A call to action road map for the future of career and technical education
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A Call to Action: Road map for the Future of Career and Technical Education. Dr. Joanna Kister [email protected] Goal: To address the CTE Delivery Research Project recommendations by identifying appropriate actions and strategies for implementation.

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Goal: To address the CTE Delivery Research Project recommendations by identifying appropriate actions and strategies for implementation


Challenge – To help set the direction for the future of CTE in Arizona - Think beyond one’s own experience- Plan beyond one’s own tenure


Mental locks
Mental Locks CTE in Arizona

  • The right answer

  • That’s not logical

  • Avoid ambiguity

  • I’m not creative


Before the beginning of brilliance, there must be chaos. Before a brilliant person begins something great, they must look foolish in the crowd.


Good is the enemy of great jim collins good to great
Good is the enemy of great. Before a brilliant person begins something great, they must look foolish in the crowd.Jim Collins, Good to Great


Four questions
Four Questions Before a brilliant person begins something great, they must look foolish in the crowd.

  • What to keep from the past?

  • What to release?

  • What to change?

  • What to create?


Buzz phrase synthesizer
Buzz Phrase Synthesizer Before a brilliant person begins something great, they must look foolish in the crowd.


Commissioned to
Commissioned to Before a brilliant person begins something great, they must look foolish in the crowd.

  • Provide research documents to improve the AZ CTE delivery system

  • Focus on a coherent sequence of instruction to result in exemplary CTE program delivery


Methodology
Methodology Before a brilliant person begins something great, they must look foolish in the crowd.

  • In-depth analysis of current system

  • Review of national CTE literature and state exemplary models

  • Input from 129 AZ stakeholders

  • Synthesis of data and recommendations


L Before a brilliant person begins something great, they must look foolish in the crowd.

E

A

D

E

R

S

H

I

P

WHY?

School

Improvement

WHY?

Changes in the Workplace

P

O

L

I

C

Y

Mission

WHAT?

Career-Technical

Program Design

Standards

HOW?

Quality Curriculum, Instruction, and Assessment


Master the Context or Surrender to It Before a brilliant person begins something great, they must look foolish in the crowd.

Jack Welch

Chapter 2

  • Legislation

  • Economic Forces

  • Globalization

  • Technology

  • Education


Source u s department of labor futurework trends and challenges for the 21 st century 1999
Source: U.S. Department of Labor: Futurework: Trends and Challenges for the 21st Century, 1999.

The United States does not face a worker shortage, but a skills shortage.


Priorities education sector
Priorities – Challenges for the 21Education Sector

  • Standards

  • Accountability


Recommendation 1
Recommendation 1 Challenges for the 21

  • Develop a shared vision and a clear and compelling mission statement.

  • Disseminate widely.

  • Use consistently in all communications.


Vision statement
Vision Statement Challenges for the 21

  • Mental picture of what tomorrow will look like

  • Expresses highest values and standards

  • Gives direction and purpose for work


Sample vision statements
Sample vision statements Challenges for the 21

  • All students in Arizona will achieve academic and career success

  • Securing Arizona’s future by developing a world-class workforce


Mission statement
Mission Statement Challenges for the 21

  • What does CTE do or what problem does it address?

  • What makes CTE unique?

  • Who are the beneficiaries of CTE?


Considerations for vision mission
Considerations for Vision/Mission Challenges for the 21

  • Purpose of high school

  • Secondary CTE policy debate

  • Legislation/NAVE report


Cte trends
CTE Trends Challenges for the 21

  • Academic/CTE integration

  • Career clusters

  • Secondary/postsecondary articulation

  • High tech

  • Rigorous academic & technical skills


Decision drivers
Decision Drivers Challenges for the 21

  • Meeting student demand for training

  • Meeting short term labor market demand for trained workers

  • Meeting long-term strategic goals for human resources and economic development


The country is diminished to the extent that any high school fails to provide all that it might for every student.Breaking Ranks Report - NASSP


The secondary cte policy debate
The Secondary CTE Policy Debate fails to provide all that it might for every student.

  • 2/3 do not obtain a 4-year degree

  • 25% work directly after high school


The secondary cte policy debate1
The Secondary CTE Policy Debate fails to provide all that it might for every student.

  • The expectations for higher ed are converging with the expectations for success in a high performance workplace.

