Post on 30-Dec-2015
Kansas CTE Conference, Wichita, KSFebruary 21, 2011
Mike GrossMikeGross@usd475.org
Objectives:Identify the core components of effective CTE
programsExplore the commonalities between CTE
programming and the development of Career Academies and the Career Clusters framework
Visit elements from the Perkins IV legislation and other national initiatives and discuss the impact on CTE, Career Clusters, Career Academies and school reform movements
Discuss best practices for career-based school reform
Standards of PracticeThe National Standards of Practice for career academies were developed by an
informal consortium of national career academy organizations. Drawn from
many years of research and experience, they are framed around ten key ten key elements for successful, sustained implementation elements for successful, sustained implementation of academiesof academies. There are several reasons why these NSOP were
developed. First, research was showing that academies research was showing that academies were making a difference in graduation and dropout were making a difference in graduation and dropout rates and in career choicesrates and in career choices for young people. What was not being demonstrated was the difference was not being demonstrated was the difference academies make in academic achievementacademies make in academic achievement. These Standards are a way to ensure that academies are adhering to rigor on multiple levels, including academics. Secondly, the term “career academy” was being utilized in many ways to define all types of schools and programs. These Standards become a way to define a career academy which is a
smaller learning community and provide a vehicle for academies to academies to share strategies, challenges and successes share strategies, challenges and successes on a level playing field.
The NSOP were introduced nationally at a press conference in December 2004 in Washington, DC. Endorsing the Standards were a variety of organizations, as well as the U.S. Departments of Education and Labor.
Perkins IV…integrateintegrate rigorous and challenging academicacademic
and career and technical instruction… (sec 2.2, purpose)
…career and technical programs of studyprograms of study, which may be adopted by local education agencies and postsecondary institutions… (sec 122.c.1.a, state plan)
Offer the appropriate courses of not less than one of the career and technical programs of studyprograms of study… (sec 134.b.2, local plan)
Develop and support small, personalized small, personalized career-themed learning communitiescareer-themed learning communities. (sec 135.c.13, permissive use of funds)
Smaller Learning CommunitiesSmaller is better- 350 to 450 students
according to researchSchools at 1000+ need to be reducedSchool within a schoolCan be random, by grade, by interestDivide and conquerEconomy of scale: Small school
environment plus opportunities of large school
Career Clusters16 clusters
Dept. of Education project (Now
state directors of Career and Tech)
All careers can be classified in one
of clusters
Clusters provide framework for
courses offered
KSDE On Career ClustersA Career Cluster is a grouping of occupations and
broad industries based on commonalities. The 16 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses.
Career Clusters and Perkins IVStrong language has been written
into the newest Carl Perkins Act
legislation for implementation of
Career Clusters
The specifics of this language
emphasizes the use of PLANS OF
STUDY based on the clusters (examples)
Cluster Plans of Study: Key Elements
Academic courses
Career and Technical courses
Post-secondary connections
Career opportunities
Career AcademyA physical grouping of students and staff for the purpose of increased focus on broadly related career development and the integration of academic and career and technical skills.
Career AcademyAcademies should contain a full
complement of academic, elective
and Career and Technical teachers.
Academies should have a dedicated
support system, including
autonomous administration and
SPED personnel.
“Pocket” Career Academies
Academy is housed within larger comprehensive high school
Students apply to academy
In house “magnet school”
West coast, New England
“Wall to Wall” Career Academies
All students in school are placed in
an academy
School provides opportunities for
all students and career interests
Broad career groups
Can be based on clusters
Career Academies
Each academy has:
Principal
Academy Leader
Counselor
Dedicated office support in academy area
Special Education support
Full academic course offerings
Career PathwaysA career pathway is a specific sequence of courses that leads to a terminal course, industry based certification, or a post-secondary connection
A Career and Technical Education completer program is the best example of a pathway
Summary
Smaller Learning Communities group students and staff into smaller units
The 16 Career Clusters form a classification system for careers that can be used as a guidance and planning tool for students using a Plan of Study
Career Academies are SLC’s that are based upon common, broad-based career interest
A Career Pathway is a specific sequence of courses that lead to something beyond school
Career and Technical Education (CTE)…
Recommendations:Determine your specific needs and goals
Research best practices from everywhere
Bring faculty and admin together from the beginning
Vote on big decisions
Public relations must be continually emphasized
Be your own “best expert” - Avoid models that do not align with your philosophy, goals and needs
Build on existing strengths
Overcoming BarriersDon’t let anyone call this tracking!Each sub-system must provide equal services
Teachers follow other teachers most of the time, but the boss must be the boss for some issues…
Communication is critical; Promise (and deliver!) alignment to the shared philosophy
Thoughts on Leadership…Management, administration and
leadership are all different skills… although very related and all necessary
Leading isn’t really leading if you are alone- it is about the team
Leadership is about people… not places or even processes
“He who is least, is greatest” Leadership is a resource for those on
the team