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
  • 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.
four questions
Four Questions
  • What to keep from the past?
  • What to release?
  • What to change?
  • What to create?
commissioned to
Commissioned to
  • Provide research documents to improve the AZ CTE delivery system
  • Focus on a coherent sequence of instruction to result in exemplary CTE program delivery
  • 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














Changes in the Workplace










Program Design



Quality Curriculum, Instruction, and Assessment

Master the Context or Surrender to It

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 – Education Sector
  • Standards
  • Accountability
recommendation 1
Recommendation 1
  • Develop a shared vision and a clear and compelling mission statement.
  • Disseminate widely.
  • Use consistently in all communications.
vision statement
Vision Statement
  • 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
  • All students in Arizona will achieve academic and career success
  • Securing Arizona’s future by developing a world-class workforce
mission statement
Mission Statement
  • 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
  • Purpose of high school
  • Secondary CTE policy debate
  • Legislation/NAVE report
cte trends
CTE Trends
  • Academic/CTE integration
  • Career clusters
  • Secondary/postsecondary articulation
  • High tech
  • Rigorous academic & technical skills
decision drivers
Decision Drivers
  • 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
  • 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
  • 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
  • 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?

Career-technical education is poised to transform high schools.

recommendation 3
Recommendation 3

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
  • 119 respondents
  • 15 counties, 65 schools/districts
  • Arizona model: Scale – 1-10
    • Teachers – 7.33
    • Directors – 5.61
arizona model
Arizona Model
  • Level 1 – Exploratory – grades 7-8
  • Level II – Transition – grades 9-10
  • Level III – Occupation specific – grades 11-12
strengths of cte model
Strengths of CTE Model
  • Coherent sequence
  • Progression of skills
  • Provides for career exploration
  • Consistency
limitations of cte model
Limitations of CTE Model
  • 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, 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 BalanceS. 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 has 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

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

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

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?www.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
  • 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




New York


South Carolina


States to Review for Coherent CTE systems
recommendation 4
Recommendation 4

Institute a system of technical assessments for CTE.




Federal Legislation-




State – Program







Post Secondary


Local Board


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

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
  • 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
  • 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?
  • 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?
  • 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
  • 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
  • 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
  • National & State benchmarking
  • Pre- and post-tests
  • Performance and written
First measure it.

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 Reviewfor Technical Assessments
  • Pennsylvania
  • Connecticut
  • New York
  • Massachusetts (for proposed policy)
  • Utah (for incentive funding)
recommendation 5
Recommendation 5

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

To blend essential content of

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

technical literacy1
Technical Literacy
  • 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

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

definition of career academies
Small-Learning Community







with Employers,

Community, and



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