Perkins IV Program Design Taskforce

Revised 17 July 2007 For Perkins IV-PDTF Use Only — Prepared by HHCG 1

Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce


Kickoff Offsite12 July 2007

With Discussion Notes &

Next Steps (Slide 61)


Program Design Taskforce AgendaProgram Design Taskforce Agenda Offsite Agenda:

Welcome, Introductions, & Logistics

Meeting Objectives, Groundrules-Assumptions & Expectations

Stage Setting — Brief Overview of Perkins IV; Other Taskforces

Feedback from the Interviews & Focus Groups

Who Are Our Customers? Discussion of the Opportunity for

CTE What Success & Failure Look

Like Our Vision of 2012

Foundation Blocks of Our Vision (Biggest Opportunities)

Major Challenges/Obstacles to Achieving Our Vision

What Can We (CTE) Control *vs. Influence vs. Have No Impact On?

Which Challenges Can/Must Be Addressed First?

How Do We Maximize the Impact of the PDTF?

Review Next Steps, Brief Audit


Welcome,Introductions,Logistics &

Message from Salam Noor

Welcome,Introductions,Logistics &

Message from Salam Noor


Objectives,Groundrules-Assumptions

& Expectations

Objectives,Groundrules-Assumptions

& Expectations


PDTF Offsite ObjectivesPDTF Offsite Objectives Primary Focus for this Offsite :

Create a compelling vision of CTE's future Use that vision to think strategically about the biggest

opportunities in front of us Identify major challenges/obstacles that need to be

overcome

At Future Offsites we will: Build on past efforts and not reinvent the wheel (including

the Transition Taskforce, SB364, etc.) Address those challenges that we have control over or can

influence (vs. those we have no impact on) Develop specific strategies to make our Vision a reality


Groundrules AssumptionsGroundrules Assumptions Be here 100% of the time —

phones, pagers & Blackberrys off Constructive dialog & even

disagreement are welcome Lots to do — please get to the

point Respect our diversity —

backgrounds, experience, capabilities and uniqueness Aligned, we can get almost

anything accomplished Misaligned, we will melt down

If you miss a meeting Please prepare anyway Send us your thoughts & proxy Review the session notes to stay

current No substitutes or stand-ins

Off-the-Table for the PDTF: Perkins IV Funding

Distribution Formula

Your Role: Active participation Open minds; honest

discussion Yellow vs. Green Hat

My Role: Help drive us toward our

goals Bring in outside perspective


ExpectationsExpectations Build on the recommendations of recent efforts — not

reinvent the wheel Transition Taskforce SB 364 PTE Symposium of 2004

We are not looking for a one-size-fits-all solution or a cookie-cutter approach to CTE Our diversity is our strength — in demographics, local needs, what

has worked in the past We have lots of “good practice” models out there

We are looking for how CTE can/must become: More responsive to the evolving needs of students & the workforce

High Skill, High Wage, High Demand More seamless across the spectrum of PK-20


Stage Setting

* Perkins IV* Taskforces & Advisory Committee


Perkins IVPerkins IV The Carl D. Perkins Career and Technical Education Act

of 2006 provides funding for approved high school and community college career and technical education programs The purpose of this reauthorized Act is to develop the

academic, career and technical knowledge, and skills of secondary and postsecondary students who elect to enroll in career and technical education programs.

Each state that seeks funding under this Act must submit a one-year State Transition Plan (2007-08) followed by a five-year State Plan (2008-2013) The development of the State Plan must allow for input from a

broad array of stakeholders including: teachers, counselors, administrators, parents, students, institutions of higher education, members of Tech Prep consortiums, the State Workforce Investment Board, interested community members, representatives from special populations, business and industry, and labor.


