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Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce
Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce
Day Two & Three Offsite26-27 July 2007
With Session Notes Included
Taskforce Responses Shown In GREEN
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PDTF 26-27 July AgendaPDTF 26-27 July AgendaDay Two: Welcome & Logistics Meeting Objectives for Day Two Recap of Day One (12 July) Tying the Pieces Together Breakout Team Instructions Breakout #1 (Three Teams)
Building the CTE Vision Leveraging Successful
Foundation Blocks Prioritizing & Addressing
Obstacles Report Back to PDTF Group Discussion Expectations for Day Three
Day Three: Recap of Day One (12 July) Breakout #2; Continuing the
Work Building the CTE Vision Leveraging Successful
Foundation Blocks Prioritizing & Addressing
Obstacles Report Back to PDTF Group Discussion Optional Breakout #3 Group Discussion of Open Issues Initiating the 4th Team
Translating Team outputs into Perkins
Next Steps for PDTF & Teams Brief Audit
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Welcome,New Introductions
& Logistics
Welcome,New Introductions
& Logistics
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Thoughts Since 12 July?Thoughts Since 12 July? Still confused at how we get there from here
From each Taskforce to the Policy Advisory Committee
How does it tie togetherEspecially Accountability, Program Design &
Special PopulationsLink to Professional Development
12 July was a Broad Journey on CTE vs. Perkins — what is our scope?
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Objectives,Groundrules-Assumptions
& Expectations
Objectives,Groundrules-Assumptions
& Expectations
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PDTF ObjectivesPDTF Objectives 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 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 Translate the above into the Perkins IV 5-Year Plan
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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
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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
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Brief Recap of Day One(12 July Kickoff)
Tying the Pieces Together
Brief Recap of Day One(12 July Kickoff)
Tying the Pieces Together
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The Change FormulaThe Change Formula
* All three must be in place toovercome the Resistance to Change
* * *
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Recap of Day OneRecap of Day One Discomfort — “The Why”
Feedback from the interviews & the focus groupTrends/big issues facing CTEWhat failure looks like
Vision — “The What”Opportunity for CTEOur 2012 Vision for CTEFoundation blocks; leverage opportunities
Cost or Resistance — “The Why Not”Challenges/Obstacles for CTE
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The Work of Days Two & ThreeThe Work of Days Two & Three Refine and flesh out:
Our Vision of 2012Foundation Blocks — Leverage OpportunitiesObstacles
Translate into the Perkins IV Five Year Plan for CTE Transformation
Process — “The How To” Develop Implementation Strategies & Actions
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Day One Next Steps Day One 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
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DefinitionsDefinitions Mission = "our purpose for being”, raison d’etre Vision = "we are aspiring to become; a vivid idealized
description of a desired outcome that inspires, energizes and helps us create a mental picture of our target." We will KNOW when the right Vision comes along
Foundation Blocks = current good-practices, pilots, models, etc. that have the potential to be leveraged across the Oregon CTE system — adapted for local conditions
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A Compelling Vision for CTEA Compelling Vision for CTEVision Candidates:1. CTE: Adding value to your
