabell@weber.k12.ut.us

Giving The Work Back to Your Students July 28, 2009

Filed under: Uncategorized — tabell @ 9:49 am

As we begin a new year, many of you may be thinking about how you can increase your skill certification test scores, attendance in your classes, and student motivation. Do you feel that you work harder than your students do? If yes, why? Sharen Kamp sent me this fable about a cow and a mule. It is a good analogy about how hard we work for our students, doing both our work and their work.

A cow and a mule worked on the small farm.  Each morning, the farmer would start the day by milking the cow.  Then he would hitch up the mule to plow his fields.  At the end of the day, he would return to the cow and milk her again.  One evening, the mule weary from a day of plowing approached the cow.  

“I am so exhausted.  All day long I plow the fields. My legs are sore.  My back is chafed by the plow.  I need some rest.”

The cow felt sympathy for the poor, tired mule and suggested, “Why don’t you pretend to be sick tomorrow.  That way you can get a day off.”

The mule thought that was an excellent idea so the next morning, when the farmer came to hitch him to the plow, he lay down in his stall and moaned.  The farmer, seeing that the mule was sick closed the stall door and took the plow to the cow’s stall and hitched her up instead.  All day long she pulled the plow through the fields and that evening she returned to the barn to be milked.  The mule on the other hand, enjoyed a relaxing day grazing in the meadows.

Angry and exhausted, the cow scolded the mule.  “You spent a day of leisure while I had to do your work and mine.  Now I am tired and my legs are sore and my back is chafed by the plow.”

The mule felt a twinge of guilt and apologized but he had enjoyed such a relaxing day that the next morning, he pretended to be sick again.  The cow spent another day of milking, plowing, then milking again.  That evening, she was too tired to fuss at the mule.  The mule saw that the cow was doing a great job at doing both of their work so he felt less guilty and decided to take the rest of the week off.

By Thursday, the cow’s milk began to dry out.  Her legs were shaky and although she gave it her best effort, she was unable to plow as much of the field as she had at the beginning of the week.  The farmer became frustrated because he was unable to get as much work done and there was no milk.  That evening he walked into the barn and made a decision.  Because the mule seemed so sick, he would sell him to a glue factory and use the money he earned to buy a healthy mule.  And, because the cow no longer produced good milk, he would use her for meat instead.  When the mule and the cow heard the farmer, they quickly got back to doing their jobs. www.mindstepsinc.com

Please click on the following link:


If all of the “tips” are followed and our students are not succeeding, we need to give the work of learning back to our students.


The Components of a Properly Designed Learning Objective March 23, 2009

Filed under: Uncategorized — Tara Bell @ 3:24 pm

Properly designed Learning Objectives that produce great lessons are carefully thought out using specific components. The components include:

  • Concepts-the main idea
  • Skills-measurable behavior
  • Context-describes what the students will be able to do successfully and independently by the end of instruction.

The concept is the main idea in the Learning Objective. It is usually, but not always, a noun. In the Objective “Write a summary of a newspaper article,” summary is the concept.

The skill is the verb in the Learning Objective. In the above objective, write is the skill. Students are neither reading summaries nor evaluating summaries. They are writing their own summaries. Learning Objectives must contain measureable skills (verbs) such as solve, identify, write, compute, describe, and so forth. Mushy, nonmeasureable verbs such as learn, understand, really understand, know, or appreicate should not be used because it’s hard to determine if students have successfully completed the Objective when the verbs are nonmeasurable.

The skill in the Learning Objective must always exactly match what the students will be asked to do on the Independent Practice. For example, if the Objective is to “Identify compound-complex sentences,” then the homework should require the students to select compound-complex sentences from prewritten sentences. If the objective is “Write compound-complex sentences,” then the Independent Practice should have students writing their own sentences. If the skill taught during a lesson doesn’t match the skill required in the Independent Practice, then students struggle as they attempt to practice something they were not taught.

A context is any specific condition under which the Objective will be executed. Often the context describes the resources or methods to be used. In the objective, “Write a summary of a newspaper article,” the context describes the resources to be used-newspaper articles. To correctly meet this Objective, students must write a summary of a newspaper article, not of a narrative story or a poem. For Independent Practice at the end of this lesson, the students will use a newspaper article and write a summary using the specific techniques taught during the lesson by the teacher.

Besides describing the resources required, a context can be used to include specific methods to be used, for example, “Solve simultaneous linear equations by graphing”-the context is by graphing. “Solve simultaneous linear equations by substitution”-the context is by substitution.

Hollingsworth, J., & Ybarra, S. (2009). Explicit Direct Instruction The Power of the Well-Crafted, Well-Taught Lesson.California: Corwin Press.

The Value of a Well-Designed and Well Delivered Learning Objective February 24, 2009

Filed under: Uncategorized — Tara Bell @ 12:29 pm

We’ve all heard of a Learning Objective, but how do you design one and then deliver it for optimal results? First, a correctly designed Learning Objective will produce great lessons where you know exactly what is being taught and your students will know exactly what they are learning. Secondly, the instruction and Independent Practice are synchronized so students are properly prepared to do the Independent Practice.