Perkins IV Planning ComponentsPerkins IV Planning Components

AgencyOperational

Tasks

Accountability& Evaluation

Taskforce

Program Design

Taskforce

Professional Development

Taskforce

SpecialPopulations &

Non-TraditionalStudentsTaskforce

Perkins IV PolicyAdvisory Committee

Oregon State Board of Education

Office of EducationalImprovement &

Innovation

Oregon Departmentof Education

Dept of Community Colleges and

Workforce Development


Agency Operational TasksAgency Operational Tasks

Federal Assurances Reporting Funding Coordination Technical Assistance Model Teacher Recruitment


Accountability & Evaluation TaskforceAccountability & Evaluation Taskforce Met twice May 24 & June 21 — initial meeting focused on the

purposes for a CTE Accountability System; AETF reviewed: Current CTE evaluation framework Use of current performance measures for continuous improvement

How an accountability system can evaluate the return on CTE investment

The accountability requirements to sustain receipt of Perkins funds Although no firm recommendations have been offered yet, rich

discussion has taken place regarding: Defining Perkins IV performance indicators and measurement

approaches Uses of performance data beyond meeting compliance requirements What policies or practices are needed to foster continuous improvement

of CTE programs Factors needed in the design and implementation of measurement

criteria for technical skill attainment


Special Populations Taskforce (SPTF)Special Populations Taskforce (SPTF) Met once June 14th — initial meeting focused on background information

relating to: History of Vocational Education in the United States Creation of the Carl Perkins legislation & changes to the Law, Identification of categories of “Special Populations” Development of the Oregon Transition Plan Timeline and process for the development of the Oregon Five-Year Plan Requirements for Special Populations in the Five-Year Plan

SPTF made recommendations regarding: Changes/additions to the Special Populations Transition Plan narrative (for

item #1, a/b/c required in the Five-Year Plan.) Accountability Task Force re: serving special populations Program Design Task Force re: serving special populations Professional Development Task Force re: serving populations

Next SPTF meeting July 19, 2007, Chemeketa CC


Professional Development TaskforceProfessional Development Taskforce Met twice May 22 & June 26th — focused on:

Providing operational definitions for high quality, intensive, sustained, focused on instruction

Listing examples of best practices that will provide CTE professionals (at all levels) models to use as guidelines for developing Prof-Dev plans

Exploring what it means to be data-driven and accountable, leveraging other federal program dollars, and mechanisms for integration

Tackling, in a positive manner, how teacher retention and preparation can be more effective and efficient for CTE teachers

Creating a draft for a 5 year implementation plan for professional development Recommendations will not be finalized by the group until our last meeting

in August; discussing excellent options re: A flow chart for how professional development should be conducted Components of professional development deemed essential for success Incentives for professional development at a district and building level Identifying common challenges for current and pre-service teachers Infrastructure that assures a seamless mesh between academic and CTE

instructors


Perkins IV Policy Advisory CommitteePerkins IV Policy Advisory Committee Focus and Scope of Work

Review policy recommendations from the Perkins IV Taskforces for system coherency and alignment between secondary and postsecondary

Coordinate policy recommendations from the Perkins IV task forces

Review recommendations and seek system coherency and alignment in the State Plan

Finalize State Plan policy recommendations for review and adoption by the State Board of Education — target is April ‘08

First meeting set for 6 Aug at the Summer Institute


The Change FormulaThe Change Formula

* All three must be in place toovercome the Resistance to Change

* * *


A Few Guiding ThoughtsA Few Guiding Thoughts

“The definition of insanity is doing the same thing over and over again, each time hoping for different results.”

W. Edwards Deming

“The Future is already here; it’s just not widely distributed yet.”William Gibson

“By the strength of our common endeavor, we can accomplish more together, than we can alone.”

Tony Blair, Prime Minister of Great Britain

“Never doubt that a small group of thoughtful committed people can change the world. Indeed, it is the only thing

that ever has.”Margaret Mead


Feedback from the Interviews & Focus Group

Feedback from the Interviews & Focus Group


Summary of the InterviewsSummary of the Interviews 14 Phone Interviews — cross-section of HS, CC, Workforce & Industry Key Question: Is Perkins IV evolutionary of transformative?

Overview: We need to start with prior Taskforces’ recommendations — not reinvent

the wheel, bring everyone up to speed and get buy into the conclusions What are PDTF’s task, scope and goals?

How much actual policy authority do we have? Is this a rubber stamp committee for ODE mandates? We need a clear message from leadership as to how the recommendations of

PDTF will be reviewed, approved & implemented to make it meaningful Perkins IV incorporates NCLB style metrics

Can we move beyond the punitive aspects of this and use it as a positive lever without denuding the technical skills focus of the existing CTE programs, and not letting them become just more academic classes?

Corollary: CTE can actually help improve students academic performance How can NCLB standards help work this angle, as opposed to losing the applied

nature of CTE? Can we use this to demonstrate the viability of "hands-on-learning" to academia?


