Good morning. Thank you for your invitation, and for affording us an opportunity to share with you our story in developing an Information Technology Career Pathway model.
My name is Edison Freire and I work for the School District in the Office of Educational Technology. Colleagues joining me today include: (allow each to briefly introduce themselves)
This morning, I will provide an overview of our program and then we will hear from program participants about their experiences.
Mission Statement: The Urban Technology Project (UTP) empowers Philadelphia youth and their communities through meaningful technology experiences that link youth leadership development, education and community building. By investing in young adults and their ability to achieve, UTP instills a sense of purpose, professionalism and empowerment in them. Urban Tech has evolved into an IT career pipeline for young people who have a passion to serve their community and who are also interested in pursuing a career in Information Technology field.
We accomplish this by fully embracing the “ intellect, heart, and soul” of youth.
UTP’s approach is unique because all participants in the IT career pipeline have multiple points of entry and exit, all participants live the philosophy of “passing it on,” all participants receive hands-on experience supplemented with training and study that leads to industry-standard certifications and we have a clearly defined pathway leading to industry IT jobs. Parent University
CODING: Hour of Code, Other Computer based projects,
Teachers: Helping with the use of Google Apps for Education
LEARN WHILE YOU SERVE
Pre-apprenticeship is defined by the Employment and Training Administration (ETA) as a program or set of strategies designed to prepare individuals to enter and succeed in a Registered Apprenticeship program and has a documented partnership with at least one, if not more, Registered Apprenticeship program(s). A quality pre-apprenticeship program is one that incorporates the following elements:
--Training and curriculum based on industry standards and approved by the documented Registered Apprenticeship partner(s) that will prepare individuals with the skills and competencies needed to enter one or more Registered Apprenticeship program(s);
--Strategies for Long-Term Success. Strategies that increase Registered Apprenticeship opportunities for under-represented, disadvantaged or low-skilled individuals, such that, upon completion, they will meet the entry requirements, gain consideration, and are prepared for success in one or more Registered Apprenticeship program(s) including the following: Strong recruitment strategies focused on outreach to populations under-represented in local, state, and national Registered Apprenticeship programs; Educational and pre-vocational services that prepare individuals to meet the entry requisites of one or more Registered Apprenticeship programs (e.g. specific career and industry awareness workshops, job readiness courses, English for speakers of other languages, Adult Basic Education, financial literacy seminars, math tutoring, etc. ); and Assists in exposing participants to local, state and national Registered Apprenticeship programs and provides direct assistance to participants applying to those programs;
Access to Appropriate Support Services. Facilitates access to appropriate support services during the pre-apprenticeship program and a significant portion of the Registered Apprenticeship program;
--Promotes Greater Use of Registered Apprenticeship to Increase Future Opportunities. To support the ongoing sustainability of the partnership between pre-apprenticeship providers and Registered Apprenticeship sponsors, these efforts should collaboratively promote the use of Registered Apprenticeship as a preferred means for employers to develop a skilled workforce and to create career opportunities for individuals;
--Meaningful Hands-on Training that does not Displace Paid Employees. Provides hands-on training to individuals in a simulated lab experience or through volunteer opportunities, when possible, neither of which supplants a paid employee but accurately simulates the industry and occupational conditions of the partnering Registered Apprenticeship sponsor(s) while observing proper supervision and safety protocols; and Facilitated Entry and/or Articulation. When possible, formalized agreements exist with Registered Apprenticeship sponsors that enable individuals who have successfully completed the pre-apprenticeship program to enter directly into a Registered Apprenticeship program and/or include articulation agreements for earning advanced credit/placement for skills and competencies already acquired.
A Registered Apprenticeship is a highly desirable form of training for workers because it is first and foremost a job.
It allows for: learning job skills while earning an income; wage progression; and a widely recognized and portable certificate of completion and proficiency.
Talk about Journeyperson certificate as a valuable cert equal to an AAS degree in IT with the added bonus of plenty of “on-the-job” Training experience.
UTP program is part of the District’s goal to increase opportunities for students to enter Career pathways that lead to good employment opportunities
Two things US Sec said that struck a chord with us :
Zip code should not determine a young person’s future----UTP’s approach is to create opportunities for all participants regardless of zip code.
We need to develop different pathways by which young people can punch a ticket to the middle class----our graduates prove this fact
Why does the DOL Office of Apprenticeship think we are on the right track?
UTP members are
great life long learners
And above all else, hopeful. Hopeful about their own futures and their communities well being. We need more young people in Philly to be hopeful.
UTP Presentation CC meeting
The Urban Technology Project:
An Information Technology
Career Pathway Model
A partnership between
The School District of Philadelphia and
Communities In Schools of Philadelphia
July 21, 2015
What is the Urban Technology
Who we are
The Urban Technology Project (UTP) is a District-sponsored
public/private partnership, designed to empower Philadelphia
youth and their communities through meaningful technology
experiences. UTP links youth leadership/workforce
development, educational opportunities, and community building.
