Professional Development presentation for Career Technical Education teachers on Aug. 5, 2010. Addresses program assessment tool, data, district direction for CTE, curriculum direction, and 21st century careers.
Career Technical Educators In Service Presentationmarianedoyle
The document provides an agenda and overview for a Career Technical Education in-service training. The agenda includes presentations on CTE goals, a program assessment tool, curriculum direction, data analysis, and future job trends. It discusses state and district CTE plans, the importance of industry partnerships, integrating academic and technical instruction, using data to evaluate programs, and ensuring programs prepare students for high-skill careers. The document emphasizes improving CTE programs through rigorous curriculum, professional development, and using data to track student outcomes.
This webinar discussed the roles and responsibilities of school governing boards in districts identified for program improvement under No Child Left Behind. It provided an overview of program improvement requirements and sanctions. It also presented a case study of one district's experience working with a District Assistance and Intervention Team to develop an action plan focused on curriculum, instruction, professional development, and communication to improve student achievement. The webinar addressed how school boards can provide leadership, set clear expectations, and ensure accountability during school reform efforts.
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
The document discusses the transition from TEAC and NCATE accreditation of educator preparation programs to the new Council for the Accreditation of Educator Preparation (CAEP). CAEP aims to raise standards and use evidence-based approaches. It will offer four accreditation options focused on continuous improvement, inquiry, or transformation. Programs will submit evidence of candidate learning and undergo reviews or audits to evaluate performance.
This document presents a technology use plan for Gerald Elementary School. It outlines the need for a technology plan to efficiently utilize resources, improve professional development and student outcomes. A planning committee comprising students, staff, parents and administrators is proposed. The planning process includes developing a vision statement, needs assessment, goals, action plans and timelines. It also discusses staff development, evaluation methods and a timeline for developing and implementing the plan. The overall goal is to leverage technology to create engaging learning experiences and help students develop 21st century skills.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
The document summarizes Common Core implementation in California and the role of classified leaders in supporting the transition. It discusses where the state is at with Common Core and Smarter Balanced assessments, and the role of classified leaders in areas like technology, facilities, budgeting and personnel. It also provides an overview of the Local Control Funding Formula and Local Control Accountability Plans, which give local control over funding and set priorities for student outcomes.
Career Technical Educators In Service Presentationmarianedoyle
The document provides an agenda and overview for a Career Technical Education in-service training. The agenda includes presentations on CTE goals, a program assessment tool, curriculum direction, data analysis, and future job trends. It discusses state and district CTE plans, the importance of industry partnerships, integrating academic and technical instruction, using data to evaluate programs, and ensuring programs prepare students for high-skill careers. The document emphasizes improving CTE programs through rigorous curriculum, professional development, and using data to track student outcomes.
This webinar discussed the roles and responsibilities of school governing boards in districts identified for program improvement under No Child Left Behind. It provided an overview of program improvement requirements and sanctions. It also presented a case study of one district's experience working with a District Assistance and Intervention Team to develop an action plan focused on curriculum, instruction, professional development, and communication to improve student achievement. The webinar addressed how school boards can provide leadership, set clear expectations, and ensure accountability during school reform efforts.
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
The document discusses the transition from TEAC and NCATE accreditation of educator preparation programs to the new Council for the Accreditation of Educator Preparation (CAEP). CAEP aims to raise standards and use evidence-based approaches. It will offer four accreditation options focused on continuous improvement, inquiry, or transformation. Programs will submit evidence of candidate learning and undergo reviews or audits to evaluate performance.
This document presents a technology use plan for Gerald Elementary School. It outlines the need for a technology plan to efficiently utilize resources, improve professional development and student outcomes. A planning committee comprising students, staff, parents and administrators is proposed. The planning process includes developing a vision statement, needs assessment, goals, action plans and timelines. It also discusses staff development, evaluation methods and a timeline for developing and implementing the plan. The overall goal is to leverage technology to create engaging learning experiences and help students develop 21st century skills.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
The document summarizes Common Core implementation in California and the role of classified leaders in supporting the transition. It discusses where the state is at with Common Core and Smarter Balanced assessments, and the role of classified leaders in areas like technology, facilities, budgeting and personnel. It also provides an overview of the Local Control Funding Formula and Local Control Accountability Plans, which give local control over funding and set priorities for student outcomes.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
The document provides an overview of materials for a strategic planning process for the Plainville Community Schools. It outlines the goals of developing a strategic plan that establishes 2-4 priority goals, indicators of success and strategies. It discusses aligning the mission statement, goals for learning, assessments, instruction, resources and leadership with priorities like the Common Core State Standards, 21st century skills, technology integration and evaluation systems. Meeting dates and outcomes are listed, along with next steps around researching requirements and revising the mission statement. Resources on these topics are also provided.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Higher Education's Answer to the Call for ChangeKaren Yoshino
The document discusses competency-based education (CBE) in higher education. It defines CBE as focusing on students demonstrating mastery of academic content regardless of time, place, or pace of learning. CBE appeals to institutions as it aims to provide better services to learners through flexibility, personalized learning, and leveraging prior experience and digital skills. Implementing CBE requires changes to policies, processes, and infrastructure across the institution to support the new student-centered model.
