Instructors Apprenticeship for Advanced Manufacturing
Overview of IAAM Curriculum
NIMS and Quest Center has teamed up to design curriculum in which curates an advanced manufacturing instructor who is “technically, culturally, and pedagogically competent.”
- Technically Competent: Instructors will be able to confidently teach manufacturing skills as laid out in the NIMS credentials and standards while being able to implement technical skills specific for instructors.
- Manufacturing: Instructors will have the skills and knowledge to effectively teach and prepare students to successfully secure nationally-recognized industry credentials like those offered by NIMS. Examples of manufacturing technical skills and knowledge would be how to set-up, program, and operate a Computer Numerically Controlled (CNC) mill and/or lathe.
- Instructional: Instructors will have the skills and knowledge to successfully translate their manufacturing competencies into an educational setting. Examples of instructional skills and knowledge would be awareness of corresponding Learning Management Systems (LMS) and basic functions, utilization of Computer-Aided-Design (CAD) for project development, and how to employ pre-defined functions of Microsoft Office products for lesson planning and data analysis (grading, progress tracking, etc…).
- Culturally Competent: Instructors will be able to identify and value diversities in their classrooms by strategically planning lessons that reflect the cultures representative of the children they teach. They will respect the diversity within and among cultures; avoid stereotyping and overgeneralizations; use effective learner-centered and parent-centered interactive communication skills to form and maintain constructive and collaborative relationships with students and families; and incorporate students’ cultural backgrounds into daily teaching practice as a way to honor and value diversity, build cultural competencies, and enhance the classroom environment and instruction.
- Pedagogically Competent: Instructors will be able to actively engage their students to learn about manufacturing by evoking analysis and critical thinking skills to develop solutions in the content area. They show the ability to plan, initiate, and lead project-based lessons and can manage the social-emotional needs of their students.
Instructors Apprenticeship for Advanced Manufacturing
Program Syllabus 2018-2019
Instructors Apprenticeship for Advanced Manufacturing (IAAM) professional development program will train manufacturing technology instructors to enhance their technical, cultural, and pedagogical competencies who will be capable of effectively teaching in middle and high schools, community colleges, incumbent training programs, and other adult training programs. IAAM is a 9-month part-time professional development program which will address components focused on teaching curriculum related to manufacturing, cultural competence, and instructional technique to earn up to 5 NIMS credentials, 90 ISBE professional development hours, and at least 3 CPS Lane Placement Credits. IAAM’s goal is to successfully train apprentices to become high-quality machining instructors who will be eligible to work at education and training institutions across the Chicagoland area through Relevant Learning (RL) and On-the-Job Learning (OJL) experiences. The participants will learn with hands-on projects, supplemented with focused lectures, online assignments, and continual improvement through the instructor’s input and guidance.
- Instructor Apprentices will have the skills and knowledge to effectively teach and prepare students to successfully secure nationally-recognized industry credentials like those offered by NIMS. Examples of manufacturing technical skills and knowledge would be how to set-up, program, and operate a Computer Numerically Controlled (CNC) mill and/or lathe.
- Instructor Apprentices will be able to identify and value diversities in their classrooms by strategically planning lessons that reflect the cultures representative of the children they teach.
- Instructor Apprentices will be able to actively engage their students to learn about manufacturing by evoking analysis and critical thinking skills to develop solutions in the content area. They show the ability to plan, initiate, and lead project-based lessons and can manage the social-emotional needs of their students.
- Instructor Apprentices will understand the importance of CTE and its impact on our local communities through mentoring and advocacy for advanced manufacturing.
National Institute of Metalworking Skills (NIMS) Certificates
- Measurement, Material and Safety
- CNC Milling Operator
- CNC Lathe Operator
- CNC Milling Programming Setup & Operation
- CNC Lathe Programming Setup & Operation
- Manual Milling
IAAM Training Components
Quest Center’s professional development facilitators will address components focused on teaching curriculum related to manufacturing, cultural competence, instructional technique, and classroom management.
- Quest Center Professional Development includes 90 Illinois State Board of Education Professional Development hours.
