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Career Technical Education
 

Career Technical Education

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Career Technical Education Career Technical Education Presentation Transcript

  • Career Technical Education Model Curriculum Standards
  • Legislative History
  • California Education Code
    • The governing Board shall prescribe separate courses of study including, but not limited to, a course of study to prepare prospective pupils for admission to state colleges and universities , and a course of study for career technical training . (Section 51224, 1977)
  • California Education Code
    • Each school district shall offer
    • … a course of study fulfilling the requirements for admission to the California public institutions of postsecondary education
    • … a course of study that provides the opportunity for those pupils to attain entry-level employment skills in business and industry (Section 51228, 1983)
  • California Education Code
    • The Governing Board shall adopt alternative means for pupils to complete the prescribed course of study, which may include practical demonstration of skills and competencies, supervised work experience, high school CTE, ROCP courses, interdisciplinary study, independent study, and credit earned at a postsecondary institution.
    • (Section 51225.3 b, 1985)
  • California Education Code
    • Districts are encouraged to provide all students with a rigorous academic curriculum that integrates academic and career skills, incorporates applied learning in all disciplines, and prepares all pupils for high school graduation and career entry. (SB 1934, Section 51228, 2002)
  • Historical Dilemma:
    • Secondary education in the United States was designed to separate:
    • Academic and Vocational
    • Head from hand
    • Knowing from doing
    • Applied from the abstract
    • Education from training
    • Berryman, Sue E., and Thomas R. Bailey. 1992
  • Current Status of CTE
    • 1 million secondary students enrolled annually
    • 226,575 adult students enrolled in ROCP and Adult Education CTE courses
    • 85% of Career Technical Education students taking a sequence of courses graduated
    • Enrollments in secondary CTE courses declined 15% from 1997-98 to 2003-04
    • Highest enrollment areas include: Business and Administrative Services, Information Technology, Health, and Arts, Media & Entertainment
    • A-G approved CTE courses = 4,024
  •  
  • CTE Standards and Frameworks
    • AB 1412 Wright - Mandated the establishment of CTE standards
    • SB 1934 McPherson - Mandated the development and adoption of a CTE curriculum framework
    • Recognized the importance of CTE within K-12 system
    • Requires that CTE programs are linked to current and future economy
    • Standards adopted May 2005
  • Rigor/Relevance Framework 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations International Center for Leadership in Education KNOWLEDGE APPLICATION Application – B Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations. Acquisition – A Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. Adaptation – D Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. Assimilation – C Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1
  • Goals
    • The CTE standards
    • are a tool to:
    • Support mastery of essential employability skills and rigorous academic content standards
    • Develop a highly skilled and educated workforce which contributes to economic prosperity
    • Support a seamless transition to postsecondary education and/or career entry
    • Improve student achievement
  • Structure of CTE Standards
    • Developed for use at secondary level, grades 7 – 12
    • Organized in
    • 15 Industry Sectors
  • The 15 Industry Sectors:
    • Agriculture & Natural Resources
    • Arts, Media & Entertainment
    • Building Trades & Construction
    • Education, Child Development, & Family Services
    • Energy & Utilities
    • Engineering & Design
    • Fashion & Interior Design
    • Finance & Business
    • Health Science & Medical Technology
    • Hospitality, Tourism, & Recreation
    • Information Technology
    • Manufacturing & Product Development
    • Marketing, Sales, & Service
    • Public Services
    • Transportation
  • Career Pathways
    • A sequence of courses leading to a degree, certificate or licensure, and/or gainful employment.
    • Two or more Career Pathways
    • per Industry Sector
    • There are 58 Career Pathways represented in the Standards
  • Career Pathway Examples
    • Health Science & Medical Technology Industry Sector
    • Biotechnology Research and Development
    • Diagnostic Services
    • Health Informatics
    • Support Services
    • Therapeutic Services
    • Information Technology Industry Sector
    • Information Support & Services
    • Media Support & Services
    • Network Communications
    • Programming & Systems Development
  • 2 Types of Standards:
    • -Foundation Standards
    • -Pathway Standards
  • Foundation Standards
    • The standards all students
    • need to achieve
    • to master workplace competencies
    • both in the
    • career technical education curriculum
    • and in the workplace
  • Foundation Standards
    • 1. Academics (math, science, history-social science, VP arts)
    • 2. Communications (English Language Arts)
    • 3. Career Planning & Management
    • 4. Technology
    • 5. Problem Solving & Critical Thinking
    • 6. Health & Safety
    • 7. Responsibility & Flexibility
    • 8. Ethics & Legal Responsibilities
    • 9. Leadership & Teamwork
    • 10. Technical Knowledge & Skills
    • 11. Demonstration & Application
  • Example of Foundation Standard in 1.0 “Academics” Building Trades & Construction Sector
    • 1.2 Science
    • Specific applications of Physics (grades nine through twelve)
      • (3.a) Students know heat flow and work are two forms of energy transfer between systems.
      • (3.g) Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surroundings.
      • (5.b)Students know how to solve problems involving Ohm’s law.
  • Example of Foundation Standard in 2.0 “Communications” Finance and Business Sector
    • 2.2 Writing
    • Specific applications of English-language arts (grades eleven and twelve)
      • (2.6) Deliver multimedia presentations:
        • a.Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images).
        • b.Select an appropriate medium for each element of the presentation.
        • c.Use the selected media skillfully, editing appropriately and monitoring for quality.
        • d.Test the audience’s response and revise the presentation accordingly.
  • Pathway Standards
    • Concise statements that reflect
    • the essential knowledge and skills
    • students are expected to master
    • to be successful
    • in the career pathway
  • CTE Pathway Standard
    • Sector : Engineering & Design
      • Pathway : Architectural & Structural Engineering
        • Standard :
        • A6.0 Students understand the use of computer-aided drafting and design (CADD) in developing architectural designs:
          • Subcomponents :
          • A6.1 Know various CADD programs that are commonly used in architectural design.
          • A6.2 Use CADD software to develop a preliminary architectural proposal.
  • CTE Framework
    • Organized by Themes:
    • Program Administration, Assessment, and Accountability
    • Standards-based Curriculum
    • Standards-based Instruction and Assessment
    • Support Services
    • Professional Development
    • Community Involvement and Collaboration
  • Laws Intend that CTE shall improve conditions for students and the economy:
    • Education
    • Productive and self sufficient students
    • Postsecondary education
    • Engagement in school
    • Academic skills
    • Technical skills
    • Career management
    • Quality of life
    • Economy
    • Skilled available workforce
    • Increased productivity
    • Improved economy
    • Less public assistance
    • Career ladders
    • Innovation
    • Better communities
    CTE Standards and Frameworks
    • "Sometimes we don't just need to think outside the box, we need an entirely new box to think in.”
      • Ray McNulty, International Center for Leadership in Education, 2005 High School Reinvention Symposium  
  • Thank You. Patrick Ainsworth [email_address] Karen Shores [email_address] Website for final version of Career Technical Education Model Curriculum Standards available by end of January 2006: http://www.cde.ca.gov/re/pn/fd