Summary of the Interviews, cont’dSummary of the Interviews, cont’d

Overview, continued: It is hard to implement change effort State-wide — much autonomy is

held locally Can Perkins IV be a lever to move education and CTE toward an integrated

vision that aligns Secondary, Post-Secondary & Workforce-Development goals?

How aware are the people on the ground in HSs and CCs teaching and admin aware of the Workforce needs and goals?

Can the Perkins IV process be a chance to disseminate model practices throughout the State? Can it be used to create statewide CTE standards in terms of curriculum,

programs, tracking, counting and providing of services? No one in this group questions the importance of CTE in the larger

scheme of education — all are committed to it But, the Perkins money means very different things to each of them:

For some it is a nice to have For others their CTE efforts would die without it


Summary of the Interviews, cont’dSummary of the Interviews, cont’dOverview, continued: There is a deep history of what is now called CTE being seen as a “step child" in

the educational system Can this Perkins IV Taskforce do anything to help CTE to raise its own self esteem? Can the NCLB style metrics really be used here?

Issues to be Addressed: We need a commitment from top leadership in education

There is no doubt as to the commitment of the taskforce members to CTE, but it is often not a priority by top management

Political gestures have been made, but often w/o committing resources enough to make a difference

Will this be any different? Must deal with fall out from the Transition Taskforce What is the appropriate role for industry in the taskforce process?

Collecting some recent grad perspectives on the relevance & utility of the CTE programs they experienced is important


Summary of the Interviews, cont’dSummary of the Interviews, cont’d

Issues to be Addressed: What is the appropriate role for workforce goals and perspectives in the

taskforce process? The taskforce has a diverse representation of experience and viewpoints

united by a common belief in the value of CTE programs Many of the groups represented have traditionally been at odds with each

other Additionally, many individual taskforce members have strong personalities,

and have been burned by similar projects or are otherwise jaded toward this project

But all of the individuals here involved have the potential to rise above that, and the knowledge, skills, and positioning to make a difference if they so elect

Much of the institutional knowledge about Oregon CTE programs is in the heads of people who are retiring soon Can the Perkins IV process be used to pass some of this along?


Automotive Grads Focus GroupAutomotive Grads Focus Group Held at NATA 27 June

Facilitated by Barbara Crest 8 Recent Grads (6 men, 2 women) Employees from both Dealerships & Independents See Backup Slides for questions asked They were also asked to rate their HS or CC CTE experience in eight

specific areas and overall: Technical Skills People Skills Problem-Solving Skills Working in Teams Computer Skills Business Skills Tools Business Etiquette


Rat

ing

s: (

5=M

ost

Pre

par

ed;

1=L

east

Pre

par

ed;

n=

8)

1

1.5

2

2.5

3

3.5

4

4.5

5

High

Mean

Low

Automotive Grads Focus Group“How prepared were you in …”

Automotive Grads Focus Group“How prepared were you in …”


Focus Group FindingsFocus Group Findings Getting a job in the auto industry is easy with the proper skills

There is a huge demand for individuals with these skills 18 year olds are being hired directly from HS by high profile auto dealerships

because they had learned the right skills there Many have gotten their jobs via placement and internships while in CC Were best prepared in the areas of electrical systems and basic stuff like brakes

and tune-ups HS programs also taught good basic problem solving

They were not well prepared to communicate what they were doing, either internally to co-workers, office staff, or to the customer They would have liked to have learned more about communications with service

writers All agreed that communication with the service writers are a key for success, but

none of them got any experience from this in HS or CC CTE programs Lack of integration of materials

Some felt that they were unprepared to really do anything after graduating and that their skills only really came together on the job

One participant’s view: dealership training and working as an apprentice with other techs “made him”


Focus Group Findings, cont’dFocus Group Findings, cont’d Some were introduced to critical computer software (ALL DATA and

MITCHELL) while in HS or CC Others had to learn it on the job All agreed that these skills are critical and should be part of CTE programs Every participant use computers every day at work Some HS programs seem “stuck in the days of rebuilding carburetors” Others are learning to use computers to do direct diagnosis and explore

factory websites Most learned “team skills” in HS or CC CTE programs, but this was true

for a variety of reasons Some programs had integral team components Other programs incorporated teamwork because of a need to share

equipment Although a few CTE programs included “customer contact” (either

simulated or actual), many had no experience with customer contact until beginning work