This document provides an introduction and background to a study analyzing perceptions of learning outcome competencies of college graduates from occupational safety and health programs that are ABET accredited versus non-ABET accredited. The study aims to test the hypothesis that ABET accreditation leads to higher perceptions of learning outcomes. The document outlines the literature review, study methodology using a survey questionnaire, and research questions regarding differences in perceptions of learning outcomes, feedback on programs, advice to students, and professional development.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
The document summarizes a panel presentation on gaining faculty buy-in for Quality Matters implementation from representatives of four institutions. Each panelist described the context, timeline, issues faced, and lessons learned from their QM implementation process. Common issues faced included faculty resistance due to perceived infringement on academic freedom and lack of understanding of QM. Successful strategies included training, demonstrating impact, and emphasizing QM as a faculty-driven process to improve teaching and learning.
This document discusses the development stages of national qualification frameworks based on the experiences of European Union and partner countries. It outlines that qualification frameworks are a global phenomenon aimed at improving education, training, and the labor market. The development of national qualification frameworks is a long-term process that involves exploratory, conceptual, design, testing, implementation, and review stages. It requires significant resources, commitment from stakeholders, and adaptability over many years as frameworks evolve in response to changing needs.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
The document outlines a plan to advance high-quality STEM learning opportunities in California's out-of-school time programs. It discusses establishing regional innovation support providers to engage and motivate students, disseminate resources and provide professional development to program staff, and facilitate teaching and learning through communities of practice and ongoing assessment. The goal is for students to increase their interest and skills in STEM through integrated, engaging activities, program support, and capacity building.
The document introduces the Work-based Learning Maturity Toolkit, which helps institutions assess their performance in work-based learning. It contains criteria for evaluating 7 areas of focus. Institutions use the toolkit to identify their current maturity level, a vision for the future, and enablers/barriers. An action plan is then created to work towards the vision. The toolkit was developed based on prior benchmarking programs and has been piloted successfully at several universities and colleges to assess work-based learning programs and develop improvement plans.
WASC Evaluator Training Webinar Fall 2011WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare participants for conducting accreditation visits in the fall of 2011. It covers the context and processes for accreditation reviews, expectations and timelines for the capacity/preparatory and educational effectiveness reviews, roles and responsibilities of evaluation team members, strategies for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip participants to conduct thorough, evidence-based reviews that result in useful feedback and judgments about institutions.
This document summarizes the Texas STaR Chart assessment for Oak Forest Elementary School for the 2010-2011 school year. It finds weaknesses in teaching and learning, specifically in classroom technology use, implementation of technology TEKS, and online learning. Weaknesses are also identified in educator preparation and development. The summary outlines goals and strategies to address the weaknesses through improved professional development, implementation of technology proficiencies for teachers, and development of a technology implementation timeline guided by TEKS.
Extreme makeover cte standards edition acsa nov 2013ACSASummit
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
This document summarizes a study on enhancing the quality of online technical teacher education in Sri Lanka. A capacity development program was conducted for 24 academic staff at the University of Vocational Technology to integrate online learning into an existing technical teacher education program. Through workshops, participants developed skills in online course design, facilitation and use of the Moodle learning management system. Both pedagogical and technological skills improved. While challenges remained, the program effectively built the capacity of teachers and is expected to positively impact the quality of technical teacher education.
Career management is the process by which employees become aware of their interests, strengths, weaknesses and values, obtain information about job opportunities, identify career goals, and establish plans to achieve those goals. It is important for employee motivation and retention. Effective career management systems are aligned with business needs, encourage active employee participation, and provide ongoing evaluation and improvement. Both employees and managers have important roles to play, with managers acting as coaches, appraisers, advisors, and referral agents to help employees manage their careers. Systems should be evaluated based on employee and manager reactions and results to ensure they are meeting objectives.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
The document provides an overview of materials for a strategic planning process for the Plainville Community Schools. It outlines the goals of developing a strategic plan that establishes 2-4 priority goals, indicators of success and strategies. It discusses aligning the mission statement, goals for learning, assessments, instruction, resources and leadership with priorities like the Common Core State Standards, 21st century skills, technology integration and evaluation systems. Meeting dates and outcomes are listed, along with next steps around researching requirements and revising the mission statement. Resources on these topics are also provided.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Higher Education's Answer to the Call for ChangeKaren Yoshino
The document discusses competency-based education (CBE) in higher education. It defines CBE as focusing on students demonstrating mastery of academic content regardless of time, place, or pace of learning. CBE appeals to institutions as it aims to provide better services to learners through flexibility, personalized learning, and leveraging prior experience and digital skills. Implementing CBE requires changes to policies, processes, and infrastructure across the institution to support the new student-centered model.