UTP is comprised of:
> The Computer Support Specialist (CSS) Registered IT
> The Digital Service Fellows (DSF) Pre-Apprenticeship
> TechServ clubs
UTP Fast Facts
• UTP established in 1997 as a service-learning technology initiative
• DSF established 2002 and CSS Registered Apprenticeship established
What we do
UTP participants provide much needed supplementary technical support,
maintaining classroom technology in every school in the District. During
UTP participants saved the District over $ 900,000 in technical support
Who we serve
Participants also support parents, teachers and students through
meaningful educational technology activities. Since 2005, 12,000 District
students have been served through technology integration in the
classroom, after-school programs, and summer camps.
IT Career Pathway
• UTP participants attain industry certifications
• UTP participants receive timely “on the job training” recognized by
Department of Labor and Industry
• UTP participants enroll in Community College of Philadelphia courses as
part of IT Apprenticeship program.
• UTP graduates have been hired by the District, private industry, and/or
Digital Service Fellows
The Digital Service Fellows (DSF) is an award-winning year-long pre-
apprenticeship AmeriCorps program for recent Philadelphia high school
graduates who are interested in exploring aspects of Information
Technology, from computer repair to coding to graphic design. The
program averages over 90% retention rate each year.
Technology Pre-apprenticeship—”Learn and Serve”
• FY15: 32 members in the DSF program
• Each Fellow trains directly with a School District staff and/or CSS
• This apprenticeship model is a win-win for Fellows, mentors, and
schools. DSFs learn the ins and outs of the IT field while mentors
receive daily assistance in supporting the technology infrastructure of
the School District.
• Fellows attend weekly trainings to prepare for certifications as well as
receive training on the “essential skills” needed to succeed in a
professional working environment. This includes the use of industry
standard resources such as Apple’s GSX and Dell’s Tech Direct
DSF Program Continued
Leadership in Schools
• DSFs assist with in-school and after-school technology clubs
(TechServ) and support technology trainings for students, teachers
and parents year round.
• AmeriCorps members receive a $5,730 education scholarship, a
living stipend ($12,400), industry standard certifications, access to
up-to-date technology equipment, healthcare, and a monthly
SEPTA transpass, among other benefits.
• Participants are enrolled in Community College of Philadelphia IT
courses at the beginning and/or end of their service year.
• The most outstanding DSFs can transition into the Computer
Support Specialist (CSS) Program.
Over 250 DSF participants have provided 425,000
hours of service to the District.
Computer Support Specialist
The Computer Support Specialist (CSS) program, is a registered IT
apprenticeship program with the Pennsylvania Department of Labor
and Industry, the only public/private initiative of its kind in the state.
Technology Apprenticeship—”Earn and Learn”
• Each CSS is placed full time in a participating school working
under the direct supervision of the Technology Teacher Leader to
provide on-site technical support. In FY15, sixteen CSS
members provided support to 24 schools and offices.
• Participants receive training and resources to obtain IT industry
certifications (CompTIA, Apple, Google).
• Participants are enrolled in CCP IT courses throughout their
• Wage progression
CSS Program continued
Leadership in Schools
• CSS also assist with in-school and after-school technology clubs
and support technology trainings for students, teachers, and
parents year round.
• CSS act as role models and mentors to students in their schools.
• Successful apprentices who complete all requirements obtain a
Journeyperson Certificate from the PA Department of Labor--a
portable certificate of completion and proficiency.
• The Apprenticeship model is higher education, it is the “other
college” w/out the debt.
• Over 85 participants, 45 graduates to date.
• Locally employed by private industry, area colleges, charter
schools, and the District.
• Starting salaries ranging from $35,000-$55,000.
• A few have started their own businesses.
• Over 60% are attending two or four year colleges.
Alignment to SDP Action Plan
Action 1.g Promote compelling, successful
programs including Career and Technical
Education, AP and IB courses, and project-based
“In partnership with the business community, we will
increase the number of students earning industry
credentials – reflecting Philadelphia's high priority,
growing occupations – while developing guidelines
on effective teaching methods to ensure the highest
quality of programming options. We will continue to
develop “career pathways” with employers,
which can include pre‐apprenticeships and
registered apprenticeships. “
”The Urban Technology Project is exactly the type of
model for training the workforce of tomorrow.”
- US Secretary of Labor Thomas Perez
December 11, 2014
Philadelphia-based Apprenticeship, The Urban Technology
Project, featured on the US Office of Apprenticeship’s homepage
Urban Technology Project
• Workforce Innovations Conference Best Practices
Award 2007—Premier Workforce Development
• 2005 – 2006 SDP Best Practices recognition for
Operational Support Services
• The UTP program was recognized by the
Corporation for National and Community Service
as a Best Practices model in 2009, 2004 and 2001.
• US Secretary of Labor visited UTP program this
past December 2014.
At A Glance: 2015 - 2016
• Enhance alignment with District CTE IT/Business
• Expand occupations in the UTP Registered
Apprenticeship program to include: Web
Applications Developer and Data Processor/Fiscal
• Transition from a timed-based single employer
model to a multi-employer competency-based
Registered Apprenticeship program.
• Participate in LEADERs (Leaders of Excellence in
Apprenticeship Development, Education, and
Research) : a US DOL campaign to Expand
Registered Apprenticeship across the USA.
• Diversify funding streams. DOL Apprenticeship
For additional information contact:
Edison Freire firstname.lastname@example.org
Dawn McCray email@example.com