Career Technical Education - Santiago Canyon College€¦ · valuable insight into each...
Transcript of Career Technical Education - Santiago Canyon College€¦ · valuable insight into each...
Santiago Canyon College
Career Technical Education:
Your Guide to Developing and Implementing a CTE Teacher Preparation Pipeline Program
For the 2008-2009 academic
school year, Santiago Canyon College (SCC) was once again
awarded a Teacher Preparation Pipeline Grant by the Chancellor’s
Office of the California Commu-nity Colleges to help address the
anticipated shortage of secondary and community college career
technical education (CTE) teach-ers. This guide is being pre-
sented as “Your Guide to Devel-oping and Implementing a CTE
Teacher Preparation Pipeline Pro-gram” for other colleges that are
seeking to implement and expand
a teacher preparation pipeline for their respective students. This
guide will help colleges navigate uncharted territory by providing
detailed information and strate-gies used to developing a teacher
preparation pipeline geared to-ward recruiting and retaining stu-
dents along with business and in-dustry professionals. Our hope is
that other colleges can benefit from this guide by learning about
a successful approach that worked for SCC, allowing those
new to CTE a chance to glean in-
sight and ideas for their own suc-cessful practice.
Creating the Pipeline
In This Section:
• Communication Vehicles
- Website
- Newsletter - Interest Cards
• CTE Database
• Outreach and Recruitment
- High School Outreach - On-campus Outreach
- Business and Industry Outreach
• Articulation
• Curriculum Development
Given that the main principle of
the grant was to address the pro-jected shortage of CTE teachers,
SCC uniquely coined its program
“CTE Teach!” For the 2008-2009 grant year, Santiago Canyon Col-
lege focused its efforts on three of its fastest growing career educa-
tion programs, Survey/Mapping Sciences, Water Utility Science,
and Public Works.
Communication Vehicles
Marketing materials (i.e. pam-
phlets, flyers, posters) were im-mediately designed in order to ef-
fectively promote the CTE Teacher Preparation Pipeline.
(See “Attachment A” as an exam-ple of SCC’s pamphlet designed to
promote the pipeline)
Website - Designing a website can
be one of the most effective ways of marketing a new program. A
comprehensive website was cre-ated with several features, re-
sources and links that students can access for more information.
For example, students can fill out an interest card online and be en-
tered in the CTE Database, view program requirements and trans-
fer articulation information, view the latest edition of the CTE Teach
newsletter, and read about up-coming events. SCC’s CTE Teach
website can be viewed at:
www.sccollege.edu/cteteach
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Newsletter - Newsletters can be a
creative and fun way to promote your CTE program. Topics may
include faculty interviews, student testimonials, and upcoming
events.
(See “Attachment B”)
Interest cards - Interest cards are a great way to get students and
professionals connected to your CTE Teacher Preparation Pipeline
Program, and can be distributed during each presentation. The
information collected can provide
valuable insight into each individ-ual’s personal and professional
goals, both on and off campus.
Cards may consist of personal
contact information, career infor-mation, current program enroll-
ment, certificate/degree goals, potential interest in transfer, and
any additional data that you feel is important to your program’s vi-
sion.
(See “Attachment C”)
CTE Database
Information from student interest
cards can be easily stored in your very own CTE Database. This
compendium of student informa-tion provides a constant connec-
tion between students, counselors and staff. The database will be a
primary means for sending out informational emails, newsletters,
job postings, etc. It is a great
way to track student progress throughout the school year. The
database will also be valuable
when assessing the outcomes and
effectiveness of your program at year’s end.
Outreach and Recruitment
The first step in the outreach component is getting to know
your project. Once you are famil-iar with the project you can now
target your partners and bring them on board.
High School Outreach - During
the grant development process, four local feeder high schools
were asked to serve as grant
partners. To coordinate support at the administrative level, the
Director of Secondary Education, which oversees all four high
schools, was also asked to sign on as a grant partner. This en-
sured that the efforts of CTE Teach were in line with the phi-
losophy of the local unified school district. Since the grant was fo-
cused on the career technical education field, it was imperative
to contact and establish meetings with the career education coordi-
nators at each school site.
The foundation of the outreach
component was formulated during
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these meetings through extensive
dialogue as to how SCC could es-tablish a career technical educa-
tion teacher preparation pipeline at each respective school. Based
on valuable feedback from each partnering school, the following
list highlights a few outreach tools that SCC utilized in order to pro-
mote its program:
• Generate an introductory letter
(see “Attachment D”) that
could be sent to teachers pro-moting the program and offer-
ing classroom presentations.