This document provides an introduction and background to a study analyzing perceptions of learning outcome competencies of college graduates from occupational safety and health programs that are ABET accredited versus non-ABET accredited. The study aims to test the hypothesis that ABET accreditation leads to higher perceptions of learning outcomes. The document outlines the literature review, study methodology using a survey questionnaire, and research questions regarding differences in perceptions of learning outcomes, feedback on programs, advice to students, and professional development.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
The document summarizes a panel presentation on gaining faculty buy-in for Quality Matters implementation from representatives of four institutions. Each panelist described the context, timeline, issues faced, and lessons learned from their QM implementation process. Common issues faced included faculty resistance due to perceived infringement on academic freedom and lack of understanding of QM. Successful strategies included training, demonstrating impact, and emphasizing QM as a faculty-driven process to improve teaching and learning.
This document discusses the development stages of national qualification frameworks based on the experiences of European Union and partner countries. It outlines that qualification frameworks are a global phenomenon aimed at improving education, training, and the labor market. The development of national qualification frameworks is a long-term process that involves exploratory, conceptual, design, testing, implementation, and review stages. It requires significant resources, commitment from stakeholders, and adaptability over many years as frameworks evolve in response to changing needs.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
The document outlines a plan to advance high-quality STEM learning opportunities in California's out-of-school time programs. It discusses establishing regional innovation support providers to engage and motivate students, disseminate resources and provide professional development to program staff, and facilitate teaching and learning through communities of practice and ongoing assessment. The goal is for students to increase their interest and skills in STEM through integrated, engaging activities, program support, and capacity building.
The document introduces the Work-based Learning Maturity Toolkit, which helps institutions assess their performance in work-based learning. It contains criteria for evaluating 7 areas of focus. Institutions use the toolkit to identify their current maturity level, a vision for the future, and enablers/barriers. An action plan is then created to work towards the vision. The toolkit was developed based on prior benchmarking programs and has been piloted successfully at several universities and colleges to assess work-based learning programs and develop improvement plans.
WASC Evaluator Training Webinar Fall 2011WASC Senior
This document provides an overview and agenda for an evaluator workshop to prepare participants for conducting accreditation visits in the fall of 2011. It covers the context and processes for accreditation reviews, expectations and timelines for the capacity/preparatory and educational effectiveness reviews, roles and responsibilities of evaluation team members, strategies for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip participants to conduct thorough, evidence-based reviews that result in useful feedback and judgments about institutions.
This document summarizes the Texas STaR Chart assessment for Oak Forest Elementary School for the 2010-2011 school year. It finds weaknesses in teaching and learning, specifically in classroom technology use, implementation of technology TEKS, and online learning. Weaknesses are also identified in educator preparation and development. The summary outlines goals and strategies to address the weaknesses through improved professional development, implementation of technology proficiencies for teachers, and development of a technology implementation timeline guided by TEKS.
Extreme makeover cte standards edition acsa nov 2013ACSASummit
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
This document summarizes a study on enhancing the quality of online technical teacher education in Sri Lanka. A capacity development program was conducted for 24 academic staff at the University of Vocational Technology to integrate online learning into an existing technical teacher education program. Through workshops, participants developed skills in online course design, facilitation and use of the Moodle learning management system. Both pedagogical and technological skills improved. While challenges remained, the program effectively built the capacity of teachers and is expected to positively impact the quality of technical teacher education.
Career management is the process by which employees become aware of their interests, strengths, weaknesses and values, obtain information about job opportunities, identify career goals, and establish plans to achieve those goals. It is important for employee motivation and retention. Effective career management systems are aligned with business needs, encourage active employee participation, and provide ongoing evaluation and improvement. Both employees and managers have important roles to play, with managers acting as coaches, appraisers, advisors, and referral agents to help employees manage their careers. Systems should be evaluated based on employee and manager reactions and results to ensure they are meeting objectives.
Career and technical education (CTE) programs prepare students for middle-income jobs that require education beyond high school but less than a bachelor's degree. There are five CTE pathways: degrees, postsecondary certificates, industry-based certifications, apprenticeships, and employer-based training. These pathways can lead to the over 11 million middle-income jobs that pay $50,000 or more per year and help address the disappearance of jobs that only require a high school education or less.
This document discusses transfer and separation in the workplace. It defines transfer as shifting an employee between jobs without changing responsibilities or pay. Transfers can be for organizational needs, employee requests, better utilization, versatility, workforce adjustment, relief, or conflict reduction. Separation is when an employee leaves the organization. Common types of separation include resignation, dismissal, death, suspension, retrenchment, and layoff.
This document discusses promotion, transfer, demotion, and separation policies and principles in organizations. It defines promotion as advancement within an organization, and notes purposes like incentives and reducing discontent. Principles of promotion policies include job analysis, using seniority or merit for evaluations. Transfer is defined as a lateral change with equal pay and status. Purposes include meeting organizational or employee needs. Types of transfers include production, replacement, and inter-plant. Demotion is a decrease in rank and responsibilities. Causes can be changes in technology or performance issues. Separations include resignation, dismissal, death, suspension, retrenchment and lay off.
