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Scaling Career Pathways in Oregon: A Practitioner's Perspective

Explore the concept of career pathways and the Oregon Career Pathway Initiative, focusing on transitioning students through education to employment in demand industries. Learn about the initiative's goals, structure, and the process of scaling pathways in Oregon.

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Scaling Career Pathways in Oregon: A Practitioner's Perspective

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  1. Scaling Career Pathways in Oregon: A practitioner’s Perspective National Council for Workforce Education October 22, 2012

  2. What’s a CAREER PATHWAY? A career pathway is a series of connected education and training programs and student support services that enable individuals to secure a job or advance in a demand industry or occupation. Career Pathways focus on easing and facilitating student transition from high school to community college; from pre-college (ABE/GED/ESL) to credit postsecondary; from community college to university and/or employment.

  3. Why Career Pathways? Oregon’s Career Pathway Initiative was launched in 2004 recognizing that a wide range of workers enter the workforce in different ways and with different needs, and that Oregon needs more trained workers for middle-skill occupations---jobs that require more than a high school diploma but less than a four-year degree.

  4. OREGON’S CAREER PATHWAY INITIATIVE GOALS • Increase the number of Oregonians with certificates, credentials, and degrees. • Ease and facilitate students’ transition across the education continuum and to employment.

  5. Oregon Structure • 17 independent community colleges • Community colleges governed by local boards of directors • Adults Basic Skills taught in the community colleges • State governance: State Board of Education • Current education governance structure in transition • Tradition of Presidents, Instruction Deans, Student Services, Institutional Researchers, Distance Education, etc. meeting quarterly.

  6. SCALING CAREER PATHWAYS in OREGon • Today’s presentation focused on telling the story of “scaling” Career Pathways in Oregon from three practitioner perspectives: • Mimi Maduro = statewide story • Dawn DeWolf = large college story • Serena St. Clair = small college story

  7. SYSTEMS Change • Interdependence of all the parts • Purposefulness in context • Emergence • Self-assessment (feedback) • Self-adjustment

  8. “ACHIEVING THE DREAM” DEFINITION OF SCALING • Practice has an impact on the majority of defined populations and there are measureable improvements or expected outcomes that can be documented; • Practice has become “business as usual” or has been “institutionalized”; • College processes are modified to support the program or service • Institutional resources and policies are aligned in support of the practice

  9. Three Stories TOLD in STAGES • STAGE 1: Building critical mass and shared understanding • STAGE 2: Building capacity, quality, and infrastructure • STAGE 3: Engaged in sustaining and institutionalizing Career Pathways collegewide

  10. TELLING THE STORY FROM MULTIPLE DIMENSIONS • Leadership • Leveraged Resources • Certificates & Roadmaps • Articulation with High Schools • Articulation with Universities • Acceleration for Adult Basic Skill students • Connection with Student Services • Connection with Workforce Partners • Employer Engagement • Data & Research

  11. STATE of OREGON

  12. Lane COMMUNITY COLLEGE Eugene, OREGON

  13. RoGUE COMMUNITY COLLEGEMEDFORD, OREGon

  14. Thank you! Mimi Maduro Dept. of Community Colleges & Workforce Development mmaduro@cgcc.cc.or.us 541-506-6105 Dawn DeWolf Lane Community College dewolfd@lanecc.edu 541-463-5515 Serena St. Clair sstclair@roguecc.edu 541-245-7864 www.oregonpathways.org http://oregon.ctepathways.org (open source licensing available here) www.MyPathCareers.org/cp

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