Focus Group Findings, cont’dFocus Group Findings, cont’d

ASE certifications are relevant and valuable to the careers of automotive industry workers Some were able to earn these certifications while in HS or CC CTE

Found this to be valuable both in getting work and in their subsequent career Gaining certifications often are directly tied to more compensation

No one had received any training on hybrid vehicles in their HS or CC CTE programs

Participation in automotive competitions linked to CTE programs was immensely valuable It gave them a reason to be excited and provided goals for their studies Placing well in local and national competitions allowed them to

Win scholarships for more training Got them jobs in industry based on their performance

Participants would like to see such competitions given the same prestige as HS sporting competitions — including those who were also HS athletes


Focus Group Findings, cont’dFocus Group Findings, cont’d

If they were King/Queen for a day (visa-vis HS CTE programs), a number of interesting ideas emerged: Implement longer CTE classes with bigger blocks of time to work

This would require some shuffling, because adequate time for CTE classes would not fit into the standard period system

Expose middle-school kids to lawnmower engines to get them interested early Better educate HS counselors about CTE and career paths other than college

Specifically, set up opportunities for job shadowing in the trade with successful graduates

Successful techs make upwards of $100k a year HS students need to open their eyes to the possibility of financial success in the

trades Make HS teachers take regular courses to keep up to date with technology

changes Educate HS students to real world practical concerns

What one needs to be prepared for and dangers to avoid• Dangers from drugs, and alcohol• Negative career impacts in industry of having a bad driving record


Who Are Our Customers?Who Are Our Customers?


Who Are Our Customers?Who Are Our Customers? Who we each consider to be our customers helps determine

the degree of alignment across the CTE spectrum:

End-Customers? Our Org’s Management Local School Board State Agency (ODE, CCWD,

etc.) State Board of Education Feds Next Org in Line Students Workforce Oregon Employers Society

Intermediate-Customers? Our Org’s Management Local School Board State Agency (ODE, CCWD,

etc.) State Board of Education Feds Next Org in Line Students Workforce Oregon Employers Society


Discussion of the Opportunity for CTEDiscussion of the

Opportunity for CTE


Important TrendsImportant Trends Education Week 12 June ‘07:

“Employers interviewed said they were able to redesign jobs around academic-skills deficiencies, but not soft-skills deficiencies”

“One of the biggest crises facing CTE is a teacher shortage. It’s a huge issue”

“For some kids, it is awfully important that they see a job at the end of a sequence of classes”

“We need to dramatically increase postsecondary attainment, especially among underserved groups. Without them, we simply cannot produce enough workers for the jobs of the future, and we risk further expanding the American family-income divide”

“Aiming to prepare 100% of students for the 40% of society’s jobs that require [4-year] college skills makes good politics, but bad economics, and it will create a lot of disappointment”


Important Trends, cont’dImportant Trends, cont’d

Diplomas Count 2007 — A Conversation with the Experts 20 June ‘07: “Why isn't vocational education being better understood?

Children not interested in heading off to college can learn real skills in a well-run vocational setting

The world will always need carpenters and plumbers...these jobs are plentiful, honorable and pay well

It seems to me we could be providing real opportunities for so many of our youth if vocational education were given more respect and more dollars”

Bureau of Labor Statistics: “There will be a shortfall of 10 million workers by 2010” “A demographic crunch is coming and will be exacerbated by a talent

crunch that threatens to stall the very engines of economic growth”


Important Trends, cont’dImportant Trends, cont’d Graduation Profile (Education Week)

All

Students

American

Indian

Asian Hispanic Black

Oregon 71.1%

U.S. 69.9%

All

Students

American

Indian

Asian Hispanic Black

Oregon 71.1% 37.6% 75.7% 56.0% 32.7%

U.S. 69.9% 49.3% 80.2% 57.8% 53.4%

Houston, we have a problem!