Human Resources Management Career Planning DevelopmentFaisal Zulkarnaen
identifies three key points:
1. Career planning allows employees to explore interests, strategically plan goals, and create future work success. It is a shared responsibility between employees and management.
2. Career development is a continuous process that matches employee goals to organizational needs through learning and managing work. It benefits both employees and organizations.
3. The case study examines career paths and levels in a government organization, showing examples of career progression from entry-level to late-career stages.
This document discusses promotions, transfers, and demotions in organizations. It defines each term and discusses the types, purposes, bases, benefits, and principles of promotions and transfers. It also outlines reasons for demotions and principles for developing a demotion policy. Overall, the document provides an overview of common human resources practices regarding internal employee movements within an organization.
Wage and salary administration aims to establish a scientific pay structure to avoid conflicts between employers and employees regarding compensation. It should consider economic, psychological, legal and growth perspectives. In India, wages are an important issue due to poverty, unemployment and population. Factors like prevailing wages, financial position, unions, policies, and economic conditions influence compensation. Time-rate and piece-rate each have benefits and drawbacks for workers and employers. Minimum wages provide for basic needs while living wages include comforts and insurance; fair wages fall between these levels. Laws regulate wages and dearness allowance aims to offset inflation but has drawbacks. Developing an effective pay system requires analyzing jobs and surveying wages to establish equitable, competitive compensation.
This document discusses components of wages and salaries. It covers various wage structures and components, including basic wages, dearness allowances, and incentives. It defines key terms like wages, salaries, and wage administration. The objectives of wage administration are identified as establishing fair pay, attracting employees, retaining staff, controlling costs while motivating workers. Principles of effective wage administration include flexibility, consistency with organizational goals, responding to market conditions, and involving workers.
This document discusses various types of employee compensation including base compensation (wages and salaries), supplementary compensation (fringe benefits), and incentive compensation. It describes individual and group incentive plans and different wage payment systems like time wage, piece wage, and balanced systems. Key aspects of compensation management in India are outlined such as wage structures, minimum wage policies, and components of pay. Factors influencing wages and objectives of national wage policy are also summarized.
Career management involves helping employees identify their interests, skills, career goals, and action plans to achieve those goals. It is important for both companies and employees. For companies, it helps ensure they have qualified employees and higher commitment. For employees, it prevents frustration and feeling undervalued. Some challenges in career management include onboarding new employees, offering dual career paths for technical specialists, dealing with career plateaus, and accommodating career breaks. Companies address these challenges through structured programs, tools, and defined processes to help guide employee career development.
The document discusses succession planning and its importance for organizational sustainability. It defines succession planning as identifying and developing potential successors for key positions through a systematic evaluation process. A business case for succession planning is that it maximizes business performance by having the right talent at the right time. The roles of top management and the board of directors are also discussed. Top management must be engaged to make succession planning a priority, while clear communication between the board and current executive director is important. The document emphasizes that succession planning should not be ignored as it helps ensure the long-term sustainability of an organization.
Transfer is defined as a change in job or workplace without affecting pay, position or responsibilities. The main purposes of transfer are to retain employees, recognize achievement, and fill vacancies. There are four types of transfers: replacement, versatility, shift, and remedial. Promotion is defined as an improvement in pay, prestige, position and responsibilities within an organization. The purposes of promotion include motivating higher productivity, attracting and retaining employees, recognizing achievement, and increasing effectiveness. Promotions are categorized as horizontal, vertical, or dry based on the level of increased responsibilities, pay, and prestige.
A human flow in an organization is marked by various stages of acceleration, transfers and finally exit. The presentation details these crucial processes.
Wage and salary administration aims to establish a scientific pay structure to avoid conflicts between employers and employees regarding fair compensation. It should consider economic, psychological, legal and growth factors. In India, wages are not fixed systematically due to poverty, unemployment and population issues. Time-rate and piece-rate wages each have benefits and drawbacks for workers and employers. Developing an effective pay system involves job analysis, evaluation, surveys, establishing pay grades and structures, and monitoring for adjustments.
Succession planning is a 3-step process:
1) Identifying potential successors for key roles aligned with employees' talents and ambitions.
2) Developing these successors through activities like performance reviews, career development plans, and training.
3) Transitioning successors into roles through promotions or new assignments.
Only 22% of HR professionals rated their leadership succession systems as highly effective according to a survey. Effective succession planning is important for organizations to fill future leadership needs.
This document is an assignment on poverty in Pakistan submitted by 4 students from the Institute of Business Management in Karachi. It contains a 3-page research paper on poverty in Pakistan that discusses the measurement of poverty, causes of poverty including poor governance, economic and social determinants, and responses to poverty such as governance reforms and social protection programs. The assignment includes an acknowledgment, contents listing, and bibliography.