Disciplines that responded in-cluded: English, Mathematics,
Computer Science, Regional Occupational Program (ROP)
classes such as Career Focus, Careers in Teaching, Business,
Internet Technology, and Com-puter Aided Drafting classes).
• Obtain an email list of all
teachers, following up on the
initial introductory letter in or-der to promote the program.
• Be a visible presence on each
high school campus, offering
morning and lunch table infor-mational sessions with pro-
gram materials.
• Inform assistant principals,
counselors, and key staff at
each respective school that presentations are being of-
fered. • Supply career centers at each
respective school with all nec-essary marketing and outreach
materials. • Utilize staff meetings as an-
other way to promote the pro-gram.
• Participate in special events
that lend themselves to your
CTE program, including career days, college fairs, and coun-
selor conferences. • Offer college campus tours
and include a workshop on
your CTE program.
On-campus Outreach - Outreach efforts should also focus on your
college campus. Numerous dia-logues occurred between the SCC
Dean of Career Education, CTE faculty, and CTE Teach staff. This
collaborative partnership was cru-cial to SCC’s CTE Teacher Prepa-
ration Pipeline Program success. Faculty understood the relevance
of CTE Teach, and welcomed presentations in all career educa-
tion classes. Being that most fac-
ulty members held professional
positions in addition to teaching,
students were presented with the invitation to visit different job
sites and participate in job shad-owing and internship opportuni-
ties.
Your college’s Public Information Officer will also serve as a valu-
able resource. A career focus publication was specially designed
to feature and highlight career technical education and the CTE
Teacher Preparation Pipeline Pro-gram.
Email communication will also
serve as an integral part of your college campus outreach efforts.
Mass emails introducing and pro-moting the program allow for
greater visibility. This form of
communication provided greater versatility for scheduling presen-
tations with all instructional fac-
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ulty.
On-campus activities can serve as another effective platform for
connecting with students, faculty and staff. The CTE Teach Pro-
gram participated in several dif-ferent events, such as New Stu-
dent Orientations, Transfer Fairs, Career Fairs, Senior Day, Trig
STAR (a Survey/Mapping math competition), the SCC Water Edu-
cation Extravaganza, Parent Night, Future Teacher’s Confer-
ence, and mentor mixer events.
Business and Industry Outreach - A significant focus of the CTE
Teacher Preparation Pipeline Grant was informing professionals
in the field that they may be eligi-ble to teach at the community
college level with an associate de-gree along with the required
number years of experience. CTE
Teach was able to target these individuals through a variety of
organizations and events, such as:
• The California Land Surveying
Association (CLSA)
• The League of California Sur-
veying Organizations (LCSO)
• ROP Job Development Network
• Fieldtrips for students to
business/industry grant part-
ners • Technical Advisory Committees
• Presentations for Professional
Networking Organizations
For the 2008-2009 grant year, CTE Teach offered a series of suc-
cessful “Reach Out and Teach” presentations. This allowed CTE
Teach to focus it’s outreach ef-forts on professionals in business/
industry through site visits, brown bag lunch series, and
after-hours presentations tailored to the unique needs of employers
in different Industry Sectors.
Whether outreaching with high schools, your college, or business
and industry, it is important that
you establish rapport with all key
players involved. Get to know
your partners and meet with them as soon as possible. Set
clear goals and deadlines. And finally, remind partners that your
program is here to provide quality services for students and develop
skilled CTE teachers for the next generation.
Articulation
When creating and expanding a successful CTE Teacher Prepara-
tion Pipeline Program, it is impor-tant to have a thorough under-
standing of how the coursework
in your CTE program will translate to a 4-year university. In con-
junction with the CTE Teach Pro-gram, the SCC articulation officer
conducted an analysis of articu-lated coursework needed for uni-
versity transfer. To better meet the needs of CTE students, trans-
fer guide sheets were developed and updated regularly, clearly de-
lineating required courses that will lead to a seamless transfer
experience.
Curriculum Development
In our first year of funding, two new courses were created as part
of SCC’s CTE teacher preparation
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pathway. The first course fo-
cused on self-exploration and the teaching profession. The second
focused on careers in the survey/mapping profession.