employment skills2. CTE: Providing employment
skills for today and tomorrow3. CTE: Increasing employment
options4. CTE: Meeting students needs for
successful transitions in life5. CTE: Engagement, Achievement,
Transition6. CTE: Career preparation today
for a secure future tomorrow
7. CTE: Creating a future of opportunities
8. CTE: Planning for a future of opportunities
9. CTE: An integral part of public education; designed to educate about, through, and for careers
10. CTE: We connect education and careers!
11. CTE: A key partner in Oregon Economic Development
12. CTE: Providing the tools to build careers
13. CTE: Building careers, prosperity, and self respect
14. CTE: Preparing youth for life15. CTE: We build careers16. CTE: Strategies for success17. CTE: The bridge to prosperity18. CTE: The link between learning
and life19. CTE: Preparing today's youth for
tomorrow's careers20. CTE: Preparing Our Future
Workforce through Effective Learning Systems
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Tying the Pieces Together Tying the Pieces Together
Our 2012Visionof CTE
Foundation Blocks
Foundation Blocks
Foundation Blocks
Obstacles:
CTE Current
State
Perkins IV Five-Year Plan for CTE Transformation
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Breakout Instructions
* Building Our CTE Vision* Leveraging Foundation Blocks
* Addressing Obstacles
Breakout Instructions
* Building Our CTE Vision* Leveraging Foundation Blocks
* Addressing Obstacles
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Team A. Building Our CTE VisionTeam A. Building Our CTE Vision Tasks:
Pick a Scribe and a Presenter Group the points from the Vision brainstorming 12 July
into themes Get rid of duplications and redundancies Pick/develop the Top-Five Compelling & Pithy Statements What key actions would help make our Vision a reality? Explore how to best package this Vision for others —
marketing tactics Format: Narrative vs. Day-in-the-Life vs. Other Identify your major audiences (e.g., CTE candidates, local Boards,
Faculty, Parents, Employers/Industry Associations) Strategize on how CTE should communicate this Vision to each of
these audiences
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Team B. Leveraging Foundation BlocksTeam B. Leveraging Foundation Blocks Tasks:
Pick a Scribe and a Presenter Inventory what is working well, build on 7/12 brainstorming Screen this Inventory using these or similar criteria:
Does this “model” incorporate elements of our CTE Vision? Can it be leveraged, adapted in many settings? Does “model” get positive customer feedback about its utility? Does it meet many of the Nine Quality Indicators for Secondary or
Post-Secondary programs? Does it address specific elements of Perkins IV
Pick the top-five “models” that have the greatest system-wide potential
Develop implementation strategies as to how this “model” could be applied in several settings
Pick some low hanging fruit
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Team C. Addressing ObstaclesTeam C. Addressing Obstacles Tasks:
Pick a Scribe and a Presenter Categorize into three groups
Which obstacles do we have direct control over? Which ones can we influence? Which one do we have no impact or control over?
Choose the “deal-breakers”, those obstacles whose resolution are pre-requisites to our achieving our Vision
Set priorities for the first two buckets (control over & can influence)
Start with the “deal-breakers”, i.e., top-priorities Clearly define the obstacle & who are the key parties involved Who else needs to be at the table to help overcome this obstacle? Develop the case for change (cost-benefit, tradeoffs) Develop work-arounds where relevant
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Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce
Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce
Day Three Offsite27 July 2007
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PDTF 26-27 July AgendaPDTF 26-27 July AgendaDay Two: Welcome & Logistics Meeting Objectives for Day Two Recap of Day One (12 July) Tying the Pieces Together Breakout Team Instructions Breakout #1 (Three Teams)
Building the CTE Vision Leveraging Successful
Foundation Blocks Prioritizing & Addressing
Obstacles Report Back to PDTF Group Discussion
Day Three: Recap of Day One (12 July) Knowledge-Based Economy Breakout #2; Continuing the
Work Report Back to PDTF Group Discussion Group Discussion of Some Key
Issues Path Forward
Initiating the 4th Team Translating Team Outputs into Perkins
Brief Audit Meeting Close
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KBE Economy
(Knowledge-Based Enterprises)
Source: ViTAL Economy
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“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
Source: ViTAL Economy
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KBE EconomyKBE Economy
KBE Definition and Characteristics: A KBE economy is driven by the production, distribution and use of
knowledge for growth, wealth creation and employment increases KBE competition is based in innovation rather than price as in classical
economies Countries and regions that show more evidence of innovation are richer
and grow faster Companies that show more evidence of innovation post better financial
performance Innovation is the productive use of knowledge Innovation is largely connecting existing ideas in a new way — not
inventing
Hypothesis: Every person, company or organization has unique knowledge with KBE market value
Source: ViTAL Economy
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Key Components & Strategies of a KBE EconomyKey Components & Strategies of a KBE Economy
Education LevelPercentage of College graduates is
a primary driver to higher per capita income — but not the only one
Science and Technology Activity75% or personal income growth
during the 90’s tied to technology output
Export-Oriented IndustriesIndustries oriented to
national/global markets produce higher value products and pay more
Entrepreneurial Initiative90% of the new jobs created in the
new economy will be generated by companies of 10 or less employees
Innovation Across Industries and Sectors
Productivity gains do not depend on what region an industry competes in, but rather how it competes
Talent StrategyRegions that promote talent across
industries are most likely to become economic winners
Reduction of Poverty and InequalityBroad-based well-being of residents
and decreased poverty are important for sustained increases in economic growth
Source: ViTAL Economy
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What Does This Mean for CTE? Taskforce Responses:
What Does This Mean for CTE? Taskforce Responses:
Are we preparing people for our region or for a KBE Economy?”
For what labor market are we preparing our students?
Some regions have 95% companies with 5 or less (Rogue Valley)
How do we address a highly diversified market?
