Career Technical Educators In Service Presentation
1. Welcome to the Career Technical Education In-Service August 2010 By PresenterMedia.com
2. Today’s Agenda Career Technical Education GoalsWelcome Back, Introductions, Overview of CTE, and Five District Focus Areas 8:00am Program Assessment ToolOverview – LEA Plan, CTE Plan; Self-Assessment; Overview of Tool and Implementation 8:45am Curriculum Direction Overview; Counseling and QuestionsWhat to Expect , Goals, Articulation, a-g 10:00am DataOverview, ACTE Career Readiness 12:15pm Future Job TrendsWrap up 1:15pm
3. Welcome Back! (Betsy McKinstry, CTE Director) Introductions Pop Quiz! How Well Do You Know CTE? Welcome Back and Introductions
5. “The task before us is an enormous one, and it is clear that we must embrace new, innovative approaches to educational transformation that are likely to lead to highly successful outcomes for students, families and communities.”-State Superintendent of Instruction Jack O’Connell
6. Introduction Name School Site Course Did you take a CTE course in high school? What was the course? How is that high school CTE course related to your current job?
9. It’s an economic issue when the unemployment rate for folks who’ve never gone to college is almost double what it is for those who have gone to college. It’s an economic issue when eight in 10 new jobs will require workforce training or a higher education by the end of this decade. It’s an economic issue when countries that out-educate us today are going to out-compete us tomorrow. – President Obama, July 2010
12. District Five Focus Areas Math English Special Education AVID English Language Learners
13. The Engineering programs have already demonstrated a high post-secondary educational enrollment rate as compared to all Career Technical Education programs in the district as well as in comparison to the AVID program that has been implemented district-wide. The data is repeated below in chart form to further illustrate this significant achievement.
14. Our Career Technical Education Programs have effectively supported the closing of the achievement gap for all sub-groups qualifying as “at risk” or “underrepresented”. Students in our programs have consistently improved their standardized test scores and have more than doubled the achievement rates in the State of California. The chart below illustrates this growth and compares our programs’ students to the State of California’s data as demonstrated through the California High School Exit Exam (Cahsee):
17. California State CTE Plan - Timeline 2005 Model CTE Standards 2006 Needs Assessment by Stakeholders 2006 Framework for CTE Standards 2007 Draft CTE Plan (required to receive federal Perkins funding for state) 2007 Public Hearings on Draft 2008 Adopted by State Board of Education Dec. 2008 Approved by US Dept. of Education
18. California State CTE Plan Major elements: CTE Delivery Structure and Enrollment Workforce Development and Industry Partnerships Context for CTE in California Demographics, Economics, Education, Policy Vision for Building a High-Quality CTE System Mission, Guiding Principles, Goals, Indicators Responses to US Dept. of Education Guide on Perkins Funding State Policies on Perkins Funding http://www.schoolsmovingup.net/cs/ctep/print/htdocs/ctep/home.htm
19. Local CTE Plan – 2008 Timeline Required for each LEA to receive Perkins funding for CTE Stakeholder meetings Draft plan Revisions Board approval – submitted Oct. 2008 CDE approval
20. Local CTE Plan Major elements: Status of CTE Offerings Locally Program Goals and Objectives Alignment and Sequencing (including programs of study) Support for Special Populations Students Guidance and Counseling Comprehensive Professional Development Accountability and Evaluation Use of Funds
21. Self-Assessment Please take a few minutes to pre-assess how successful you feel your CTE program is in meeting the 11 indicators for a high-quality program Scale of 1-5
22. 11 Elements of High-Quality CTE System* Leadership at All Levels High-quality Curriculum and Instruction Career Exploration and Guidance Student Support and Student Leadership Development Industry Partnerships * from Ch. 3 of State CTE Plan
23. 11 Elements - continued System Alignment and Coherence Effective Organizational Design System Responsiveness to Changing Economic Demands Skilled Faculty and Professional Development Evaluation, Accountability, and Continuous Improvement CTE Promotion, Outreach, and Communication
24. Program Assessment Tool Drafted by staff at Solano County Office of Education Based upon State CTE Plan 11 Elements Revised and supplemented locally Elements and minimum examples of evidence to be gathered to support each section Timeline for completion of each section
25. Program Assessment Tool - continued At the end of each quarter, submit gathered evidence and completed comments for assigned sections Industry sector meetings (one sub day) during a two-week window to work collaboratively through each element and receive additional professional development Working document
26. Program Assessment Tool Sections 1, 2, 3, 4 – due 10/8/2010 Sections 5, 6, 7, 8 – due 12/17/2010 Sections 9, 10, 11 – due 3/11/2011 Fourth quarter review/evaluation Results compiled District and community review Drive future activities, improvement, program decisions
27. Preview Calendar during wrap-up session Related events (including future furlough days in October and March) Information regarding funding opportunities for professional development, field trips and/or supplemental equipment/instructional materials
35. What’s New with Curriculum in 2010/2011? California Signs On to Common Nationwide Education Standards (08/03/10) http://www.latimes.com/news/local/la-me-standards-20100803,0,3569884.story University of California’s “a-g” requirements for college freshmen entering in 2012 Program Assessment Tool: each program will meet in curriculum direction meetings to ensure high quality, rigorous curriculum and instruction.