With the expansion of SCC’s CTE
Teacher Preparation Pipeline Pro-gram during the 2008-2009 grant
year, CTE Teach worked closely with faculty from all three disci-
plines on curriculum development efforts. An emphasis was placed
on assessing student performance in mathematics, and led to infus-
ing curriculum into current CTE
courses focused on building math and computer skills. These skills
were deemed vital to occupational success and future teaching op-
portunities.
Infusing the Pipeline
In This Section:
• 4-year University
Partnerships
• Faculty Relationships
• Advisory Groups
4-year University Partnerships
University transfer plans vary, de-
pending upon the school and ma-
jor desired. The CTE Teach Pro-
gram established specialized part-nerships with universities that of-
fer undergraduate degree pro-grams in related fields, allowing
Survey/Mapping, Water Utility Science and Public Works stu-
dents at SCC to advance and pur-sue a bachelor’s degree. Partner-
ships included degree options in Civil Engineering, Public Admini-
stration, and Career & Technical Studies.
Establishing similar partnerships
with universities in your area will
enhance your CTE Teacher Prepa-ration Pipeline Program. In keep-
ing with the goal of the teacher preparation pipeline grant, stu-
dents are encouraged to further their academic and professional
preparation with the completion of an undergraduate degree. In
some school districts, a bachelor’s degree may be required in order
to become a career technical edu-cation instructor at the secondary
level. Your program will have much more depth and reach if it
can provide a wide variety of
seamless transfer options for students.
Faculty Relationships
A successful teacher preparation pipeline will require a collabora-
tive effort involving many differ-ent individuals on campus. First
and foremost, this will require collaboration with the faculty of
the specific discipline. To effec-tively connect with CTE faculty at
SCC, CTE Teach actively partici-pated in all instructional meetings
and met regularly with the Dean of Career Education. This en-
abled faculty to contribute to the overall efficiency of CTE Teach by
offering valuable professional in-
sight. Faculty members were also encouraged to attend CTE Teach
program activities in order to con-nect with students and further in-
crease student interest. This also provided a strong framework for
further curriculum development.
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Advisory Groups
Establishing positive faculty rela-tionships lends itself to active
participation in all advisory groups relevant to your CTE pro-
gram. Advisory groups serve an important role in teacher prepara-
tion pipeline development, as they are based upon the voices of
professionals in the field. This al-lows students, faculty, and coun-
selors to connect with real-world applications that will guide the fo-
cus of your CTE Teacher Prepara-tion Pipeline Program.
Implementing the
Pipeline
In This Section: • Case Management
Counseling - Presentations
- CTE Interview Forms - CTE Database
- Follow-up Services
• CTE Summer Institute and
CTE Career EXPO
- Contextual Learning Exercises
- Introduction to Student Support Services
- Tutoring and Classroom Experience
- Guest Presentations - Fieldtrips
- Personalized Educa-tional Plans
Case Management Counseling
Case management counseling is a
core foundation of CTE Teacher Preparation Pipeline Program suc-
cess. You may have noticed that a large majority of students in-
volved in CTE programs are also professionals already working in
their respective fields. Whether returning for additional formalized
training, working toward a pro-motion, or for personal fulfill-
ment, these individuals demon-strate the need for continuing
education in career technical
fields. While they may enter higher education with a plethora
of skills acquired in business and industry, many are in need of
educational counseling services and basic information about the
academic environment. This in-cludes student services available
on campus as well as academic planning and options for the fu-
ture.
Your college’s counseling and stu-dent support services depart-
ments will play an important role
in shaping the atmosphere of your CTE Teacher Preparation
Pipeline Program. Again, the suc-
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cess of your new teacher prepara-
tion pipeline will largely depend upon the collaborative effort es-
tablished by all principle parties involved. This cohesive body will
likely include your Career Educa-tion Division, CTE faculty and
staff, outreach personnel and counselors. While each member
serves as a special piece of the puzzle, counselors are in the
unique position to act as the bridge between the student and
support services on campus.
Case management counseling is
an active, hands-on approach to providing counseling services to
students. Counselors are consis-tently involved in outreach and
recruitment efforts, which include classroom presentations, campus
events and mentor mixers. Being a constant presence on campus
and in the office is key for CTE student success. Meeting with
students and discussing academic and personal goals will allow
counselors to develop personal-ized educational plans for each
individual student. Once direct
relationships are cultivated, coun-selors remain in contact with stu-
dents on a regular basis and pro-
vide valuable follow-up services
to maintain student progress. Important components of a case
management counseling approach include:
Presentations - A wonderful way
to establish a collaborative at-mosphere with professionals in
business and industry as well as CTE faculty, while also promoting
the counseling and student sup-port services available to stu-
dents. It is important to let stu-dents know how to access these
services – Where is your counsel-
ing office? When are you avail-able for counseling hours? How
do they make an appointment with you to receive counseling
services?
