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Transcript of Collaborative Efforts between Accreditation Expectations and Industry Standards NASASPS Annual...
Collaborative Efforts between Accreditation Expectations and
Industry Standards
NASASPS Annual ConferenceMinneapolis, MN
April 27, 2010
Melinda Isaacs, AdvancED
Tom Richardson, Melior, Inc.
2© 2010 AdvancED
Objectives for the Session
•Provide a general understanding of AdvancED (parent organization of NCA CASI and SACS CASI)
•Discuss the benefits to schools and students of greater collaboration among educational partners
•Review crosswalk activities of partnerships
3© 2010 AdvancED
A Picture of AdvancED
World’s Largest Educational Community
• 27,000 public and private schools• 30 states and Navajo Nation• Department of Defense Education Activity • 65 countries• 15 million students• 18,000 volunteers• 3 million plus teachers
4© 2010 AdvancED
A Picture of AdvancEDDedicated to Advancing Excellence in
Education through:Accreditation Standards, continuous improvement,
quality assurance NCA CASI and SACS CASI are the
accreditation divisions of AdvancED
Professional Services Professional development, technical
assistance, conferences, consulting
Research and Innovation Publications, resources, tools,
evaluation
5© 2010 AdvancED
Why Are We Concerned About Collaboration?
6© 2010 AdvancED
Challenges
• Disconnect between students, teachers, and the system
• Digital Natives are being taught by Digital Immigrants
• Students do not see relevance • Society has not valued technical skills• Severe skill shortage• 7000 students drop out everyday
7© 2010 AdvancED
“Wired” Students
• Today’s students are considered “digital natives” meaning they have only known a digital world.
• Characteristics of digital natives:– Are capable of parallel processing
and multi-tasking– Prefer graphics over text– Prefer random access– Function best when networked– Thrive on instant gratification and
frequent rewards
Source: The Future of Education in America: A Structured Response to Uncertainty, McREL, November 2005
8© 2010 AdvancED
Our Future Workforce
9© 2010 AdvancED
Paradigm Shift in Perspective
10© 2010 AdvancED
• Facts & skills based• Teacher controlled• Work alone• Avoid failure• Discipline based
• Deeper understanding • Student controlled
pace• Creative by creating • Work in groups • Synthesize and analyze• Try, fail and try again
New Economy Requires Old + New Basics
11© 2010 AdvancED
Revealing Statistics• Fewer than 40 percent of the nation’s
largest and fastest-growing job classifications require four-year college degrees.
• Fewer than 30 percent of all jobs demand college degrees — a figure that has barely budged in the last two decades.
www.tcpalm.com/news/2008/feb/06/; Paul Barton article
12© 2010 AdvancED
More than 80 percent of respondents in the 2005 National Association of Manufacturer’s Skills Gap Report indicated that they are experiencing a shortage of qualified workers overall – with 13 percent reporting severe shortages and 68 percent indicating moderate shortages. Career and technical education plays a vital role in helping American business close this gap by building a competitive workforce for the 21st Century.
The Association for Career and Technical Education(ACTE) ; www.acteonline.org
13© 2010 AdvancED
More trend data…
• Nearly 40% of today's postsecondary students are self supporting adults age 24 and up, almost half attend part-time, more than 1/3 work full-time, 27% have children• 44% of Americans don’t believe they have theeducation they need for the jobs they want• 32 states do not have enough young adults in thepipeline to replace college-educated, retiring BabyBoomers• There are 32 million adults who started, but did notcomplete, a college education• Every 23 seconds a student drops out of school in the US.
14© 2010 AdvancED
Job Zones Education Example
Zone 1:Little or nopreparation
A high school diploma or GEDcertificate, formal training sometimes required to obtain a license
Taxi drivers, amusementand recreation attendants,counter and rental clerks,cashiers, waiters/waitresses
Zone 2:Somepreparation
A high school diploma, perhapssome vocational training or job related coursework; an associate's orbachelor's degree could be needed
Sheet-metal workers, forest-fire fighters, customer-servicerepresentatives, pharmacytechnicians, retail sales clerks, tellers
Zone 3:Mediumpreparation
Training in vocational schools, on the job experience, or an associate'sdegree; B.A. sometimes required
Funeral directors, electricians,forest and conservation technicians, legal secretaries
Zone 4:Considerablepreparation
Most jobs require a bachelor'sdegree, but some do not
Accountants, human-resourcemanagers, computer programmers, teachers, chemists, detectives
Zone 5:Extensivepreparation
A bachelor’s degree is the minimumrequired for these jobs; some require graduate education
Librarians, lawyers, aerospaceengineers, physicists,school psychologists, surgeons
From Education Week, 2007, Diploma Counts
15© 2010 AdvancED
Job Sectors 2006-2016 Growth and Replacement
• Some of the areas where the greatest job opportunities will be available include:
• Career and Technical Fields (skilled labor) such as:
• Home health care• Medical Assistants• Network Systems• Data Communication Analysts
• Education• Veterinary Sciences• Computer Software Engineers and
Applications
16© 2010 AdvancED
Finding Common Ground• Preparation for post-secondary readiness
regardless of what pathway is chosen• What skills are needed in the workplace AND
college: basic knowledge and skills in written and spoken
English, mathematics, science, humanities, history, economics and foreign languages
development of applied skills such as critical thinking and problem solving, oral and written communications, leadership, personal responsibility and work ethic, innovation, and the ability to use technology
17© 2010 AdvancED
Collaboration Between. . .
• Schools and business/industry• Schools and credentialing bodies• Accrediting agencies and business/industry• Accrediting agencies and credentialing bodies
18© 2010 AdvancED
“If we are truly committed to student success and institutional quality we need to create a results oriented culture that reflects the complexity and depth of preparing students for THEIR future.”
19© 2010 AdvancED
Implications• Leadership• Teaching and
Learning• Assessment
(Student and School)
• Culture of Improvement
20© 2010 AdvancED
Implication for Leadership
• Resilient School Communities Distributed innovation…
extends beyond traditional boundaries
Collective intelligence Transparency
KnowledgeWorks Foundation, 2009
21© 2010 AdvancED
Implication for Teaching and Learning
• A Global Learning Economy Learning Ecosystem Families have personal learning
ecologies that span national boundaries
Schools no longer exclusive agent of coordination
Personalized, learner-centered experiences and environments
KnowledgeWorks Foundation, 2009
22© 2010 AdvancED
Implication for Improvement
• Creating and sustaining a culture of improvement Diversifying learning geographies
for institutions that create boundless learning exchanges
Understanding the complexity of improvement
Data diversity such as school and student performance statistics, poverty rates, degree of access to fresh food, and employment outlook
KnowledgeWorks Foundation, 2009
23© 2010 AdvancED
“If we are truly committed to student success and institutional quality we need to create a results oriented culture that reflects the complexity and depth of preparing students for THEIR future.”