Career Planning and Succession Planning - Principles of Human Resource Manage...Rai University Ahmedabad
Career and succession planning is very important for every individual, here, students will study about in what stage of life they should lead to the career growth path.
The document discusses career planning and succession management. It covers topics such as career stages, factors influencing career choices, the importance of career planning for individuals and organizations, career planning processes, issues that can impact careers, and succession planning. Specifically, it outlines the steps in succession planning as identifying current job holders and qualified potential replacements, assessing their performance and readiness, and developing a plan to fill future vacancies from within the organization. Succession planning helps ensure continuity and a steady flow of talent to key roles.
2011 NATPL National Award Winner for Innovation in Tech Prep/Career PathwaysJeremy Zweiacker
Oklahoma received the Innovation in Tech Prep/Career Pathways award from NATPL. This is the expanded handout covering the Tech Prep Review and Improvement Process. A short video and handouts were provided at the conference.
Bringing it On-line! An Innovative Framework for Building Capacity for Texas ...Visage Collaborative, Inc.
Edvance Research, Inc., a Texas Education Agency partner, will share an online delivery framework for providing technical assistance and professional development to Texas 21st Century Community Learning Center afterschool staff. This framework includes an online community component and strategy that is creating a shift in participant attitudes towards online learning.
North Carolina has made progress implementing its Race to the Top education reforms over four years, including adopting more rigorous academic standards, increasing teacher and principal professional development, and establishing a statewide technology system called Home Base. While the full effects on student achievement may not be seen for years, reforms have impacted classrooms, schools, and the state education agency. Next steps include sustaining reforms and using lessons learned to better support districts and schools.
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, strengthening community and business partnerships, and maintaining organizational excellence.
Lattc Strategic Plan BOT Update Feb 25 09Bradley Vaden
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, developing community and business partnerships, and maintaining organizational excellence.
Heath phillips ut ascd summit dec 15 2011 finalJustin Reeve
The document discusses the Common Core State Standards initiative which aims to prepare students with the knowledge and skills needed for college and careers. It provides a brief history of the standards, noting that they were state-led and developed to ensure consistent expectations across states. The standards do not define everything needed to teach the standards or support all students. It also discusses the new common summative assessments being developed and the need for changes to school accountability systems to align with the goal of college and career readiness for all students.
1) LATTC has implemented new programs like Trade Bridge Academy and professional baking accreditation to increase access and student success.
2) Students have achieved success like winning design contests and passing nursing boards, demonstrating LATTC's focus on student success.
3) LATTC is working to improve student persistence, progress, and goal completion through pathways planning, assessments, and support services.
Kindergarten Entry Assessments and Early Learning Challenge Grantselccollaboration
This document summarizes key aspects of developing Kindergarten Entry Assessments (KEAs) and their role in Early Learning Challenge Grants. It outlines the definition and purposes of KEAs, scoring criteria, types of assessment instruments, examples, and components of an effective KEA system. It also discusses developing a high quality plan and budget for implementing KEAs that can be used to inform instruction and close readiness gaps while meeting grant requirements.
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
The document summarizes a review of various educational programs in a school district conducted by the OSPI review team in January 2003. It provides an overview of the review process, programs monitored, preliminary results and commendations, and areas for improvement identified in the exit items. The review process included self-studies, interviews, and school site visits. Preliminary results highlighted various strengths in the district including extended learning opportunities, data-driven planning, and strong special education programs. Exit items identified some areas for improvement related to assessment, funding allocations, and special education documentation and services.
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
This document summarizes Oklahoma's efforts to transition from Programs of Study to Rigorous Programs of Study (RPOS) in career and technical education. It provides background on Oklahoma's CTE system and partners. It then discusses key frameworks for RPOS implementation, including legislation/policies, partnerships, professional development, accountability, standards, course sequences, credit transfer agreements, and others. Finally, it outlines Oklahoma institutions' current projects to address barriers to RPOS implementation in areas like visual design, career academies, advisement programs, manufacturing, and teacher development.
The document provides an overview of the goals and requirements of the Enhancing Education Through Technology State Grant Program under the No Child Left Behind Act. It discusses priorities such as improving student achievement through technology, ensuring access to technology for all students, and developing accountability measures to evaluate programs. States must submit a consolidated application outlining strategies and goals for using technology to enhance education.
The document discusses the No Child Left Behind Act's commitment to enhancing education through technology. It outlines the goals of improving student achievement with technology, ensuring technology literacy, and encouraging effective integration of technology into instruction. States must develop accountability measures to evaluate how technology impacts student outcomes and ensure equitable access to technology for all students.
This document summarizes a staff meeting at McAllen High School to review the school's STaR Chart and develop an action plan. The STaR Chart, required by the Texas Education Agency, assesses the school's use of technology across four key areas. It showed the school was advanced in some areas but developing in others. Staff broke into groups to discuss areas for growth and draft action plans to help the school meet state technology standards in future years.