CTE Interview Forms - Interview forms have long served counsel-
ors as a productive tool during an initial one-on-one meeting with a
student. You can create your own interview form that is tailored to
the specific needs of your CTE program. Student contact info,
educational goals, and placement
test scores are all useful bits of information that will serve as the
springboard for future appoint-
ments and conversations with
each student.
(See “Attachment E”)
CTE Database - For counselors, the CTE Database is a great way
to track student progress throughout the academic year, as
well as the frequency of student appointments. Counselors are
also able to recall the information from the interest cards in order to
assess each student’s educational and occupational goals.
Follow-up Services - A key com-
ponent of case management
counseling, follow-up services in-clude regularly scheduled coun-
seling appointments with CTE stu-
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dents to assess progress in
coursework and address any other concerns. In addition, fol-
low-up services allow the student and counselor to modify an indi-
vidual’s personalized educational plan, solidify educational goals,
and discuss certificate/degree op-tions in greater detail. This be-
comes particularly important when considering transfer to a 4-
year university. Finally, follow-up services remind each student that
you are there for them, acting as an advocate and a source of con-
sistent support.
A case management counseling
approach allows students, coun-selors, instructors and other sup-
port staff to connect with your program, and remain involved in
every facet of your teacher prepa-ration pipeline. Establishing and
maintaining this connection is a team effort – one that requires
consistent, active participation from all members of the collabo-
rative group. Once implemented, the case management counseling
approach will undoubtedly in-
crease the overall cohesiveness of your CTE Teacher Preparation
Pipeline Program, and in turn, en-
courage student success.
CTE Summer Institute As you can see, a successful CTE
Teacher Preparation Pipeline Pro-gram is really the sum of its parts
– a collaborative effort estab-lished by dedicated professionals
in academia, business and indus-try, and the surrounding commu-
nity. Like a good culinary recipe, each member brings to the table
a wide range of personal experi-ences that add to the overall fla-
vor of your program. One of the
most important (and often over-looked) members of this collabo-
rative group will be the students themselves. Even when all the
key players are in place, it will be difficult to accomplish the goals of
your CTE Teacher Preparation Pipeline Program if you fail to ac-
tively engage students. So ask yourself, “How will we put it all
together?”
Santiago Canyon College con-cluded the 2007-2008 CTE
Teacher Preparation Pipeline Pro-
gram Grant with a “CTE Summer Institute,” a summer course de-
signed to help students new to
career technical fields explore a wide range of academic and occu-
pational opportunities emphasiz-
ing a teacher preparation pipe-line. Using SCC’s Survey/
Mapping Sciences Program as a template, students were intro-
duced to the teaching opportuni-ties in career technical fields. In
keeping with the focus of the grant, the CTE Summer Institute
had purposeful curriculum woven into the course that included
hands-on contextual learning ex-ercises, personalized educational
plan design, campus tours, as well as an introduction to the
many student support services at
SCC. In addition, students were taken on fieldtrips to observe
firsthand the transition from SCC
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SCC’s CTE Summer Institute Students
to either a career in business and
industry, or to a 4-year institu-tion.
CTE Career EXPO
For the 2008-2009 grant year, SCC and the CTE Teach team
hosted a CTE Career EXPO, a hands-on contextual learning
event that showcased three excit-ing careers in growing industries:
Survey/Mapping, Water Utility Science, and Public Works. SCC
and CTE Teach welcomed over 700 high school seniors from local
and surrounding school districts.
Students had the opportunity to
meet with professionals in Sur-vey/Mapping, Water Utility Sci-
ence, and Public Works to discuss each occupation and gain a better
understanding of what to expect
from these in-demand industries. One of the groups featured at the
CTE Career EXPO was SCC’s Survey/Mapping program, as well
as the California Land Surveyors Assoc. Students were introduced
to land surveying equipment set
up for their use, and gained a wealth of information about the
field. CTE Teach was also fortunate
enough to have the Irvine Ranch Water District present, offering
students an entertaining environ-ment full of games and activities
teaching them about water treat-ment, distribution, and wastewa-
ter management.