Important Trends, cont’dImportant Trends, cont’d

Graduation Profile (Education Week) Discussion:

Graduation #’s only tell a small part of the story Relevance & utility of education received is key — whether

academic or CTE or both The PDTF needs to looks more carefully at different aspects of

this issue


Talent Supply/Demand DisconnectTalent Supply/Demand Disconnect

Source: Manpower; IV & VE

Men Women

Number of people of available/required by skill level

Pronounced over-supply of low-skilled

labor

Oregon Labor Market

Supply of workers

Demand for workers

$/hour & skills

High Skill, High Wage, High Demand

Over-supply of low-skills resources creates

unemployment

Developed Economies Labor Market Competing Globally

Opportunity to create amore highly skilled Workforce


The Opportunity for CTE?Task force responses:


Contextualized Learning Outcomes

Real World Experiences Integration/Systems

Curricular learning opportunities Systems learning — making

connections re problem-solving Strike while the iron is hot! This is

very timely Cooperate & co-opt with other

educational areas — 3R’s Employers are coming to the

table with resources Opportunity to engage earlier

grades — it’s coming back

National piece — baby boom International piece — economic

stakes are high Save the world! To change perceptions about

CTE (via marketing, etc.) To start removing boundaries

between career-oriented vs. learning

For seamlessness between PK and 16, especially in HS

Capture the middle students that may not be destined to college

Redesign programs so that they are transitional to 4-yr degrees




Marketing CTE opportunities re high-tech industry

Make sure students understand that the skills they acquire in CTE are utilized

The opportunity is for students utilizing CTE not the other way around

Use a variety of data to drive our thinking

To reshape CTE — restructuring, using words/ideas that are not as divisive; and closer to the way the world works

Ref: Workforce side — Work Readiness Certificate Career-related learning standards

Define CTE — it’s a very broad topic Professional-side Lifelong learning, skill-upgrading

The labels we use are important — we need to be clear & consistent

Perkins may have brought us together — but this discussion is needed now anyway!

Ties into the new diploma requirements being implemented now — super-timely How do we take better advantage of

these (2012)? We have an opportunity to define the

whole K-16 CTE spectrum For CTE to addressed the work &

college readiness transferring from HS




With the CTE Teacher shortage, we can look at all of this in a fresh way Can look at extending CTE

into teacher education programs

Ref: “Reinventing the American HS for the 21st Century” Some wonderful ideas re:

changing how we deliver education & qualify teachers

Need to build on prior work re: many of the above points — build some common understanding

Marketing what? Piggyback on other

opportunities Initial Themes:

Potential integration of CTE with Academics

Collaboration/cooperation among the different levels of CTE


What Success & Failure Look Like

What Success & Failure Look Like


What Failure Looks LikeWhat Failure Looks Like Purpose:

Stir negative-discomfort by looking at the costs of not taking full advantage of this opportunity to transform CTE

Process: Imagine the effects of not succeeding in addressing the

current & emerging workforce needs How would this impact your organization? How would this impact tomorrow’s students? How would this affect you personally? Write a couple of Headlines about the failure of CTE

Share results with the group


What Failure Looks LikeTask force responses:


Organization Impact Congress will drop funding ODE loses staff Focus more on NCLB Schools become irrelevant or

status-quo continues Perkins awarded to ITT to train

citizens from India and Canada to work for American companies — CTE is outsourced!

Will see more remediation needs at HS, CC & 4-yr

Student Impact Higher dropout rate Lost opportunities (all kinds) Misperception of what’s broken CTE will become available in the

private sector at a higher cost & longer time

Some students will be left out altogether

Lost of relevancy — re experiencing the world of work

Loss of roots Lost income Less flexibility; less opportunity to

experiment; less transferability Greater barriers for risk populations

especially students of color




Personal Impact

Lose my secure society High cost of repair, technical services It would really jeopardize my ability to

engage with local businesses — nothing to offer I would mourn this

Lower standard of living I wouldn’t feel as safe Army recruitment would rise for the

wrong reasons Our own kids & grandkids won’t have

the same opportunities that we had Growing gap between haves & have-

nots Oregon = has-been, used to be a

nice place to live

Headlines CTE is outsourced! Intel closes due to lack of

technicians Gates is right — the Education

System is broken! Average cost of BS degree now

reaching $100k The Monthly Auto-Repair Barge

is leaving for India Waiting list for Nursing Home is

10-years Academia Learns Technical Skills


Our 2012 Vision of CTEOur 2012 Vision of CTE


Our 2012 Vision of CTEOur 2012 Vision of CTE In small groups — pick a scribe & presenter Put yourself into the future

Without any of the limitations or issues of today Imagine that by 2012 Oregon becomes widely known as

a World Class Model for Career & Technical Education A team of observers arrives:

What would they see? How would recent grads describe their experience? Employers? Educators? Parents?