- Hybrid Learning: Quest Center Professional Development will complement onsite instruction by utilizing a Canvas Learning Management System to support applications of skills and evaluate program apprentices’ progress. IAAM utilizes Immerse2Learn for CNC simulations and exam preparation.
|Chicago Teachers Union Foundation
1901 W. Carroll Ave,
Chicago, IL 60612
|Richard J. Daley College
7500 S Pulaski Rd,
Chicago, IL 60652
|The Arturo Velasquez Westside Technical Institute
2800 S Western Ave,
Chicago, IL 60608
|Course/Workshop||Description||# Hours/Onsite Sessions|
|Advanced Manufacturing Technical Training|
|Hands-On CNC Operation
|This instructor led course consists of several lessons that will help the participant gain the ability to safely and properly utilize and teach CNC machinery. This course utilizes industry standard tooling and equipment that the participant will use, culminating in a nationally recognized credentials.||30 Hours|
|CNC Programming for Milling/Turning
|This instructor-led course with reference text and online assignments consist of several lessons that will help the participant gain the ability to program and teach how to program CNC machinery. The participant will use EIA/ISO programming language along with industry standard equipment culminating in two nationally recognized credentials.||CNC Milling – 30 Hours
CNC Turning – 20 Hours
|This instructor-led course consists of several lessons that will help the participant gain the ability to safely and properly use and teach the conventional knee mill. This course utilizes industry standard tooling and equipment that the participant will use to make a precision part, culminating in a nationally recognized credentials.||30 Hours|
|Quest Center Professional Development|
|Motivation Matters: How to Encourage the Discouraged Learner||This course supports teachers in developing teaching strategies and resources that capture individual student interests and strengths. Issues as to why students become discouraged and ways in which to increase their motivation will be explored. This course focuses on how to engage and encourage unmotivated students by addressing their individual academic, social, emotional, and behavioral needs. Teachers learn key processes that provide the appropriate amount of challenge, student choice, and risk-taking activities that enables students to find personal relevance and meaning in school work. Participants will develop learning goals, instructional tasks, and assessments that target the needs of a discouraged learner.||30 Hours|
|Cultural Competency – Valuing Diversity||In this course, participants will learn what cultural competency and diversity means, and why it is important to develop cultural competencies and identify and value diversities in their classrooms. Attendees will begin to build the capacity for cultural self-assessment. They will learn the importance of strategically planning lessons that reflect the cultures representative of the children they teach. Participants will also learn how implicit and explicit biases play a part in a teacher’s ability to effectively teach ALL children.||15 Hours|
|Creating a Trauma-Sensitive Learning Environment||This course examines how teachers can support and nurture their students’ emotional well-being before, during, and after traumatic events in order to mitigate the impact of complex childhood trauma. Many of our students have been exposed to multiple tragic events, often of an invasive, interpersonal nature. This course will support teachers in creating a safe and supportive environment in which students feel nurtured, not only to learn, but also to express their feelings.||15 Hours|
|Restorative Practices||This course is designed to support participants in creating a positive learning environment by developing healthy and nurturing relationships with their students and, as a result, begin to lessen detentions, suspensions, and expulsions in their schools. Attendees will learn what restorative practices are and are not, as well as the historical context of restorative practices. Attendees will directly engage in the practices of restoration: classroom community building, talking circles, restorative conversations, peer conferences, and conflict, healing and re-entry circles. This Learning Series will support teachers and school support staff in further cultivating their classroom cultures and honing their classroom management skills.||15 Hours|
|The STEM Workbench||This course provides teachers in the STEM (Science, Technology, Engineering, and Mathematics) content areas with a deep understanding of lesson design driven by mathematical, science, and engineering practices. This course will provide STEM teachers a space to collaborate to design a model lesson that encourages students to answer complex questions, investigate global issues, and develop solutions for challenges and “real world” problems. Apprentices will create their capstone advanced manufacturing lesson during this course.||15 Hours|
|Career and Technical Education Advocacy|
|Overview of CTE||This session seeks to answer the following questions:
· What are the characteristics of Career and Technical Education and what is considered best practice?
· When and why was it made part of our public education system?
· Who benefits from CTE, yesterday, today?
· What are the current policies that inform CTE in the United States?
|CTE: International Best Practices and Industry 4.0
|The United States can learn a lot from other countries in how to invest, design and implement career and technical education systems that prepare young people for good paying careers and supporting economic development. What is known as “Industry 4.0” is sharpening the need for education systems that prepare young people for jobs of the future around the world. Countries representing best practices in CTE include: Switzerland, Germany, Spain (Basque Country), and Singapore.
|The Chicago Experience||Over the last 30 years, CTE has changed dramatically and is still changing today in Chicago. The manufacturing sector provides a useful focus for thinking about CTE. Learn about the history of how manufacturing has changed in Chicago; how those changes reflect the changes in attitudes towards CTE and recent efforts to push for the expansion of CTE programs.
|CTE as a Tool for Community Development
|CTE is more than what happens in the four-walls of a classroom. CTE provides an invaluable opportunity to inspire young people for what’s possible for their communities and helping them learn the skills and practice the values to “be part of the solution.” Learn about Mondragon as a case study for community-driven, economic development that started with a visionary teacher and 5 students from a vocational school in the 1950s.||3 Hours|