School-based Enterprises movement — marketing, finances, skills
Cultural diversity needs to be embedded in our knowledge and skills
We may have an increasing disparity in rich-vs.-poor
Need students who are well-rounded, have diversified skills, generalists
How to sell & present themselves
Secondary vs. Post-Secondary responsibilities are different
Problem-solving and creativity are also important
Challenges us to think about how we define “Program”
CTE opportunities vs. CTE programs
May shift the training and professional development for Student Services Team
To allow students to design their own programs
AGS can be oriented to this Those programs do not require approval
— components are identified locally
Challenges us to think about resource allocation
Self-Employment data not included in Labor Dept data
Must teach self-created, self-directed working world; selling self
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Reportouts & Discussion
* Building Our CTE Vision* Leveraging Foundation Blocks
* Addressing Obstacles
Reportouts & Discussion
* Building Our CTE Vision* Leveraging Foundation Blocks
* Addressing Obstacles
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Team A. Building Our CTE Vision Taskforce Responses:
Team A. Building Our CTE Vision Taskforce Responses:
Process went well Lots of brainstorming Washington State efforts = a good source of ideas Marketing strategy
By target audience Message content Delivery ideas
Working on the pithy statement CTE: Learning for life
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Team B. Leveraging Foundation BlocksTaskforce Responses:
Team B. Leveraging Foundation BlocksTaskforce Responses:
Grouped our work into three areas: The “Green Category” Student Support
Robust Student Support Centers Curriculum
Group Discussion: What we need to improve:
More consistency Proficiency base orientation Broader transferability More formalized 2ndary/Post-2ndary
re assessing technical skills — this is a policy issue (beyond Perkins, beyond CTE)
Coalescing elements of Programs of Study with Professional Development
Lots of implications beyond Perkins — transforming CTE, supporting our system work, setting policy
Roadmaps Advising tools for students; make this
a part of a POS Connect to proficiencies
What if the POS could be articulated across the 2ndary/Post 2ndary interface?
Talk about “block-transfer” rather than course-by-course
Process: Really interested in working on the
Student Support Systems and addressing “deficits”
Coordinating student plans Electronic delivery of instruction &
guidance Work ethics & leadership —
strengthen our organizations that represent different pieces of curriculum (FFA, DECA, etc.)
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Team C. Addressing Obstacles Taskforce Responses:
Team C. Addressing Obstacles Taskforce Responses:
Discussed the obstacles to death Root causes a long list Isolated top five
Some solutions have been identified
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Key Discussion ItemsKey Discussion Items Programs of Study provide the framework in which Perkins
funded CTE will be designed and implemented. What is your vision of Oregon’s model (Perkins) Program of Study?
Are there additional elements (beyond the Perkins Act specifications) that Oregon should incorporate to achieve this model Program of Study? Is co-approval of secondary and post secondary Programs of Study possible and useful?
What role should curriculum alignment and articulation (transfer of credit) play in the Program of Study framework?
What refinements are necessary in the Quality Assurance standards to support the implementation of the Program of Study?
What are the “wrap around” student services that are necessary to fully implement the Perkins Programs of Study?
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Key Discussion Item #1Key Discussion Item #1 What is your vision of Oregon’s model (Perkins) Program of Study? Are there
additional elements (beyond the Perkins Act specifications) that Oregon should incorporate to achieve this model Program of Study? Is co-approval of secondary and post secondary Programs of Study possible and useful?
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Key Discussion Item #2Key Discussion Item #2 What role should curriculum alignment and articulation
(transfer of credit) play in the Program of Study framework?
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Key Discussion Item #3Key Discussion Item #3 What refinements are necessary in the Quality Assurance standards to support the
implementation of the Program of Study?Taskforce Responses:
Need to expand this to include Post-Secondary CTE Programs
Driven by local control A self-reflective process What’s Working:
Process makes you go through lots of steps to analyze what’s going on in the classroom
It gets Administrators up to speed on the classroom setting; is CTE in our school-improvement plan (e.g., contextual learning)
Serves as a quality improvement tool What’s Not Working:
It’s easy to put down stuff, but not do it Only tied/customized to CTE/Perkins Programs are teacher-dependent; attrition
hurts
Ideas: Needs greater district-level tie-in Needs to have more ‘meat’ and
follow-through Needs good oversight and
consequences for not doing it (e.g., tied to teacher-evaluation)
Could be adapted to fit non-CTE Programs
Link to the Legislative requirement of School Districts to have/implement an improvement plan
Exit exams/criteria ought to be included in the future
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Key Discussion Item #4 (1 of 2)Key Discussion Item #4 (1 of 2) What are the robust student services system that are necessary to fully implement the Perkins
Programs of Study?Taskforce Responses:
Bigger than the counselors Inclusive — all students:
Secondary Post-Secondary Special Populations
What’s working? Many elements are in place somewhere Career-related standards as a diploma requirement Tutoring labs are in place at all CCs in some shape or form Many campuses have cultural-diversity ctrs, offering special help Special ambassador programs Internships
Ideas — critical need for more professional development Make sure funding follows policy
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Key Discussion Item #4 (2 of 2)Key Discussion Item #4 (2 of 2) What are the robust student services system that are necessary to fully implement the Perkins
Programs of Study?Taskforce Responses:
What’s not working or lacking? There isn’t a comprehensive system across the CTE spectrum Plan-profiles aren’t carried through Lack a system-wide electronic portfolio In many student services dept.’s the focus is still on college No correlation between HS assessment test and College placement test Huge gap between HS grad requirements and Post-secondary entry or career
readiness Lack of integration of academic with career counseling — gets worse as you go up in
years Deficiency in personnel especially re special populations Transition between 2ndary and Post-2ndary for students with disabilities
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Path Forward & WrapupPath Forward & Wrapup
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Path ForwardPath Forward Each Team — Staff to “clean-up” Word file from Day’s Two and Three,
then Stan to integrate Based on feedback from the PDTF and the above integrated file, design
Days Four and Five
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Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce
Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce
Day Two Offsite26 July 2007
BACKUP SLIDES
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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.
