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Division of Career and Adult Division of Career and Adult EducationEducation
Florida Energy Teachers NetworkFlorida Energy Teachers NetworkJune 13-14, 2011June 13-14, 2011
Eric Owens/Kathryn FrederickEric Owens/Kathryn Frederick
Creating the Next Creating the Next Generation Occupation Generation Occupation Standards for Career & Standards for Career &
Technical EducationTechnical Education
Florida Department of EducationFlorida Department of Education
Division of Career and Adult EducationDivision of Career and Adult Education
Creating the Next Generation Standards for Creating the Next Generation Standards for Career & Technical Education Programs is Career & Technical Education Programs is
Important to Florida’sImportant to Florida’s
Economic DevelopmentEconomic Development #1 issue identified by business/industry seeking to #1 issue identified by business/industry seeking to
relocate or expand their business in Florida:relocate or expand their business in Florida:Is the skilled workforce or “talent” available?Is the skilled workforce or “talent” available?
Ensuring that Florida’s career and technical education Ensuring that Florida’s career and technical education program standards are aligned with the needs of program standards are aligned with the needs of business and industry is a major componentbusiness and industry is a major component
CitizensCitizens Seeking educational opportunities that will prepare Seeking educational opportunities that will prepare
them for high-skill, high-wage, high-demand them for high-skill, high-wage, high-demand occupationsoccupations
In order to ensure that Florida has the In order to ensure that Florida has the skilled workforce to “grow” the skilled workforce to “grow” the
economy:economy:
Occupation Programs
School Districts Community Colleges
& other providers Skilled Workforce
Identify occupations important to Florida’s economic development
Create the educational programs that prepare individuals for employment in the occupation
Next Generation Standards
Deliver the educational program
The Division of Career and Adult The Division of Career and Adult Education is responsible forEducation is responsible for::
Developing the educational programs that will prepare Developing the educational programs that will prepare individuals for the occupations that are important to individuals for the occupations that are important to Florida’s economic development.Florida’s economic development.
The Goal:The Goal:Align Workforce Education Programs with Align Workforce Education Programs with Skill Requirements of the New EconomySkill Requirements of the New Economy
Right OccupationsRight Occupations Right ProgramsRight ProgramsRight TimeRight Time
Division of Division of Career and AdultCareer and Adult EducationEducation
Career and Adult Education has the Career and Adult Education has the responsibility for the development of responsibility for the development of curriculum frameworks for career and curriculum frameworks for career and technical education programs from technical education programs from middle school through AS degreesmiddle school through AS degrees
Architecture &Construction
Curriculum Consortium
Human ServicesCurriculum Consortium
Hospitality & TourismCurriculum Consortium
Health ScienceCurriculum Consortium
STEM CurriculumConsortium
Marketing, Sales &Service Curriculum
Consortium
ManufacturingCurriculum Consortium
Agriculture, Food &Natural Resources
Curriculum Consortium
Education & TrainingCurriculum Consortium
InformationTechnology Curriculum
Consortium
Government & PublicAdministration
Curriculum Consortium
Transportation,Distribution & LogisticsCurriculum Consortium
Law, Public Safety &Security Curriculum
Consortium
Financial Services CurriculumConsortium
Business, Management &Administration
Curriculum Consortium
Arts, A/V Technology &Communication
Curriculum Consortium
Career Clusters
Energy Curriculum Consortium
Division of Career and Adult Division of Career and Adult EducationEducation
Each program curriculum framework includes the Each program curriculum framework includes the technical and academic skills that are essential to technical and academic skills that are essential to the career/occupation. the career/occupation.
“What a student needs to know and be able to do.”“What a student needs to know and be able to do.”