  • High school must be a gateway to multiple options


Options to consider
Options to Consider fails to provide all that it might for every student.

  • Prepare for full-time employment

  • Strategy for teaching academics

  • Eliminate in favor of a common academic program for all students

  • Provide an occupational sequence integrated with rigorous academic coursework


What do i believe
What do I believe? fails to provide all that it might for every student.

Career-technical education is poised to transform high schools.


Recommendation 3
Recommendation 3 fails to provide all that it might for every student.

Replace the mandate for the current three levels for the AZ CTE delivery model with a set of competencies, industry-determined, that span grade levels into postsecondary studies


Study results
Study Results fails to provide all that it might for every student.

  • 119 respondents

  • 15 counties, 65 schools/districts

  • Arizona model: Scale – 1-10

    • Teachers – 7.33

    • Directors – 5.61


Arizona model
Arizona Model fails to provide all that it might for every student.

  • Level 1 – Exploratory – grades 7-8

  • Level II – Transition – grades 9-10

  • Level III – Occupation specific – grades 11-12


The arizona model for cte in theory a great model but
The Arizona Model fails to provide all that it might for every student.for CTEIn theory a great model, but….


Strengths of cte model
Strengths of CTE Model fails to provide all that it might for every student.

  • Coherent sequence

  • Progression of skills

  • Provides for career exploration

  • Consistency


Limitations of cte model
Limitations of CTE Model fails to provide all that it might for every student.

  • Rigid and restrictive

  • Limits student access to CTE

  • Program and curriculum too general

  • Lack of time and scheduling problems

  • Specific concerns – Level I, II, III


Predicted Probability of Dropping Out, fails to provide all that it might for every student.as CTE/Academic Course-Taking Ratio Varies, for a White Male of Average Family SES

Probability of dropping out

CTE/Academic course-taking ratio


Career and Technical Education in the Balance fails to provide all that it might for every student.S. Plank (2001) John Hopkins University National Research Center for CTE

  • Middle range integration of CTE & academics reduces drop-outs

  • Ratio of 3 CTE credits to every 4 academic credits associated with lowest likelihood of dropping out


Hstw data students who complete upgraded academic core and a concentration
HSTW Data - Students who complete upgraded academic core and a concentration

  • Equal or exceed scores of college prep students on HSTW assessments

  • Continue studies after high school at a higher rate

  • Have a higher grade point average and more likely to remain in college


Washington a concentrationhas approved proposed standards for exploratory and preparatory programs. Exploratory classes are for secondary students who want to investigate a broad range of career options within a pathway. Preparatory programs are designed to be a sequence of classes for “post-exploratory” students who have decided to focus on an occupation or cluster of related occupations within a specific career pathway. While the Certificate of Mastery is desirable to enter a Preparatory Program, it is not a prerequisite. Exploratory and Preparatory students may also be enrolled in the same course simultaneously (course content may be exploratory for one student and preparatory for another).


To help all students reach common, high a concentration

standards, the one-size-fits-all approach of today’s high school must yield to a system that presumes students will learn through different pedagogies, institutional arrangements, and amounts of time. . .

We must provide students with multiple learning options and pathways and varied lengths of time


Suggested actions
Suggested Actions a concentration

3.1 Require sequence of 3 courses

3.2 Explore concurrent/dual enrollment options

3.3 Continue curriculum planning process with greater input from business and industry

3.4 Increase district flexibility


Suggested actions1
Suggested Actions a concentration

3.5 Strengthen career development process

3.6 Explore models for middle school transition

3.7 Design 3-course sequence – support 10th grade programming

3.8 Use States Career Cluster model

3.9 Develop alternative pathways


What are career clusters www careerclusters org
What Are Career Clusters? a concentrationwww.careerclusters.org

  • The 16 Career Clusters are an organizing tool for schools to offer a broader, more durable preparation for the world of work.

  • Career Clusters represent a grouping of occupations and broad industries based on commonalities.