36. Career Technical Education Standards http://tinyurl.com/CTEStandards Foundation Standards (Core Academics) Nationwide “Common Core Standards” http://www.corestandards.org/ High Quality, Rigorous Curriculum (“a-g Ready”) Standards
38. “a-g” Ready Courses include: Theory for the academic credit; Application for the CTE side Are standards-aligned “a-g” Timeline for Approval: Must be submitted by September 3, 2010 to Mariane in order to meet 2010/2011 deadline. For 2011/2012 credit, submit after February 1st to Mariane University of California’s “a-g”
39. Evaluate Curriculum Provide Guest Speakers Provide Work-Based Learning Opportunities Scholarships, Financial Support, Equipment How do industry professionals contribute to your program? Industry Connections
40. Integrate High-Yield, Research-Based Instructional Strategies (e.g., AVID) Cornell Notes Collaborative Learning Groups Inquiry; Costas’ Levels of Questioning Use technology that is appropriate to the instructional content Web 2.0 (see handout) Provide Opportunities for students to Create Use daily lesson planning strategies High Quality Instruction
42. “Given the realities of our modern age and the demands of our children’s future, is it really okay to allow educators to choose whether or not they incorporate modern technologies into instruction?” From www.dangerouslyirrelevant.org Your Thoughts?
43. Form a PLC with teachers in your industry sector/pathway Meet with CTE Coordinator to review/evaluate current curricula Align curricula to State Standards and make “a-g” ready Submit to CTE Director and University of CA’s “a-g” office for approvals Obtain Industry Approval through Advisory Board Meeting Obtain Governing Board Approval Make course available. Work with counselors to promote. The Curriculum Direction Process 2010/2011
47. Carl D. Perkins Career and Technical Education Improvement Act of 2006 Supplemental federal funding for career-technical education Nine mandatory program goals: Integration of core academic and CTE skills Integration of All Aspects of the Industry and work-based learning Embedded use of technology (both industry and computer) for teachers and students High-quality, sustained, intensive professional development for teachers, counselors, and administrators to meet program goals Assessment of the programs, including meeting needs of special populations students (6 types) Prepare special populations students for high-wage, high-skill, or high-demand occupations leading to self-sufficiency Initiate, improve, expand, or modernize quality CTE programs Provide effective CTE services of sufficient size and scope Create and maintain post-secondary connections
48. Core Indicators to Review Effectiveness of CTE Programs 1S1, Academic Attainment- Reading/Language Arts (proficient or above on CAHSEE): state level 23.0% 1S2, Academic Attainment- Mathematics (proficient or above on CAHSEE): state level 22.0% 2S1, Technical Skill Attainment (grade of “C” or better): state level 53% 3S1, Secondary School Completion (12th grade grads/certificate/GED): state level 85.5%
49. Core Indicators - continued 4S1, Student Graduation Rate: 83.20% state level 5S1, Secondary Placement: 78% state level 6S1, Non-traditional Participation (under-represented genders in specific occupational areas): 23% state level 6S2, Non-traditional Completion: 18% state level
50. Carousel Activity In groups, take a marker with you, and visit each of the “data stations” Write down a factual statement about one of the following elements for each station (try to add something new to what’s already there): What the data “say” or mean; or What the data don’t “tell” us; or What additional info would you need or like to see to analyze? or What is the good news depicted? or What needs improvement?
