Career Technical Education
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Transcript of Career Technical Education
CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction
NASDCTEc Fall Conference
Career Technical Education Framework
for California Public Schools,
Grades Seven Through Twelve
JACK O’CONNELLState Superintendent of Public Instruction
CTE Model Curriculum Standards - Background
• Legislation in 2003 mandated the creation of CTE Standards and Framework
• Standards adopted May 2005
• Framework approved January 2007
• All standards are models
• CTE standards organized in 15 sectors (clusters) and 58 pathways
JACK O’CONNELLState Superintendent of Public Instruction
GoalsThe CTE standards are a tool to:
• Support mastery of essential employability skills and technical skills and rigorous academic content standards
• Develop a highly skilled and educated workforce which contributes to economic prosperity
• Support a seamless transition to postsecondary education and/or career entry
• Improve student achievement
JACK O’CONNELLState Superintendent of Public Instruction
CTE Standards are presented by Industry Sector and Pathway,
not by course or grade.
Why?
Course content, nomenclature and grade levels vary
Local industry needs may require customized pathway development
Some pathways require academic courses as prerequisites or as part of the pathway.
JACK O’CONNELLState Superintendent of Public Instruction
The 15 Industry Sectors:
• Agriculture & Natural Resources
• Arts, Media & Entertainment
• Building Trades & Construction
• Education, Child Development, & Family Services
• Energy & Utilities• Engineering & Design• Fashion & Interior
Design
• Finance & Business• Health Science &
Medical Technology• Hospitality, Tourism, &
Recreation• Information Technology• Manufacturing & Product
Development• Marketing, Sales, &
Service• Public Services• Transportation
JACK O’CONNELLState Superintendent of Public Instruction
Career Pathways
A sequence of courses leading to a degree, certificate or licensure,
and/or gainful employment.
Two or more Career Pathways
per Industry Sector
There are 58 Career Pathways represented in the Standards
JACK O’CONNELLState Superintendent of Public Instruction
Career Pathway Examples
Health Science & Medical Technology Industry Sector
• Biotechnology Research and Development
• Diagnostic Services• Health Informatics• Support Services• Therapeutic Services
Information Technology Industry Sector
• Information Support & Services
• Media Support & Services
• Network Communications
• Programming & Systems Development
JACK O’CONNELLState Superintendent of Public Instruction
2 Types of Standards:-Foundation Standards -Pathway Standards
Foundation Standards
The common knowledge and skills all students need to master within each industry sector that prepares them
for success in the workplace and readies them for postsecondary education and training
JACK O’CONNELLState Superintendent of Public Instruction
Foundation Standards
1.Academics (math, science, history-social science, VP arts)2.Communications (English Language Arts)3.Career Planning & Management4.Technology5.Problem Solving & Critical Thinking6.Health & Safety7.Responsibility & Flexibility8.Ethics & Legal Responsibilities9.Leadership & Teamwork10. Technical Knowledge & Skills11. Demonstration & Application
JACK O’CONNELLState Superintendent of Public Instruction
Example of Foundation Standard in 1.0 “Academics”
Building Trades & Construction Sector
1.2 Science
Specific applications of Physics (grades nine through twelve)
(3.a) Students know heat flow and work are two forms of energy transfer between systems.
(3.g) Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surroundings.
(5.b)Students know how to solve problems involving Ohm’s law.
JACK O’CONNELLState Superintendent of Public Instruction
Pathway Standards
Concise statements that reflect the essential knowledge and skills students are expected to master for success in specific career pathways
JACK O’CONNELLState Superintendent of Public Instruction
CTE Pathway StandardSector: Engineering & Design
Pathway: Architectural & Structural Engineering
Standard: • A6.0 Students understand the use of
computer-aided drafting and design (CADD) in developing architectural designs:
Subcomponents:–A6.1 Know various CADD programs
that are commonly used in architectural design.
–A6.2 Use CADD software to develop a preliminary architectural proposal.
CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction
Career Technical Education
Framework
JACK O’CONNELLState Superintendent of Public Instruction
Vision Statement
Career technical education (CTE) engages all students in a
dynamic and seamless learning experience resulting in their
mastery of the career and academic knowledge and skills necessary to become
productive contributing members of society.
JACK O’CONNELLState Superintendent of Public Instruction
Organization of Contents• Part I: Career Technical Education for
California’s Twenty-First Century– Chapter 1: Structuring a Standards-based
Curriculum
– Chapter 2: Standards-Based Education—Lesson Planning and Instruction
– Chapter 3: Administrative and Support Services
– Chapter 4: Community Involvement and Collaboration
– Chapter 5: CTE Foundation Standards Applications
• Part II: Industry Sectors• References, Glossary
JACK O’CONNELLState Superintendent of Public Instruction
Part I - Introduction
The unique qualities of CTE include the opportunities offered to all youths to:
1. Acquire the technical skills required for direct employment in business & industry.
2. Maximize achievement through contextual learning.
3. Learn to function efficiently in predictable and unpredictable circumstances.
4. Experience adult mentors
JACK O’CONNELLState Superintendent of Public Instruction
Part I - Introduction
The unique qualities of CTE include the opportunities offered to all youths to:
4. Gain employment experience and beginning references.
5. Increase potential for high school graduation.
6. Prepare for success in postsecondary training and education.
JACK O’CONNELLState Superintendent of Public Instruction
Chapter 1: Structuring a Standards-Based Curriculum
• Overview of CTE delivery structures
• Step-by-step discussion of how to create standards-based CTE programs
– Course Sequencing– Mapping Curriculum– Curriculum Delivery
JACK O’CONNELLState Superintendent of Public Instruction
California Career Technical Education Systems
Professional
Advanced Technical
Technical
Occupational
High School
Middle School
Elementary School
ROCP – RegionalOccupationalPrograms and Centers Grades 11To Adult
UC, CSU & Private
Colleges & Universities
Community Colleges and Post-secondary Technical Schools
Adult Education
Career Pathways, ROP, Career Exploration and Beginning Preparation
Career Awareness and Beginning Exploration
Career Concept and Beginning Awareness
Delivery Systems
Level of Preparation
JACK O’CONNELLState Superintendent of Public Instruction
Chapter 1 - Steps to Develop a Program and Curriculum
• Process for choosing program area - page 13
• CTE program planning pathways/courses - page 18
• Developing course sequences – page 20
• Defining the curriculum through the standards – page 24
• Mapping the curriculum to address the standards – page 28
JACK O’CONNELLState Superintendent of Public Instruction
Considerations in developing a
course sequence/program of study
StudentInterests
InstructorAvailability
CourseAvailability
Time &Transpor-
tation
Articulation
Resources
Business/Community
Needs
PROGRAM OF
STUDY
JACK O’CONNELLState Superintendent of Public Instruction
Chapter 2: Standards-Based Instruction and Assessment
• Creating standards-based lessons and units
• Integrating foundation and pathway standards in lessons and units– Reinforcing the learning of literacy
and math through CTE– Interdisciplinary projects
JACK O’CONNELLState Superintendent of Public Instruction
Unwrapping a Standard
• Analyze the standard collectively – what does it say in your terms?
• What do our students need to know and be able to do? - page 46
• How will attainment of this knowledge and skill be measured? – Page 49, Performance Task Rubric
JACK O’CONNELLState Superintendent of Public Instruction
Chapter 3: Administrative and Support Services – Page 70
• CTE Plan must be integrated into other school-wide plans (WASC, SSP), & include:– Universal Access
• ELL, Gender Equity, learning disabilities, economically disadvantaged, gifted
• Differentiated Instruction (pacing, grouping, complexity)
– Financial Support• Federal State and Private Grant funds• Local Business & Community Support• General Fund• Facilities & Equipment
– Internal & External Review• Cyclical assessment, data-base decision
making, continuous improvement
JACK O’CONNELLState Superintendent of Public Instruction
• Professional Development (making time, improve/develop curriculum, industry currency)
• Student Scheduling (examples of students completing full pathway, meeting A-G requirements, and of those requiring academic intervention
• Student Recruitment and Enrollment (ideas for marketing CTE and increasing awareness– Publication of information in all languages– Using a variety of venues: Website, brochures, tape
or CD, enclosure with annual course selection, letter to incoming middle school parents/students
– Presentations to Middle School students– CTE-focused Summer camps– CTE student displays at activities– Education & Career Plans to include academic and
career pathway course planning based on career interest survey
• Career Awareness and Guidance
JACK O’CONNELLState Superintendent of Public Instruction
Chapter 4: Community Involvement & Collaboration – Page98
• Roles of – Education Partners in creation &
maintenance of CTE program (school, district, families,students, postsecondary)
– Community Partners (business, labor, community & youth organizations, county offices, government & military, WIB, adult ed
• Articulation and alignment of CTE:– Middle to high school, high school to post-
secondary, high school to industry,role of P-16 councils
– Review & revision of course content, determination of advanced credit, public relations, data collection & review
JACK O’CONNELLState Superintendent of Public Instruction
Purpose & Roles of Advisory Committees:– Curriculum Development (technology,
performance tasks, labor market trends)– Program Evaluation (meeting industry
standards, need for new programs)– Community and Public Relations (marketing
plan, media coverage)– Recruitment & Job Placement (student
recruitment, ID job openings, hire grads)– Support Student Organizations (sponsor
scholarships, fund raising, judging at events)– Professional Development (recruit potential
staff, in-service activities, externships)– Resources (financial support, equipment, tours,
job shadowing, internships, speakers)– Legislation and Advocacy (Support with
Legislature, advocating for CTE programs)
JACK O’CONNELLState Superintendent of Public Instruction
Chapter 5: CTE Foundation Standards Applications – Page 115
• Strategies for integrating foundation standards into CTE courses
• Particular emphasis on Career Planning and Management
11 Foundation Standards:
Academics, Communications, Career Planning & Management, Technology, Problem Solving & Critical Thinking, Health & Safety, Responsibility & Flexibility, Ethics & Legal Responsibilities, Leadership & Teamwork, Technical Knowledge & Skills, Demonstration & Application
JACK O’CONNELLState Superintendent of Public Instruction
Part II: Industry Sectors – Page 139
• For each Sector, a description of:– The Sector in relation to the economy– The Pathways within the sector
• For all 58 Pathways, included are:– A sample course sequence– A sample of foundation & pathway standards
for a single course within the pathway– An unpacked standard in the sample course– A sample assignment that integrates
foundation & pathway standards– A sample scoring rubric to assess student
performance
• A Sample of Pathway Careers
JACK O’CONNELLState Superintendent of Public Instruction
Part II: 15 Industry Sectors• Agriculture and Natural Resources • Arts, Media, and Entertainment • Building Trades and Construction • Education, Child Development, and Family Services• Energy and Utilities • Engineering and Design • Fashion and Interior Design • Finance and Business • Health Science and Medical Technology• Hospitality, Tourism, and Recreation• Information Technology• Manufacturing and Product Development • Marketing, Sales, and Service• Public Services• Transportation
JACK O’CONNELLState Superintendent of Public Instruction
Questions
CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction
Thank YouPatrick Ainsworth
Or Contact
Karen [email protected]
Paul [email protected]
Website for Model Curriculum Standards:
http://www.cde.ca.gov/re/pn/fd
For CTE Framework http://www.cde.ca.gov/be