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
This document summarizes the requirements and guidelines for several federal Title programs in a school district. It discusses Title I, which aims to help students meet state standards, especially for low-income schools; Title II for teacher training; and Title III for English language learners. Key requirements are annual parent meetings, using funds only to supplement existing programs, documenting expenditures, and ensuring teachers are qualified. Schools must meet rules to qualify for funding and conduct ongoing planning and assessments to improve student achievement.
The document discusses educational technology initiatives in Texas, including a long-range technology plan, the Technology Immersion Pilot project, and recommendations to expand the use of online learning resources, digital content, and technology-enabled assessments in schools. It provides an overview of the goals and components of the technology immersion model being tested, and outlines next steps for developing an updated long-range technology plan aligned with national standards.
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
Similar to C:\fakepath\welcome to the career technical education in service 080510 (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
C:\fakepath\welcome to the career technical education in service 080510
1. Welcome to the Career Technical Education In-Service August 2010 By PresenterMedia.com
2. Today’s Agenda Career Technical Education GoalsWelcome Back, Introductions, Overview of CTE, and Five District Focus Areas 8:00am Program Assessment ToolOverview – LEA Plan, CTE Plan; Self-Assessment; Overview of Tool and Implementation 8:45am Curriculum Direction Overview; Counseling and QuestionsWhat to Expect , Goals, Articulation, a-g 10:00am DataOverview, ACTE Career Readiness 12:15pm Future Job TrendsWrap up 1:15pm
3. Welcome Back! (Betsy McKinstry, CTE Director) Introductions Pop Quiz! How Well Do You Know CTE? Welcome Back and Introductions
5. “The task before us is an enormous one, and it is clear that we must embrace new, innovative approaches to educational transformation that are likely to lead to highly successful outcomes for students, families and communities.”-State Superintendent of Instruction Jack O’Connell
6. Introduction Name School Site Course Did you take a CTE course in high school? What was the course? How is that high school CTE course related to your current job?
9. It’s an economic issue when the unemployment rate for folks who’ve never gone to college is almost double what it is for those who have gone to college. It’s an economic issue when eight in 10 new jobs will require workforce training or a higher education by the end of this decade. It’s an economic issue when countries that out-educate us today are going to out-compete us tomorrow. – President Obama, July 2010
12. District Five Focus Areas Math English Special Education AVID English Language Learners
13. The Engineering programs have already demonstrated a high post-secondary educational enrollment rate as compared to all Career Technical Education programs in the district as well as in comparison to the AVID program that has been implemented district-wide. The data is repeated below in chart form to further illustrate this significant achievement.
14. Our Career Technical Education Programs have effectively supported the closing of the achievement gap for all sub-groups qualifying as “at risk” or “underrepresented”. Students in our programs have consistently improved their standardized test scores and have more than doubled the achievement rates in the State of California. The chart below illustrates this growth and compares our programs’ students to the State of California’s data as demonstrated through the California High School Exit Exam (Cahsee):
17. California State CTE Plan - Timeline 2005 Model CTE Standards 2006 Needs Assessment by Stakeholders 2006 Framework for CTE Standards 2007 Draft CTE Plan (required to receive federal Perkins funding for state) 2007 Public Hearings on Draft 2008 Adopted by State Board of Education Dec. 2008 Approved by US Dept. of Education
18. California State CTE Plan Major elements: CTE Delivery Structure and Enrollment Workforce Development and Industry Partnerships Context for CTE in California Demographics, Economics, Education, Policy Vision for Building a High-Quality CTE System Mission, Guiding Principles, Goals, Indicators Responses to US Dept. of Education Guide on Perkins Funding State Policies on Perkins Funding http://www.schoolsmovingup.net/cs/ctep/print/htdocs/ctep/home.htm
19. Local CTE Plan – 2008 Timeline Required for each LEA to receive Perkins funding for CTE Stakeholder meetings Draft plan Revisions Board approval – submitted Oct. 2008 CDE approval
20. Local CTE Plan Major elements: Status of CTE Offerings Locally Program Goals and Objectives Alignment and Sequencing (including programs of study) Support for Special Populations Students Guidance and Counseling Comprehensive Professional Development Accountability and Evaluation Use of Funds
21. Self-Assessment Please take a few minutes to pre-assess how successful you feel your CTE program is in meeting the 11 indicators for a high-quality program Scale of 1-5
22. 11 Elements of High-Quality CTE System* Leadership at All Levels High-quality Curriculum and Instruction Career Exploration and Guidance Student Support and Student Leadership Development Industry Partnerships * from Ch. 3 of State CTE Plan
23. 11 Elements - continued System Alignment and Coherence Effective Organizational Design System Responsiveness to Changing Economic Demands Skilled Faculty and Professional Development Evaluation, Accountability, and Continuous Improvement CTE Promotion, Outreach, and Communication
24. Program Assessment Tool Drafted by staff at Solano County Office of Education Based upon State CTE Plan 11 Elements Revised and supplemented locally Elements and minimum examples of evidence to be gathered to support each section Timeline for completion of each section
25. Program Assessment Tool - continued At the end of each quarter, submit gathered evidence and completed comments for assigned sections Industry sector meetings (one sub day) during a two-week window to work collaboratively through each element and receive additional professional development Working document
26. Program Assessment Tool Sections 1, 2, 3, 4 – due 10/8/2010 Sections 5, 6, 7, 8 – due 12/17/2010 Sections 9, 10, 11 – due 3/11/2011 Fourth quarter review/evaluation Results compiled District and community review Drive future activities, improvement, program decisions
27. Preview Calendar during wrap-up session Related events (including future furlough days in October and March) Information regarding funding opportunities for professional development, field trips and/or supplemental equipment/instructional materials
35. What’s New with Curriculum in 2010/2011? California Signs On to Common Nationwide Education Standards (08/03/10) http://www.latimes.com/news/local/la-me-standards-20100803,0,3569884.story University of California’s “a-g” requirements for college freshmen entering in 2012 Program Assessment Tool: each program will meet in curriculum direction meetings to ensure high quality, rigorous curriculum and instruction.
