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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Dr. Joanna Kister
Before the beginning of brilliance, there must be chaos. Before a brilliant person begins something great, they must look foolish in the crowd.
L Before a brilliant person begins something great, they must look foolish in the crowd.
Changes in the Workplace
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.
The United States does not face a worker shortage, but a skills shortage.
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
Career-technical education is poised to transform high schools.
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
Probability of dropping out
CTE/Academic course-taking ratio
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
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
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
North Carolina a concentration
MichiganStates to Review for Coherent CTE systems
Institute a system of technical assessments for CTE.
State – Program
1. Locally developed External standardized
2. Industry credentials End-of-program
3. Occupation-specific Career cluster
4. Academic Occupational
5. Written Performance
Source: R. Mahlman & J. Austin: Industry-Based Certification, CETE. Ohio State University
First measure it. a concentration
If you can’t measure it,
If you can’t describe it,
don’t ask for funding.
Integrate CTE into the mainstream of high school education in Arizona by strengthening the academic and technical rigor of CTE curriculum and instruction.
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
Explore the career academy model that uses the workplace as an organizing theme.
Small-Learning Community a concentration
EducationDefinition 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