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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
Horizontal Integration of Ideas
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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
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Discussion of the Opportunity for CTEDiscussion of the
Opportunity for CTE
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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”
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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”
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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!
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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
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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
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The Opportunity for CTE?Task force responses:
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
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The Opportunity for CTE?Taskforce Responses:
The Opportunity for CTE?Taskforce Responses:
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
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The Opportunity for CTE? Taskforce Responses:
The Opportunity for CTE? Taskforce Responses:
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
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What Failure Looks LikeWhat Failure Looks Like
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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
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What Failure Looks Like Taskforce Responses:
What Failure Looks Like Taskforce 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
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What Failure Looks Like Taskforce Responses:
What Failure Looks Like Taskforce Responses:
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
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Our 2012 Vision of CTEOur 2012 Vision of CTE
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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
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Our 2012 Vision of CTE Taskforce Responses:
Our 2012 Vision of CTE Taskforce 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
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Our 2012 Vision of CTE Taskforce Responses:
Our 2012 Vision of CTE Taskforce 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
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Our 2012 Vision of CTE Taskforce Responses:
Our 2012 Vision of CTE Taskforce Responses:
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
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Our 2012 Vision of CTE Taskforce Responses:
Our 2012 Vision of CTE Taskforce Responses:
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
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Our 2012 Vision of CTE Taskforce Responses:
Our 2012 Vision of CTE Taskforce Responses:
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
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Our 2012 Vision of CTE Taskforce Responses:
Our 2012 Vision of CTE Taskforce Responses:
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
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Foundation Blocks of Our Vision— Leverage Opportunities —
Foundation Blocks of Our Vision— Leverage Opportunities —
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Leverage Opportunities for CTE Taskforce Responses:
Leverage Opportunities for CTE Taskforce 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
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Leverage Opportunities for CTE Taskforce Responses:
Leverage Opportunities for CTE Taskforce Responses:
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
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Achieving Our Vision— Challenges/Obstacles —
Achieving Our Vision— Challenges/Obstacles —
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Challenges/Obstacles for CTE Taskforce Responses:
Challenges/Obstacles for CTE Taskforce 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
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Challenges/Obstacles for CTE Taskforce Responses:
Challenges/Obstacles for CTE Taskforce Responses:
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
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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?
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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?
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CTE DefinitionsCTE Definitions CTE programs are an integral part of public education and are designed to educate about,
through, and for careers
From the National Centers for Career and Technical Education (NCCTE), funded by OVAE:
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
From the California Career Technical Education Model Curriculum Standards and Framework)
CTE in Oregon provides basic technical skills to all students, skills specific to a broad career area to interested high school students and workforce training to community college students, and leverages substantive change in the education system
CTE programs that generate knowledge and innovation that prepare students for the demands of a global society
CTE: Where students learn in rich, contextual environments with the help of cutting-edge teaching and learning strategies, acquiring all of the technical and academic knowledge and skills they need to be successful on their life-long learning journey
Creating a seamless flow of information, innovations, funds and success through partnerships between business/industry, K-16 and state/federal agencies for PTE/CTE programs
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CommunityWealth$$$$$
InputMarket Need
InnovationTech Transfer
ProcessHuman resource basedEffort based production
No fixed plant
OutputsService
orInformation
Knowledge Based Enterprise (KBE) Model
National and
GlobalMarkets
National and
GlobalMarkets
Tools•Judgment•Social Networks•Mentoring•Prediction Models
Raw Material•Human Capital•History and Trends•Current Conditions•Forecasts for the Future•Local, Regional and Global Competition•Industry Best Practices & Innovations•Relevant University Research
Transactional
Transformational
Knowledge Based Community Characteristics•High-quality and skilled labor force•Close proximity to college and University knowledge base•Local amenities that support a high quality of life, including typography and water•21st century infrastructure; broadband•Regional connections with larger rural areas to connect with knowledge base
Source: VE and Ron Duncan, S5 COI
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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