Kansas CTE Conference, Wichita, KSFebruary 21, 2011

Mike GrossMikeGross@usd475.org

Objectives:Identify the core components of effective CTE

programsExplore the commonalities between CTE

programming and the development of Career Academies and the Career Clusters framework

Visit elements from the Perkins IV legislation and other national initiatives and discuss the impact on CTE, Career Clusters, Career Academies and school reform movements

Discuss best practices for career-based school reform

Standards of PracticeThe National Standards of Practice for career academies were developed by an

informal consortium of national career academy organizations. Drawn from

many years of research and experience, they are framed around ten key ten key elements for successful, sustained implementation elements for successful, sustained implementation of academiesof academies. There are several reasons why these NSOP were

developed. First, research was showing that academies research was showing that academies were making a difference in graduation and dropout were making a difference in graduation and dropout rates and in career choicesrates and in career choices for young people. What was not being demonstrated was the difference was not being demonstrated was the difference academies make in academic achievementacademies make in academic achievement. These Standards are a way to ensure that academies are adhering to rigor on multiple levels, including academics. Secondly, the term “career academy” was being utilized in many ways to define all types of schools and programs. These Standards become a way to define a career academy which is a

smaller learning community and provide a vehicle for academies to academies to share strategies, challenges and successes share strategies, challenges and successes on a level playing field.

The NSOP were introduced nationally at a press conference in December 2004 in Washington, DC. Endorsing the Standards were a variety of organizations, as well as the U.S. Departments of Education and Labor.

Perkins IV…integrateintegrate rigorous and challenging academicacademic

and career and technical instruction… (sec 2.2, purpose)

…career and technical programs of studyprograms of study, which may be adopted by local education agencies and postsecondary institutions… (sec 122.c.1.a, state plan)

Offer the appropriate courses of not less than one of the career and technical programs of studyprograms of study… (sec 134.b.2, local plan)

Develop and support small, personalized small, personalized career-themed learning communitiescareer-themed learning communities. (sec 135.c.13, permissive use of funds)

Smaller Learning CommunitiesSmaller is better- 350 to 450 students

according to researchSchools at 1000+ need to be reducedSchool within a schoolCan be random, by grade, by interestDivide and conquerEconomy of scale: Small school

environment plus opportunities of large school

Career Clusters16 clusters

Dept. of Education project (Now

state directors of Career and Tech)

All careers can be classified in one

of clusters

Clusters provide framework for

courses offered

KSDE On Career ClustersA Career Cluster is a grouping of occupations and

broad industries based on commonalities. The 16 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses.

Career Clusters and Perkins IVStrong language has been written

into the newest Carl Perkins Act

legislation for implementation of

Career Clusters

The specifics of this language

emphasizes the use of PLANS OF

STUDY based on the clusters (examples)

Cluster Plans of Study: Key Elements

Academic courses

Career and Technical courses

Post-secondary connections

Career opportunities

Career AcademyA physical grouping of students and staff for the purpose of increased focus on broadly related career development and the integration of academic and career and technical skills.

Career AcademyAcademies should contain a full

complement of academic, elective

and Career and Technical teachers.

Academies should have a dedicated

support system, including

autonomous administration and

SPED personnel.

“Pocket” Career Academies

Academy is housed within larger comprehensive high school

Students apply to academy

In house “magnet school”

West coast, New England

“Wall to Wall” Career Academies

All students in school are placed in

an academy

School provides opportunities for

all students and career interests

Broad career groups

Can be based on clusters

Career Academies

Each academy has:

Principal

Academy Leader

Counselor

Dedicated office support in academy area

Special Education support

Full academic course offerings

Career PathwaysA career pathway is a specific sequence of courses that leads to a terminal course, industry based certification, or a post-secondary connection

A Career and Technical Education completer program is the best example of a pathway

Summary

Smaller Learning Communities group students and staff into smaller units

The 16 Career Clusters form a classification system for careers that can be used as a guidance and planning tool for students using a Plan of Study

Career Academies are SLC’s that are based upon common, broad-based career interest

A Career Pathway is a specific sequence of courses that lead to something beyond school

Career and Technical Education (CTE)…

Recommendations:Determine your specific needs and goals

Research best practices from everywhere

Bring faculty and admin together from the beginning

Vote on big decisions

Public relations must be continually emphasized

Be your own “best expert” - Avoid models that do not align with your philosophy, goals and needs

Build on existing strengths

Overcoming BarriersDon’t let anyone call this tracking!Each sub-system must provide equal services

Teachers follow other teachers most of the time, but the boss must be the boss for some issues…

Communication is critical; Promise (and deliver!) alignment to the shared philosophy

Thoughts on Leadership…Management, administration and

leadership are all different skills… although very related and all necessary

Leading isn’t really leading if you are alone- it is about the team

Leadership is about people… not places or even processes

“He who is least, is greatest” Leadership is a resource for those on

the team