National career clusters
National Career Clusters a concentration

  • Hospitality & Tourism

  • Human Services

  • Information Technology

  • Law, Public Safety & Security

  • Manufacturing

  • Marketing, Sales & Services

  • Science, Technology, Engineering & Mathematics

  • Transportation, Distribution, & Logistics

  • Agriculture, Food & Natural Resources

  • Architecture & Construction

  • Arts, Audio/Video Technology & Communications

  • Business Management & Administration

  • Education & Training

  • Finance

  • Government & Public Administration

  • Health Science


States to review for coherent cte systems

North Carolina a concentration

Maryland

Ohio

Kentucky

New York

Oregon

South Carolina

Michigan

States to Review for Coherent CTE systems


Recommendation 4
Recommendation 4 a concentration

Institute a system of technical assessments for CTE.


Purpose
Purpose a concentration

POLICY

PRACTICE

Federal Legislation-

USDE

Improve

Instruction

State – Program

Accountability

Teacher

Accountability

Technical

Assessments

Employer

Post Secondary

Placement

Local Board

CREDENTIALING


Multiple assessment choices for career technical education
Multiple Assessment Choices for Career-Technical Education a concentration

1. Locally developed External standardized

2. Industry credentials End-of-program

3. Occupation-specific Career cluster

4. Academic Occupational

5. Written Performance


Rationale for standardized assessments
Rationale for Standardized Assessments a concentration

  • External objective data

  • Comparative data for schools, districts, states, and across states

  • Perkins core measures

  • May be used by employers and postsecondary institutions


Selecting industry certifications
Selecting Industry Certifications a concentration

  • Fit with state standards

  • Alignment with curriculum

  • Quality of standards & assessments

  • Purpose: accountability or

    program improvement

  • Enhance marketability of students

    Source: R. Mahlman & J. Austin: Industry-Based Certification, CETE. Ohio State University


Why should career technical programs assess academic skills
Why should career-technical programs assess academic skills? a concentration

  • State/national academic standards demand attention.

  • Career-tech is accountable for academic gains.

  • High school students must pass academic tests for graduation.

  • Academics in context tend to be student-friendly

  • Workplace demands for technical literacy are increasing.


Why should career technical programs assess academic skills1
Why should career-technical programs assess academic skills? a concentration

  • Academic standards demand attention

  • Career-tech is accountable for academic gains

  • High school students must pass academic tests for graduation

  • Academics in context tend to be student-friendly

  • Workplace demands for technical literacy are increasing


Technical literacy
Technical Literacy a concentration

  • Read, understand, and communicate in the language of a career field

  • Understand technical concepts and principles

  • Use academic knowledge and skills to solve problems

  • Use basic technology


Coupling written and performance tests
Coupling Written and Performance Tests a concentration

  • Measures what students know and can do – employers request this

  • Reflects reality better than one or the other alone

  • Gives all students a chance to succeed

  • More useful for program improvement


Criteria for end of program cte assessments
Criteria for End-of-Program CTE Assessments a concentration

  • National & State benchmarking

  • Pre- and post-tests

  • Performance and written


First measure it. a concentration

If you can’t measure it,

describe it.

If you can’t describe it,

don’t ask for funding.


States to review for technical assessments
States to Review a concentrationfor Technical Assessments

  • Pennsylvania

  • Connecticut

  • New York

  • Massachusetts (for proposed policy)

  • Utah (for incentive funding)


Recommendation 5
Recommendation 5 a concentration

Integrate CTE into the mainstream of high school education in Arizona by strengthening the academic and technical rigor of CTE curriculum and instruction.


Hstw goal
HSTW a concentration GOAL

To blend essential content of

college prep studies with quality career-tech studies by creating conditions that support implementing key practices


Making High Schools Work a concentration

HSTW states


Technical literacy1
Technical Literacy a concentration

  • Read, understand, and communicate in the language of a career field

  • Understand technical concepts and principles

  • Use academic knowledge and skills to solve problems

  • Use basic technology


Recommendation 6
Recommendation 6 a concentration

Explore the career academy model that uses the workplace as an organizing theme.


Definition of career academies

Small-Learning Community a concentration

Career

Academy

College-Prep,

Career-Related

Curriculum

Partnerships

with Employers,

Community, and

Higher

Education

Definition of Career Academies


The relationship between small schools and positive education outcomes has been confirmed with a clarity and at a level of confidence rare in the annals of education research. Raywid quoted in Creating & Sustaining Small Learning Communities


Chapter 9 state profiles
Chapter 9 – State Profiles education outcomes has been confirmed with a clarity and at a level of confidence rare in the annals of education research.


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