Post on 01-Jan-2016
description
transcript
Developing Programs of Study for College and Career Readiness
Erin Fender, Project ManagerCollege & Career Academy Support Network (CCASN),
Univerity of California, Berkeley - Graduate School of Education
Chris Almeida, CTE Teacher/Coordinator Folsom Cordova Unified School District, California
Mike Gross, Career Education Coordinator Junction City High School, Kansas
2
CCASN promotes researched-based practice to improve students’ preparation for college and careers through direct support to schools and districts
Conducts practice-based research and documentation
Has created 2 websites with over 20 guides, research reports, national directory of academies, “toolbox” of downloadable materials, videos, and more
Informs local, state and national policy
http://casn.berkeley.edu
http://collegetools.berkeley.edu
About CCASN
Guidelines for this Session
Be comfortable!Ask questions as they ariseMeet your own physical needs immediately:
restroom, water, etc.Frame the content of this session within your
own school, community and students
Today’s Objectives
Define Programs of Study in the context of Career Academies, Linked Learning Pathways, Small Learning Communities and Career Technical Education (CTE)
Develop or improve effective Programs of Study by using research, data, best practices, community resources and needs of the 21st century economy
Table Talk and then Share Out
What is your local context? What do you already have in place?Where are you headed? Why are you here?
Program of Study
A document that outlines a series of courses that incorporates and aligns high school and postsecondary
Integrates academic and career technical content in a coordinated progression of non-duplicative courses in an industry sector
Offers opportunity for HS students to acquire postsecondary credits
Leads to an industry recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.
What is a Program of Study for a Career Academy?
Everything on the last slide and
• Integrates academic and technical curriculum through interdisciplinary projects, work-based learning and performance assessments
• Provides support services necessary to ensure all students are successful
• Includes strong and sustained partnerships with business, community and other stakeholders
• Incorporates career guidance and mentoring opportunities
CTE Course Sequence with Sporadic Academic Integration
CTECours
e1
CTECours
e2
CTECours
e3
CTECours
e4
History
English
Science
Social
Studies
Science
English
Math
Social
Studies
Science
English
Math
Social
Studies
Science
English
Math
Social
Studies
Science
English
Math
CTE
Middle School
Articulation
MultiplePost-
SecondaryOpportuni
ties
Post-Secondary ArticulationCollege and Career Plan----------College Tours----------Applications ------------
Dual Enrollment
CTE CTE CTE
Support
Services
Support
Services
Support
Services
Support
Services
Introductory
Level
Intermediate
Level
Capstone
Level
Work-based Learning Opportunities Company Tours ----------------------------Job Shadowing------------------------------
Internships
POS for Career & Career Readiness
GoalsCareer AND collegeLeverage and expand
student interest/relevance Increase student
achievement during and after HS
Recognize need for support and provide early intervention
Leverage and expand community/business involvement
StructureMulti-grade articulationCohort schedulingPhysical locationBreaks down the large HS
into smaller more manageable size
Who decides what the POS will be?
A Committee is best practice Post-secondary representativesCTE teachersAcademic teachersCollege and Career Center and/or Work-based Learning
representative(s)CounselorsIndustry representatives with a broad viewSite and possibly District Administrator(s)Career and Technical Student Organization (CSTO)
representative
What will the POS committee do? Identify or develop the non-duplicative sequence of
both the CTE and academic courses at secondary & postsecondary levels using the current state and nationals standards
Develop dual credit and/or articulation agreementsDecide how to integrate college and career guidance in
the POS Decide how to integrate 21st century skills in the POSIdentify PD/TA needsEngage in ongoing evaluation and improvement
Start with the end in mind
What career opportunities will exist for students? For students who think they want to enter the workforce directly out of
high school? For students who want to attend a short-term training program? For students who want to go to a community college? For students who want to go a 4-year school?
Exactly to what postsecondary programs will students matriculate?
What type of credentials and/or certificates can students earn both in high school and beyond?
Math Science Social Studies
English
Technical Core/Theme
Prepared for
Collegeand
Careers
Back
High growth, high wage hits the bulls-eye
Career Clusters and/or Industry Sectors
What does your state use?
16 Career Cluster defined by the National Association of State Directors of CTE
19
Crossover between clusters more common
ExamplesAgriculture and BusinessArts, Media & Entertainment and Info TechGreen Technology
– Natural Resource Management– Manufacturing & Product Development– Engineering & Design– Energy & Utilities
21
How to choose the Career Clusters and pathways?
Job growth / market data analysis – at the regional, state and national levels
What is already in place at the HS, ROP or nearby community college that is strong and could be built upon?
What is in place that must be eliminated?What facilities are available? What facilities
need to be improved or constructed? What post-secondary programs can be
articulated avoiding duplication? Student interest
Where will you get your data?
US Department of Labor, Bureau of Labor Statistics
Employment Development Department Workforce Investment BoardO-NETDoing What MattersChambers of CommerceCounty Office of EducationCommunity College
Time to Roll Up Your Sleeves
Begin researching – Two Options:
Post-Secondary Programs
Job Growth Data
What can you find right now to move forward?
Student Organizations
• www.californiahosa.org - Health Occupations
• www.tsaweb.org - Technology
• www.fbla-pbl.org - Business
• www.ffa.org - Agriculture
• www.cadeca.org - Marketing, Management, &
Entrepreneurship
• http://www.hect.org/fhahero - Hospitality, Consumer
& Family Services (Home Economics)
• http://www.skillsusaca.org - Industrial/Trade/Tech
What you don’t want to do
Build a Program of Study Around one great teacherBased on current staff and trainingBased on current facilitiesBased on current local employer whims
Examples: Staff Development to Promote Effective Interdisciplinary POS
Teacher ExternshipsProject-Based Learning training and follow up time
to plan and improve PBL curriculum Regular conversations b/t academic, CTE and
industry representativesUse of technology to improve sharing of content (ex.
curriculum mapping)
When creating your POS or to stay current
Consider setting up Teacher Externships for all the teachers both CTE and academic
A way to make connections in the industry - may lead to recruitment of guest speakers, advisory boards members or visiting instructors
http://casn.berkeley.edu Resources Tab (top) - Guides and Articles - Partnerships w/
Employers - Teacher
Externship Guide
Teaching Credentials, defining CTE and technical certifications: this can get interesting!