51. Follow-up Discussion Return to your tables Take a “role” card – don’t share its contents with others at your table With the data statements provided, go through each of the five “framework” questions from the carousel activity, and review – does anything else need to be added? Be “in character” as you discuss Choose a “reporter” for the group Share out your group’s results with the rest of the room (not “in character”) What are the most important points surfaced during your discussions?
52. Data Follow-up Using Data to Improve Learning for All Five-step data cycle: 1 - Build Foundations Shared vision, values, parameters 2 - ID Student Learning Issue Focus for review Data Research Data Research 5 - Implement Monitor Achieve Results 3 -Verify Causes 4- Generate Solutions Research, best prax, Logic Model Data Research Data Research
53. Why Are the Data Important? Evidence of successes Evidence of need for improvement – help begin collaborative inquiry, not blame Preparation for college and career readiness benchmarks
54. “We use data to move from a culture of blame to a culture of wonder. We wonder why something is – or is not – occurring rather than ascribing blame. This wonder leads us to ask better questions and attempts to get at the causes of behavior.” Kay McClenney
55. What Is Career Readiness? ACTE White Paper Achieve White Paper Jigsaw reading activity – in groups, then share out
56. Jigsaw Activity Framework Questions What are 3 recommended skill sets for students to acquire in order to be career-ready? How do these skills differ from those required for college readiness? How do students benefit from being both college and career ready? How will you act to prepare students for both college and career readiness?
57. Quick-Write Write free-form for 3 minutes on your response to this prompt: How will the “career readiness” movement affect the day-to-day lives of my students in the coming five years? Will it prepare them for jobs of the future? Why or why not?
59. Top Innovations that Changed the World: The iPod Social Networking (Facebook) “Death of the Land-line” Twitter Expansion of Broadband in U.S. and Abroad The Web on your Phone! It’s okay to buy things online (a.k.a., financial transactions on the web are accepted as secure) Emergence of online work Looking back at 2000-2009
60. “A huge portion of the highest paying jobs in the next 10 years will be served across the wire, with less and less dependence on physical location.” - Brent Frei, www.xconomy.com Environmental Traceability Manager Cloud Controller Renewable Energy Hydrogen Fuel Station Manager Uranium Recycler Advanced Manufacturing Mechatronical Engineer Metal Skin Consultant Augmented Reality Digital Architect Avatar design-security consultant Robots and Artificial Intelligence Personal Bot Mechanic Powered Exoskeleton Engineer Business Simplicity Consultant LocaPreneur Nanotech and Biotech Bioinformationist Geomicrobiologist Social Services Experimental Therapist Home Companion-Caretaker Education Online Education Broker Space Tour Guide Food Farmer Personal Food Shopper http://www.guardian.co.uk/money/2010/jan/09/jobs-of-the-future Looking Forward: 2010 - 2020
61. Jobs that are at risk by 2020… Store Clerks – replaced by online shopping, self-service scanners, robotic shelf-stackers Soldiers – replaced by unmanned combat vehicles, air and ground. But, fighter pilot job may be the first to go. Bank Tellers – replaced by ATM’s and online banking
62. How do you identify future jobs in your industry? Google – it’s magic! Innovations of the past decade that will change the future course of your industries: http://tinyurl.com/2000innovation
63. How do you identify future jobs in your industry? Bureau of Labor and Statistics Occupational Outlook Handbook: http://www.bls.gov/oco/ California’s Employment Development Department http://www.labormarketinfo.edd.ca.gov/ Local Industry Members Advisory Board Antelope Valley Board of Trade (www.avbot.org) Chambers and Cities’ Websites
64. How do YOU identify future jobs in your industry?
65. What does this mean for your classes, programs, curricula? Changes?
67. HAVE A GREAT YEAR! Thank you for your attention today. We look forward to working with each of you this year to increase student achievement through CTE! Adult Program Teachers – Meet with Andra in D-2
Notes de l'éditeur
Let’s start with the big picture
From the economist “ideas” poll 2009. Where is education headed?“Are schools an antique idea?” nearly 50% say yes.“Will technology save the planet?” 85% yes!“Is Design thinking the future?” 85% yes!
What do each of these innovations share in common?
What kinds of skills do we need to foster in students to prepare them for jobs that don’t even exist yet??
What do each of these jobs share in common?
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