Finally, the EXPO showcased
three interesting facets of Public
Works with the help of the Or-
ange County Public Works depart-ment. Students had the opportu-
nity to view some of the creative ways professionals in this industry
utilize technology and innovation in their daily work. Remote con-
trol cameras used for exploring confined spaces and a large en-
gine from a water pump and dam system were both on display.
Contextual Learning Exercises - A
key component of CTE programs, contextual learning exercises al-
low students to actively experi-
ence some of the hands-on as-pects of career technical fields.
In an ambitious and rewarding ef-fort, students were responsible
for working daily in SCC’s Aca-demic Success Center, a learning
center that provides computer-aided individualized instruction in
core academic areas. Specifically, CTE students from all three disci-
plines utilized PLATO, the self-paced tutoring software in mathe-
matics designed to provide a comprehensive assessment and
increase competency in this vital
component of career technical education. Contextual learning
exercises are an effective way to
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actively engage student participa-
tion, and provide instructors with a great opportunity to be creative
in curriculum design.
Introduction to Student Support Services - Your college’s student
support services division will serve as the backdrop within
which academic success is attain-able. Awareness of student sup-
port services is often the first challenge facing new student
populations. Through valuable tours and presentations by de-
partment personnel, students
were introduced to a world of support services available on
campus. Campus tours are a great way to familiarize new stu-
dents with the college environ-ment. Additional student services
presented included transfer, ca-reer, and counseling centers, as
well as library resources.
Tutoring and Classroom Experience - An impor-
tant component of SCC 2008-2009 Teacher Preparation Pipeline
was the hiring and training of tu-
tors. These individuals had ex-pressed a desire to become future
teachers in CTE fields, and gained
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valuable one-to-one experience
working with students in Survey/Mapping, Water Utility Science,
and Public Works classes in mathematics skill development
and additional course content.
CTE Teach also implemented a classroom observation opportu-
nity for students and profession-als who had expressed an interest
in teaching college-level CTE courses. Participants gained
classroom facilitation skills by as-sisting instructors in Survey/
Mapping, Water Utility Science,
and Public Works courses.
Guest Presentations - Putting a face with an occupation or service
is one of the most effective ways to attain student interest. While
reading about technical fields in books has a certain academic
value, speaking directly with someone who works in a technical
field can bridge the gap between the theoretical and tangible op-
portunities available to students. CTE Teach students received
presentations from professionals
in all three disciplines, hearing firsthand what a future career in a
technical field may hold, including
the option to return and teach in
the high school and community college levels.
Fieldtrips - Fieldtrips are a valu-
able way to bring the learning ex-perience outside the classroom,
bridging instruction with real life applications. The CTE Summer
Institute and CTE Career EXPO linked students to the business
and industry sector as well as 4-year institutions.
Personalized Educational Plans -
An important element of the CTE
Teach program focused on teach-ing students how to develop a
personalized educational plan to guide them down the CTE teacher
preparation pathway. This in-cluded investigating degree op-
tions in Survey/Mapping Sciences, Water Utility Science and Public
Works, selecting a related major, and developing a semester-by-
semester plan that meets all nec-essary requirements in the
teacher preparation pipeline while maintaining their academic and
occupational goals. Empowering
students with the knowledge of how to develop their own educa-
tional plans demystifies the col-
www.sccollege.edu/cteteach
Presented By:
Jennifer Coto, Ed.D.…………… Project Director
Phillip Crabill, M.S.……………… CTE Counselor
Eva Juarez……………………………High School and Community Outreach Specialist
Ruth Babeshoff…………………… Dean, Counseling and Student Support Services
This project was funded by a grant from the California Community College Chancellor’s Office - SB70 Funding
lege experience, taking the
daunting task of completing a de-gree program and breaking it
down into small, manageable steps.
Culminating Thoughts
This guide is designed as a road-map to assist you in developing
and/or enhancing your own CTE Teacher Preparation Pipeline Pro-
gram. Every program will be unique – with different needs and
goals based upon the populations
you serve. To continue the mo-mentum of any new program, be
certain to secure support from your college’s administration in
order to effectively sustain the pipeline. One of the most chal-
lenging and rewarding aspects of creating a program from its in-
ception is the ability to modify and tailor services that will ulti-
mately benefit your students.