Is Anatomy & Physiology a CTE course? • Should a teacher with a biology degree but no Health Science work experience teach this course? (HS Science teacher?)• Could a teacher with technical expertise in Anatomy & Physiology but does not have “traditional” teacher preparation coursework/degree teach this course? (PA, Paramedic, RN?)• Is this a course that teaches skills and knowledge that lead to a career in Health Science/Medicine?
29
Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
Mathematics
Next Generation Science Standards
The Standards
Ready for
College and
Career
Stairway to Student Success
Standards - Student-Centered Learning
Traditional Classroom Instruction
Single Course Authentic Project
In Class Project
ClassroomActivity
Theme-Based Interdisciplinary Project-Based Learning
Staff
Dev
elop
men
t
Mas
ter S
ched
ule
Multiple Courses Theme-Based
Teac
her C
olla
bora
tion
Single CourseTheme-Based Project
Busi
ness
Adv
isor
yPa
thw
ay T
hem
e
Stairway to Student E
ngagement Leading to Improved Achievement
Which academic courses will be a part of the POS?
What courses are a natural fitWhich teachers want to do this type of work?What courses could be altered slightly to make it a
better fit? – DaVinci Algebra– Geometry by Design– Applied Medical English– Journey for Justice in America (US History in the
Public Services Career Cluster)
34
To find more ideas and information
about integrated academic and CTE courses visit UC Curriculum Integration (UCCI) Institute website
http://www.ucop.edu/ucci/welcome.html
35
What about Advanced Placement ?
The big hiccup is English and social studiesEmbedded Honors/AP with zero period and/or
afterschool support The amazing teacher that can do AP and embed a
career themeDouble up – kids take both the themed and AP versionAP and articulated credit courses: can they coexist?What else?
36
What about International Baccalaureate (IB)?
New IB Career-related Certificate (IBCC)Built around three interconnected elements:
– at least two Diploma Programme courses– an IBCC core that includes approaches to learning,
community and service, language development and a reflective project
– an approved career-related study.
37
Career-themed Curriculum Database
On the CASN website
A national repository over 650 lesson plans, units and projects that link academic disciplines to specific industry sectors
http://casn.berkeley.edu/curriculum.php
38
Impacts on the Master Schedule?
YES!Check out the sessions by CCASN colleagues at
NCAC this week
Use the free Master Schedule Online Guide
Articulation & Industry Credentials
POS should provide opportunities for students to earn college credit through credit-based transition programs and/or industry credentials WHILE STILL IN HIGH SCHOOL
• Offer dual credit courses between high school & college• Seek regular articulation to ensure students will not have to
repeat instruction• Align high school & postsecondary courses by common
standards & competencies• Apply for statewide articulation• Help students obtain 1st level of industry certification (ex.
EMT, CISCO, ServSafe, NOCTI, ASE, NIMS, etc.
http://casn.berkeley.edu
Resources Tab (top)- Guides and Articles
- Academy Design- Course
Sequences
www.careertech.org/career-clusters
Another example – from the State Level
TN State Department of Education
Related Resources
•http://www.naf.org •http://www.careerclusters.org/•www.promisingpractices.net•www.cteonestop.org•www.cteonline.org•www.casn.berkeley.edu•www.californiacareers.info•www.cal-impac.org•www.connectedcalifornia.org•www.bie.org•www.mdrc.org•www.msscusa.org •http://web.jhu.edu/csos
•www.fordpas.org•www.tc.columbia.edu•www.ncacinc.com•www.ncee.org•www.neponline.org•www.ncn-npcpss.com•educationnorthwest.org•www.sreb.org•www.srnleads.org•www.wested.org
Individual Brainstorm
Consider were you are in the process of developing POS based on the info we just shared?
Begin to make a list of what you need to gather and where you might get it or ask one of us for where you can get the info you need.
Small Group Work Setup
We will help the group divide into small groups based on industry sectors and/or needs.
Please introduce yourselves to each other– Name– Role– Explain where you are at and what you would like to work on
in the group
Questions That Have Come Up After Lunch
What do you need to know before you have a chunk of time roll up your selves and dive into working on your Programs of Study?
Facilitated Work TimeIf you feel working with your group will be beneficial, please
continue If you feel you need time to work as an individual, please do soErin, Chris & Mike will circulate throughout the room to answer
questions, help and provide suggestions
Teams or Individuals Share Out
What did you accomplish during the work time that may be of interest or help others in the room?
Ideas/Feedback from others in the room?
Outreach and Engagement
• POS and their benefits lack value if no one is aware of them. • Market and recruit students, parents, educational staff, and
the community. • Continuous input and support from industry and post-
secondary is essential for continuing the Programs of Study. • Grant development should be pursued to support the
Programs of Study.
Ongoing Evaluation and Improvement
Systems and strategies to gather quantitative and qualitative data on both Programs of Study components and student outcomes are crucial for ongoing efforts to develop and implement Program of Study.
Conclusion
The Programs of Study process is never finished.
Courses, requirements, industry standards and expectations are constantly changing; so must your Program of Study.
Thank you
Erin Fender efender@berkeley.edu
Chris Almeida calmeida@fcusd.org
Mike Gross MikeGross@usd475.org
60