So what is a Learning Objective and how is it different than a content standard? Content standards describe what students are to be taught over the course of a year. A Learning Objective is a statement that describes what students will be able to do successfully and independently at the end of a specific lesson as a result of your classroom instruction. To put it simply, a Learning Objective describes what you will teach your students to do.

Why is it important that all lessons have a Learning Objective?

  • First, effective lessons are built on Learning Objectives that ensure students are taught concepts and skills as opposed to filling out worksheets.
  • Second, clear Learning Objectives make students more successful because Objectives focus teaching efforts on the specific concepts and skills needed for the Independent Practice.
  • Third, Learning Objectives allow teachers to measure if students achieve the outcome of the lesson.
  • Forth, Learning Objectives tell students what they are expected to do.
  • Fifth, correctly designed, standards-based Learning Objectives ensure that the lessons are aligned with the skills certification test.

Hollingsworth, J., & Ybarra, S. (2009). Explicit Direct Instruction The Power of the Well-Crafted, Well-Taught Lesson.California: Corwin Press.

Continuous Checking for Understanding January 13, 2009

Filed under: Uncategorized — Tara Bell @ 9:53 am

How do you know that the students are understanding what you are teaching? Continuously checking for student understanding sounds simple, but it is harder than you might think to implement effectively. Successfully implementing specific understanding techniques will not only benefit your students, but it will also make your teaching practices more effective.

You may be asking yourself, how can continually checking for understanding make my teaching more effective? First, if you are only looking at quiz results, homework, and exams, it is too late to adjust your instruction. The lesson is already done. If you continually check for understanding, you can make curriculum modifications during the lesson. You may need to speed up, slow down, or reteach in order for your students to understand what you are teaching. Second, students will be more successful because it will allow for them to ask questions and be provided with additional examples. Third, continuously checking for understanding will allow for you to correct any misunderstandings before students engage in independent practice. If students are engaging in independent practice with misunderstandings, it will allow for the misunderstandings to be reinforced.

In order to effectively check for understanding, it must be continuous-every two to three minutes. Continuously checking for understanding will not only uncover possible misunderstandings, but will make your lessons more engaging. Every lesson will become interactive because you will be interacting with your students every few minutes.

Below are some examples of when you should be checking for understanding:

  • After discussing the learning objective for the day, ask your students to tell you what they are going to learn.
  • After giving a definition, ask students to put the definition in their own words or provide examples and ask students to select which one meets the definition.
  • After engaging students with a higher order problem, ask students to describe each step in sloving the problem. Ask them why a particular step is important.
  • After students solve a problem, call on them for their answers. Have them explain their answers.

There are three critical components that need to be included any time a teacher is checking for understanding.

  1. The question must be presented to the entire class.
  2. Wait time must be provided. It is recommended that you wait at least 10 seconds before asking for an answer. This will allow all students to think of an answer even if they are not called upon.
  3. Always call on random, non-volunteers. This is the only way you can measure if everyone is learning.

Hollingsworth, J., & Ybarra, S. (2009). Explicit Direct Instruction The Power of the Well-Crafted, Well-Taught Lesson. California: Corwin Press.

Active Learning Strategies September 5, 2008

Filed under: Uncategorized — Tara Bell @ 9:38 am

As teachers, we are always searching for better ways to engage our students. One way is by using different active learning strategies. The following are some time tried strategies that are easy to incorporate into any lesson but are not commonly used.

Application Cards: Identifying applications for course concepts helps learners integrate course content, making it more meaningful.

Step 1: Identify an important aspect of course content (i. e., principle, theory, concept, procedure, etc.).

Step 2: Develop application questions to help students generate examples of the content in everyday life.

Step 3: Determine logistics (i. e., how many applications students will generate; will they work individually, in pairs, or in groups).

Step 4: Have students write their examples/applications on index cards (or post-it notes or a piece of paper).

Step 5: Determine how to synthesize information on cards (i. e., collect them, display them, share without repeating).

Socratic Questions: In Socratic questioning, the instructor poses questions that lead students through a thinking process related to a topic.

Step 1: Plan questions that direct learning and thinking about the content. Design questions that model the critical thinking process. Include open-ended questions that:

  • Probe assumptions, reasons, evidence, implications, and consequences.
  • Promote clarification, hypothesizing, reflection, application, and analysis.

Step 2: Pose the question and wait at least 8-10 seconds for students to think about the question and respond.

Step 3: Use further questions to understand students’ responses and/or move their thinking forward on the topic.

Step 4: Summarize the learning periodically using visuals.

The following website is a tutorial for Socratic Questioning:


For more information on Active Learning and other great teaching strategies visit the following website:


Centre for Teaching and Learning, Georgian College