The development of each curriculum framework The development of each curriculum framework must involve all stakeholders, with business and must involve all stakeholders, with business and industry taking the lead in identifying the required industry taking the lead in identifying the required technical and academic skillstechnical and academic skills
Curriculum Development and Curriculum Development and Revision ProcessRevision Process
Florida law requires programs be updated Florida law requires programs be updated at least every 3 yearsat least every 3 years
In the past, staff has worked with partners In the past, staff has worked with partners to update existing programs and develop to update existing programs and develop new programsnew programs
However, the process has not been However, the process has not been comprehensive, consistent, inclusive or as comprehensive, consistent, inclusive or as transparent as it should be transparent as it should be
The Process for Creating the Next The Process for Creating the Next Generation of Standards for Career & Generation of Standards for Career &
Technical Education ProgramsTechnical Education Programs
The Process will be:The Process will be:Driven by business and industryDriven by business and industry Inclusive/all stakeholdersInclusive/all stakeholdersComprehensiveComprehensiveConsistentConsistentTransparentTransparentOn-goingOn-going
Guiding Principals
Steering Committee
Architecture &Construction
Curriculum Consortium
Human ServicesCurriculum Consortium
Hospitality & TourismCurriculum Consortium
Health ScienceCurriculum Consortium
STEM CurriculumConsortium
Marketing, Sales &Service Curriculum
Consortium
ManufacturingCurriculum Consortium
Agriculture, Food &Natural Resources
Curriculum Consortium
Education & TrainingCurriculum Consortium
InformationTechnology Curriculum
Consortium
Government & PublicAdministration
Curriculum Consortium
Transportation,Distribution & LogisticsCurriculum Consortium
Law, Public Safety &Security Curriculum
Consortium
Financial Services CurriculumConsortium
Business, Management &Administration
Curriculum Consortium
Arts, A/V Technology &Communication
Curriculum Consortium
Next Generation Standards for Career & Technical Education Development Process
Energy Curriculum Consortium
Next Generation Standards for Career Next Generation Standards for Career & Technical Education Steering & Technical Education Steering
CommitteeCommittee
The role of the Steering Committee is to:The role of the Steering Committee is to:Provide guidance to and oversight of the Provide guidance to and oversight of the
entire processentire processApprove the program of work for each Approve the program of work for each
career clustercareer cluster
Career Cluster Career Cluster Working Group* RepresentationWorking Group* Representation
Business/IndustryBusiness/Industry Professional/Trade Association(s) representing business Professional/Trade Association(s) representing business
and industryand industry Regional Workforce BoardRegional Workforce Board Banner Center (if available)Banner Center (if available) Local/Regional Economic Development OrganizationLocal/Regional Economic Development Organization Regulatory Agency(ies)Regulatory Agency(ies) Secondary SectorSecondary Sector Postsecondary School District SectorPostsecondary School District Sector Community College SectorCommunity College Sector DOE Cluster State Supervisor (staff) DOE Cluster State Supervisor (staff) * Each working group will be chaired by a business/industry representative and co-chaired by an educator.
Team Team Betsy LevingstonBetsy Levingston, Chair - Lakeland Electric, Chair - Lakeland Electric
Jennifer GroveJennifer Grove, Co-chair - Gulf Power, Co-chair - Gulf Power
Industry Members
Carol HigleyCarol Higley - JEA - JEA Sharon Patterson Sharon Patterson - JEA- JEA Susan Van Buren Susan Van Buren - CHELCO- CHELCO Valerie Taylor - Valerie Taylor - Center for Energy Workforce DevelopmentCenter for Energy Workforce Development Horace Robertson - Horace Robertson - Secretary Treasure, Consortium for Entrepreneurship EducationSecretary Treasure, Consortium for Entrepreneurship Education
Education Members
Jose Farinos - Jose Farinos - Dean, Advanced Technology Division, IRRC/Banner Center for EnergyDean, Advanced Technology Division, IRRC/Banner Center for Energy
Jody Bryant - Jody Bryant - Westside TechWestside Tech
Rick Frazier - Rick Frazier - Workforce Training & Business Services, Tallahassee Community CollegeWorkforce Training & Business Services, Tallahassee Community College
Goals for Working CommitteeGoals for Working Committee
Review information regarding occupations that Review information regarding occupations that are important to Florida’s economic developmentare important to Florida’s economic development
Compare this with training programs that are Compare this with training programs that are currently available in Florida’s public educational currently available in Florida’s public educational systemsystem
Identify occupations we should be preparing for Identify occupations we should be preparing for and frameworks that need revisingand frameworks that need revising
Develop a 3-year program of workDevelop a 3-year program of work
Energy Curriculum Consortium
Working Group
Develop new program frameworks
Revise/delete existing frameworks
Consolidate existing frameworks
Next Generation Standards
What an individual needs to know and be able to do
Program Committee
Manage/oversee the process
•Identify occupations
•Develop 3-year program of work
•Oversee implementation of program of work strategies, timeline & participants
Membership:
•Secondary
•Technical Center
•Community College
•Business/Industry
•Workforce Board
•Banner Center
•Regulatory Agency
• . . . etc.
Example of Career Cluster Consortium
Working Group Process
New or Revised
Curriculum Frameworks
CTE/Academic AlignmentCTE/Academic Alignment
WHY?WHY? 1990 Federal legislation encouraged the integration of academic and 1990 Federal legislation encouraged the integration of academic and
vocational educationvocational education The Carl D. Perkins Act requires promoting “the development of The Carl D. Perkins Act requires promoting “the development of
services and activities that integrate rigorous and challenging services and activities that integrate rigorous and challenging academic and career instructionacademic and career instruction
There are State laws requiring “applied, integrated, and combined There are State laws requiring “applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.”creative and meet individual learning styles and student needs.”
The Career and Professional Education Act requires a rigorous The Career and Professional Education Act requires a rigorous academic curriculum integrated with a career curriculum.academic curriculum integrated with a career curriculum.
And……………And……………
RTTTRTTT(Race To The Top)(Race To The Top)
How are courses aligned?How are courses aligned?Courses with high math or science content Courses with high math or science content
are identified by the Program Specialistsare identified by the Program SpecialistsExpert academic and CTE teachers are Expert academic and CTE teachers are
identifiedidentifiedTeams are created from these experts to Teams are created from these experts to
review the coursesreview the coursesWhere applicable, the courses are aligned Where applicable, the courses are aligned
with current Math and/or Science NGSSSwith current Math and/or Science NGSSSAdditional math or science concepts Additional math or science concepts
needed are identified needed are identified
Focused on the task