36. Career Technical Education Standards http://tinyurl.com/CTEStandards Foundation Standards (Core Academics) Nationwide “Common Core Standards” http://www.corestandards.org/ High Quality, Rigorous Curriculum (“a-g Ready”) Standards
38. “a-g” Ready Courses include: Theory for the academic credit; Application for the CTE side Are standards-aligned “a-g” Timeline for Approval: Must be submitted by September 3, 2010 to Mariane in order to meet 2010/2011 deadline. For 2011/2012 credit, submit after February 1st to Mariane University of California’s “a-g”
39. Evaluate Curriculum Provide Guest Speakers Provide Work-Based Learning Opportunities Scholarships, Financial Support, Equipment How do industry professionals contribute to your program? Industry Connections
40. Integrate High-Yield, Research-Based Instructional Strategies (e.g., AVID) Cornell Notes Collaborative Learning Groups Inquiry; Costas’ Levels of Questioning Use technology that is appropriate to the instructional content Web 2.0 (see handout) Provide Opportunities for students to Create Use daily lesson planning strategies High Quality Instruction
42. “Given the realities of our modern age and the demands of our children’s future, is it really okay to allow educators to choose whether or not they incorporate modern technologies into instruction?” From www.dangerouslyirrelevant.org Your Thoughts?
43. Form a PLC with teachers in your industry sector/pathway Meet with CTE Coordinator to review/evaluate current curricula Align curricula to State Standards and make “a-g” ready Submit to CTE Director and University of CA’s “a-g” office for approvals Obtain Industry Approval through Advisory Board Meeting Obtain Governing Board Approval Make course available. Work with counselors to promote. The Curriculum Direction Process 2010/2011
47. Carl D. Perkins Career and Technical Education Improvement Act of 2006 Supplemental federal funding for career-technical education Nine mandatory program goals: Integration of core academic and CTE skills Integration of All Aspects of the Industry and work-based learning Embedded use of technology (both industry and computer) for teachers and students High-quality, sustained, intensive professional development for teachers, counselors, and administrators to meet program goals Assessment of the programs, including meeting needs of special populations students (6 types) Prepare special populations students for high-wage, high-skill, or high-demand occupations leading to self-sufficiency Initiate, improve, expand, or modernize quality CTE programs Provide effective CTE services of sufficient size and scope Create and maintain post-secondary connections
48. Core Indicators to Review Effectiveness of CTE Programs 1S1, Academic Attainment- Reading/Language Arts (proficient or above on CAHSEE): state level 23.0% 1S2, Academic Attainment- Mathematics (proficient or above on CAHSEE): state level 22.0% 2S1, Technical Skill Attainment (grade of “C” or better): state level 53% 3S1, Secondary School Completion (12th grade grads/certificate/GED): state level 85.5%
49. Core Indicators - continued 4S1, Student Graduation Rate: 83.20% state level 5S1, Secondary Placement: 78% state level 6S1, Non-traditional Participation (under-represented genders in specific occupational areas): 23% state level 6S2, Non-traditional Completion: 18% state level
50. Carousel Activity In groups, take a marker with you, and visit each of the “data stations” Write down a factual statement about one of the following elements for each station (try to add something new to what’s already there): What the data “say” or mean; or What the data don’t “tell” us; or What additional info would you need or like to see to analyze? or What is the good news depicted? or What needs improvement?
51. Follow-up Discussion Return to your tables Take a “role” card – don’t share its contents with others at your table With the data statements provided, go through each of the five “framework” questions from the carousel activity, and review – does anything else need to be added? Be “in character” as you discuss Choose a “reporter” for the group Share out your group’s results with the rest of the room (not “in character”) What are the most important points surfaced during your discussions?