Share results with the group


Our 2012 Vision of CTE Task force responses:


Recent Grads Very relevant to their jobs They love what they do Prepared for advancement Know how to seek next steps Their job connects back to the school systems They equate their success with how well they were prepared Can’t wait to work as a part-time teacher I got a great job; I make a living wage & I owe it all to my school Everything I took applied to my 4-yr degree I bought a new truck/hybrid


Our 2012 Vision of CTETask force responses:

Our 2012 Vision of CTETask force responses:

Employers I’ve got employees that create great

profit Job-ready day one Where did you get them from They want to contribute to their

community My best employees come from local

schools I meet with local educators a couple

of times a year — they really listen; have the capacity to met our needs

We are ready to invest in additional training

I enjoy teaching at my HS/CC I have excellent candidates to

interview 20% of my workforce are interns Can serve my

community/customers better with my diverse workforce

The grads know how to work as a team

The grads are innovative & create better ways to do business

We are growing at 20%/year I am voting for the bond measure

to expand CTE




Educators I have a raise Don’t care about PERS because I

enjoy teaching so much I have more personal

relationships with students 85% of my completing seniors

have jobs! I go home everyday feeling

rewarded for the work I do because my work is so successful

I’m not burned out

I am a happy teacher Every year students ask me

“what would it take for me to do what you do”

I need more space/periods to serve all those wanting to be in the program

I love teaching skills (vs. helping them catch-up)

I work closely with the Math & English teachers

I team-teach with business owners




Parents Thank you! My child is out of the house, working & earning solid wages I’m jealous that I didn’t have this opportunity My tax $ have been well spent What is nano-technology? I am happy that my child has a career, not just a job FINALLY my kid is excited about school He/she makes more than I do! Now I’m back in school




What is that Model? No delineation between CTE and

other learning — Academic instruction services CTE

Lots of on-line opportunities: Hybrid ed Simulations Distance-learning

No boundaries between different level of ed

Comprehensive advising system: Awareness => Exploration =>

Planning => Preparation

Competency/outcome/proficiency based CTE -- vs contact hours, units

Easy transferable among the schools All faculty periodically engaged in

back-to-industry efforts Program completers receive next-

step placement or are guaranteed a refresher course

Stds for teacher licenses are adapted to fit this paradigm with more opportunities for business environment

Different funding model — from contact hours to innovation, demand-programs, economic needs




What is that Model, cont’d: Greater level of collaboration

across the whole CTE+ spectrum Respect for all sectors by all

sectors Students have lots of ways to

apply their learning — contests, clubs, internships

Students K-20 all have plans that extend into the world of work

Model is financially responsible & sustainable

Able to change with workforce needs — flexible, adaptable

Teacher Ed is across the board delivered by CC, 4-yr, & employers

Profusion of mentorships for teachers & students

Integrated Programs developed around career clusters & local business needs

These opportunities are equally distributed around the State — on-site or via distance


Foundation Blocks of Our Vision— Leverage Opportunities —

Foundation Blocks of Our Vision— Leverage Opportunities —


Leverage Opportunities for CTE Task force responses:


Flexibility between big, little, urban, rural schools

Quality Assurance process (criteria) especially for HS level

Existing networks Regional Coordinator Network Counsel of Instructional

Administrator ODE/Local Ed Agency

2+2 & other transition programs — consistently applied

Local innovative model programs going on, e.g.: OSU/LBCC Culinary Arts

Excellent relationships between CC and feeder HSs

Strong business community connections

Increased staffing ability at CCWD for accountability, etc.

Active involvement with the implementation & reauthorization of NCLB

Student Leadership Organizations in Oregon (esp. HS)

Oregon Business Council budget framework




Systemic Innovative Programs Small learning communities Career Pathways Program

Distance Education infrastructure Plan & Profile for K-12 can be

built upon New diploma requirements 2007

& 2014 Credit for proficiencies (vs. time) Strong advisory committees Technological competence &

career opportunities — value added within CTE

Partnerships with Workforce Policy Board

Connections with other policy entities — this is on people’s radar (State, National, etc.)

