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CTE Course Sequences for a Coordinated Program of Study. Erin Fender Career Academy Support Network UC Berkeley. The plan for this session. Introduction to Programs of Study (POS) Developing the CTE sequence in a Program of Study (POS) Examples of CTE Course Sequences Q & A.

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cte course sequences for a coordinated program of study

CTE Course Sequences for a Coordinated Program of Study

Erin Fender

Career Academy Support Network

UC Berkeley

the plan for this session
The plan for this session
  • Introduction to Programs of Study (POS)
  • Developing the CTE sequence in a Program of Study (POS)
  • Examples of CTE Course Sequences
  • Q & A
who is in the room
Who is in the Room?



Needs for today

program of study
A document that outlines a series of courses that incorporates and aligns high school and postsecondary

Integrates academic and career technical content in a coordinated progression of non-duplicative courses in an industry sector

Offers opportunity for HS students to acquire postsecondary credits

Leads to an industry recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

Program of Study
what is a program of study for a career academy

What is a Program of Study for a Career Academy?

Everything on the last slide AND

Integrates academic and technical curriculum through interdisciplinary projects and work-based learning

Provides support services necessary to ensure all students are successful

Includes strong and sustained partnerships with business, community and other stakeholders

Incorporates career guidance and mentoring opportunities

start with the end in mind

What career opportunities will exist for students?

For students who think they want to enter the workforce directly out of high school?

For students who want to attend a short-term training program?

For students who want to go to a community college?

For students who want to go a 4-year school?

Exactly what postsecondary programs will students matriculate to?

What type of credentials and/or certificates can students earn both in high school and beyond?

Start with the end in mind

crossover between sectors more common
Crossover between sectors more common


  • Agriculture and Manufacturing
  • Arts, Media & Entertainment and Info Tech
  • Green Technology
    • Natural Resource Management
    • Manufacturing & Product Development
    • Engineering & Design
    • Energy & Utilities
what you don t want to do
What you don’t want to do?

Build a Program of Study

  • Around one great teacher
  • Based on current staff and training
  • Based on current facilities
  • Based on current local employer whims
who decides what the pos will be
Who decides what the POS will be?

A Committee

Post-secondary representatives

CTE teachers

Academic teachers

College and Career Center and/or Work-based Learning representative(s)


Industry representatives with a broad view

Site and possibly District Administrator(s)

Career and Technical Student Organization (CSTO) representative

student organizations

www.californiahosa.org - Health Occupations

  • www.tsaweb.org - Technology
  • www.fbla-pbl.org - Business
  • www.ffa.org - Agriculture
  • www.cadeca.org - Marketing, Management, & Entrepreneurship
  • http://www.hect.org/fhahero - Hospitality, Consumer & Family Services (Home Economics)
  • http://www.skillsusaca.org - Industrial/Trade/Tech

Student Organizations

when creating your pos or to stay current
When creating your POS or to stay current

Consider setting up Teacher Externships for all the prospective teachers both CTE and academic

A way to make connections in the industry

May lead recruitment of guest speakers, advisory boards members or visiting instructors

what will the pos committee do
What will the POS committee do?

Identify or develop the non-duplicative sequence of both the CTE and academic courses at secondary & postsecondary levels using the current state and nationals standards

Develop dual credit and/or articulation agreements

Decide how to integrate college and career guidance in the POS

Decide how to integrate 21st century skills in the POS


Standards for English Language Arts


Literacy in History/Social Studies, Science

and Technical Subjects


Coming Soon – Next Generation Science Standards

grade 9 and or grade 10
Grade 9 and/or Grade 10
  • Objectives

– Explore the Career Pathway Options (Kuder, Career Cruising)

    • Set the foundation in both skills and knowledge that lead to range of opportunities in the field/industry (know & do)
    • Expose students to a postsecondary options (field trips)
    • Provide information about range of jobs and related training (job shadows, workplace visits)
    • Provide role models for students (guest speakers)
grade 11
Grade 11
  • Continue Career Exploration (job shadows, workplace visits)
  • Deepen industry knowledge and skills
  • Mentorships & Guest Speakers
  • Develop career focus
  • Determine postsecondary plans
grade 12
Grade 12
  • Internship(s)
  • Student-directed projects
  • Dual enrollment/


examples of staff development to promote effective pos
Examples of Staff Development to Promote Effective POS

Teacher Externships

Project-Based Learning training and follow up time to plan and improve PBL curriculum

Regular conversations b/t academic, CTE and industry representatives

Use of technology to improve sharing of content (ex. curriculum mapping)


ThePrograms of Study process is never finished.

Courses, requirements, industry standards and expectations are constantly changing; so must your Program of Study.


thank you
Thank you

Erin Fender - efender@berkeley.edu