52. Data Follow-up Using Data to Improve Learning for All Five-step data cycle: 1 - Build Foundations Shared vision, values, parameters 2 - ID Student Learning Issue Focus for review Data Research Data Research 5 - Implement Monitor Achieve Results 3 -Verify Causes 4- Generate Solutions Research, best prax, Logic Model Data Research Data Research
53. Why Are the Data Important? Evidence of successes Evidence of need for improvement – help begin collaborative inquiry, not blame Preparation for college and career readiness benchmarks
54. “We use data to move from a culture of blame to a culture of wonder. We wonder why something is – or is not – occurring rather than ascribing blame. This wonder leads us to ask better questions and attempts to get at the causes of behavior.” Kay McClenney
55. What Is Career Readiness? ACTE White Paper Achieve White Paper Jigsaw reading activity – in groups, then share out
56. Jigsaw Activity Framework Questions What are 3 recommended skill sets for students to acquire in order to be career-ready? How do these skills differ from those required for college readiness? How do students benefit from being both college and career ready? How will you act to prepare students for both college and career readiness?
57. Quick-Write Write free-form for 3 minutes on your response to this prompt: How will the “career readiness” movement affect the day-to-day lives of my students in the coming five years? Will it prepare them for jobs of the future? Why or why not?
59. Top Innovations that Changed the World: The iPod Social Networking (Facebook) “Death of the Land-line” Twitter Expansion of Broadband in U.S. and Abroad The Web on your Phone! It’s okay to buy things online (a.k.a., financial transactions on the web are accepted as secure) Emergence of online work Looking back at 2000-2009
60. “A huge portion of the highest paying jobs in the next 10 years will be served across the wire, with less and less dependence on physical location.” - Brent Frei, www.xconomy.com Environmental Traceability Manager Cloud Controller Renewable Energy Hydrogen Fuel Station Manager Uranium Recycler Advanced Manufacturing Mechatronical Engineer Metal Skin Consultant Augmented Reality Digital Architect Avatar design-security consultant Robots and Artificial Intelligence Personal Bot Mechanic Powered Exoskeleton Engineer Business Simplicity Consultant LocaPreneur Nanotech and Biotech Bioinformationist Geomicrobiologist Social Services Experimental Therapist Home Companion-Caretaker Education Online Education Broker Space Tour Guide Food Farmer Personal Food Shopper http://www.guardian.co.uk/money/2010/jan/09/jobs-of-the-future Looking Forward: 2010 - 2020
61. Jobs that are at risk by 2020… Store Clerks – replaced by online shopping, self-service scanners, robotic shelf-stackers Soldiers – replaced by unmanned combat vehicles, air and ground. But, fighter pilot job may be the first to go. Bank Tellers – replaced by ATM’s and online banking
62. How do you identify future jobs in your industry? Google – it’s magic! Innovations of the past decade that will change the future course of your industries: http://tinyurl.com/2000innovation
63. How do you identify future jobs in your industry? Bureau of Labor and Statistics Occupational Outlook Handbook: http://www.bls.gov/oco/ California’s Employment Development Department http://www.labormarketinfo.edd.ca.gov/ Local Industry Members Advisory Board Antelope Valley Board of Trade (www.avbot.org) Chambers and Cities’ Websites
64. How do YOU identify future jobs in your industry?
65. What does this mean for your classes, programs, curricula? Changes?
67. Funding Requests Does an increase in funding= improvement in the quality of a program Each table will be assigned a position Each table will debate the position Five minute preparation Five minute debate
68. This is our challenge Activity Suggestions to request funding that is in alignment with the discussions today
69. Request for Funding Write down three goals for your program Prioritize them by numbering 1, 2, 3 Underneath each goal write request and approximate funding amount Program Goals: consistent with mission, aligned with values, describe desired performance
70. Industry Sector POC’s Betsy: Health Science, Ag and Auto Diane: Public Services, Engineering, Building, Trades and Construction, Foods Mariane: Business, Arts, Media and Communications, Education
71. Timeline October 8-Section 1 Due October 11-29, Meet with Industry Groups October 13: Furlough Day, “Jobs of the Future” PLC Training TBD December 7-Section 2 Due December, January-Curriculum meeting review with Industry Groups
72. Timeline cont’d March 11-Section 3 Due March 30-Furlough Day-Final curriculum review PLC Pending March, April: Advisory Meeting May, Articulation Meetings
73. Questions Complete KWL Document Add any comments or feedback on the document HAVE A GREAT SCHOOL YEAR!!!!!!
74. HAVE A GREAT YEAR! Thank you for your attention today. We look forward to working with each of you this year to increase student achievement through CTE! Adult Program Teachers – Meet with Andra in D-2
Editor's Notes
Let’s start with the big picture
From the economist “ideas” poll 2009. Where is education headed?“Are schools an antique idea?” nearly 50% say yes.“Will technology save the planet?” 85% yes!“Is Design thinking the future?” 85% yes!
What do each of these innovations share in common?
What kinds of skills do we need to foster in students to prepare them for jobs that don’t even exist yet??
What do each of these jobs share in common?
Web 2.0TwitterLinkedInMashableBlogs (blogger.com and wordpress.com)