TSPC relationship — fertile ground of receptivity

New legislatively funded CTE study

Other funding sources — HR CREB, Incentive Grants, DOL

Lots of existing data (needs analysis on CTE outcomes & labor needs)

Federal Mandate to change


Achieving Our Vision— Challenges/Obstacles —

Achieving Our Vision— Challenges/Obstacles —


Challenges/Obstacles for CTE Task force responses:


Changing the culture at schools

Big systems to change Federal State

NCLB highly qualified teacher status

State requirements for teacher approval

Limited resources to rebuild our programs

Student or youth culture issues

Resistance from within CTE community — e.g.: with accountability

Challenge re what is a mandate vs. local control

In the end — everyone’s just fighting for the money

People tied to existing formulas

Contract & work rule issues




Some internal structures that get in the way of our being nimble

Pace — global economic changes

Lack of State Model really exists

Teacher workforce issues Demographics Aging

Articulation/transfer issues within the State

Huge learning issues with policy makers — politics

Misinformation, misperceptions

Lack of a communications structure and a teaching-structure

Pipeline for succession planning for teachers and instructional leaders

The changing demographics of rural areas — smaller schools


What Can CTE Control vs. Influence vs.

Have No Impact

For Next Offsite 26-27 July

What Can CTE Control vs. Influence vs.

Have No Impact



Which Challenges Can/Must BeAddressed First?


Which Challenges Can/Must BeAddressed First?


* Setting Priorities * Our Focus Going Forward


Next StepsNext Steps


Next Steps Next Steps Data mine for relevant input to

the PDTF Add Industry/Program specific

Focus Groups as a strategic & periodic tool to: Solicit feedback from recent

grads (2-to-3 yrs out) Solicit feedback from employers Help keep curriculum developers

as well as Instructors current and relevant

Help foster stronger ties with industry

All PDTF Members — please: Review these notes and suggest

clarifications/changes Look for emerging themes

regarding: Vision Leverage Foundation Blocks Challenges & Obstacles

Try to find that pithy, compelling statement that captures the hearts and minds of CTE’s vision

Example: We help people become whole again

One suggestion already: Preparing Our Future Workforce through Effective Learning Systems




Kickoff Offsite12 July 2007

BACKUP SLIDES


Appendix A — Focus Group QuestionsAppendix A — Focus Group Questions What has been your work experience since graduating from school? Talk to me about how you moved in to your new job in the automotive industry? What were you most prepared to do once you starting working? And, what were you the least prepared to do? For example, talk to me about your ability to work with auto electronics and

diagnostic equipment. How about computer skills, e.g., your ability to go to manufacturer websites to get

repair information? Let’s talk about how you did or didn’t learn to work together as a team to solve

problems? And what about general communications, like working with customers? If you had to do it all over again, what would you like to see taught in automotive

classes in high school and/or community college that it is not doing now? Are there things that you will like taught that would enhance you skills in today’s

automotive repair business?


Appendix A — Focus Group Questions, cont’dAppendix A — Focus Group Questions, cont’d

Do you get any training on repairing hybrid vehicles? How about training in dealerships? What types of training did they offer

to you? Okay here’s a for instance…”I would have done better in the training that

Toyota offered me….if I had better preparation in school…or, I was really suffering because_______________________.

Do you feel you learned independent skills to help you with problem solving, like figuring out options available and which is the correct one to choose?

Did school help you to say, “How do I communicate options for car repair to the customer in a way they can understand?

What is your assessment of the quality of your education and how they prepared you to work in the automotive industry?

If you were King/queen for a day what would you change in the current education system to make automotive repair training the best it could possibly be?


“The World is Flat” — 10 Flatteners“The World is Flat” — 10 Flatteners1. Berlin Wall Comes Down November 1989

2. When Netscape Went Public, August 1995 from PC to Internet Based Platform

3. Workflow software enables a global supply chain

4. Open Sourcing-Shareware

5. Outsourcing-Y2K-Using telecom to contract to another firm in another country

6. Off Shoring - Moving a U.S. factory to another country

7. Supply Chaining - Connected throughout the chain without owner control

8. In Sourcing - UPS into your company

9. Informing - The ability to build and deploy your own personal supply chain-a supply chain of information, knowledge, and entertainment. (Google, Yahoo, MSN Web Search)

10. The Steroids -Digital, Mobile,Wireless, Personal and Virtual

Date post:	21-Jan-2016
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Perkins IV Program Design Taskforce

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