Design Specifications. Asset Inventory

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1 DECEMBER 2015 Pathways System Framework Design Specifications and Asset Inventory FOR PATHWAY SYSTEM PARTNERSHIPS Every Indiana business will find the educated and skilled workforce necessary to compete successfully in the global economy. Every Indiana citizen will have access to the information, education and skills required for career success. --Indiana Career Council 1

2 Indiana Pathways Innovation Network (IN-PIN) The Indiana Pathways Innovation Network (IN-PIN) is designed to identify and share promising practices and replicable strategies that help support the development and implementation of career pathways systems. By bringing together leaders from forward-thinking schools, adult and postsecondary institutions, business organizations, and workforce development providers, effective and innovative career pathways can be designed to increase learner achievement and address workforce trends. IN-PIN membership is open to organizations working to improve outcomes for adults and youth learners. These include: Schools & districts Postsecondary & adult education Organizations & companies Workforce & economic development Career technical districts groups Regional partnerships By joining the IN-PIN, organizations accelerate their efforts to develop scalable and sustainable solutions to strengthen connections between education, employers, and economic development in order to prepare today s students for tomorrow s careers. With backing from the Center of Excellence and Leadership of Learning (CELL) at the University of Indianapolis, the IN-PIN is led and managed by the National Center for College and Career Transitions (NC3T), an organization experienced in all aspects of career pathways development. Indiana Career Council The Indiana Career Council, in its plan Align, Engage, Advance: A Strategic Plan to Transform Indiana s Workforce, explained its vision and key goal for Indiana. The VISION Every Indiana business will find the educated and skilled workforce necessary to compete successfully in the global economy. Every Indiana citizen will have access to the information, education and skills required for career success. The GOAL All Hoosiers will have the opportunity to access career pathways aligned to their interests, skills and personal employment goals. At least 60 percent of Indiana s workforce will have the postsecondary knowledge, skills, and credentials demanded within Indiana s economy by

3 DEFINITIONS RELATING TO CAREER PATHWAY SYSTEM DESIGN AND IMPLEMENTATION For local Pathway Systems to operate effectively, all stakeholders need to develop and buy into shared definitions, goals and processes. The following definitions were approved by the Indiana Career Council in June 2015 as model guidance for local Pathway System leaders to adapt to local purposes. SECTORS & INDUSTRY In discussions about Career pathways, the terms industry and sector are often used interchangeably to describe a group of companies that operate in the same segment of the economy or share a similar business type. In the world of investing and economic analysis they have slightly different meanings. This difference pertains to their scope; a sector refers to a large segment of the economy, while the term industry describes a much more specific group of companies or businesses. CAREER CLUSTERS A career cluster is group of careers that share common features. Career Clusters are used within the education sector to describe groupings of career pathways. The Indiana Department of Education has adopted 12 Career Clusters, adapted and customized to Indiana from a national model developed by the coalition of state Career Technical Education directors. The Indiana State approved Clusters are: Agriculture (3 pathways); Architecture and Construction (3 pathways); Arts/A/V Technology, and Communications (2 pathways); Business and Marketing (1 pathway, 3 concentrations); Education and Training (1 pathway, 2 concentrations); Health Science (4 pathways); Hospitality and Human Services (4 pathways); Information Technology (2 pathways); Manufacturing (5 pathways); Public Safety (3 pathways); STEM (1 pathway); Transportation (6 pathways. 3

4 CAREER PATHWAY PROGRAM OF STUDY 1 An Indiana Career Pathway Program of Study is an integrated collection of courses, learning experiences and services intended to develop students core academic, career-specific and employability skills, and provide them with ongoing education and training experiences, so that they can successfully enter and advance in a Career Pathway. A number of career pathways feed into each Career Cluster. CAREER PATHWAYS SYSTEM A career pathways system (or initiative) operates at a local/community level, consisting of a partnership among employers and employer organizations, postsecondary colleges, universities and training providers, career technology centers, primary and secondary schools, workforce and economic development agencies, labor groups and social service providers to offer a variety of Pathways Programs of Study for youth and adult learners. The Career Pathways System has defined expectations, processes, and policies to guide the development and delivery of Pathways Programs of Study, and clarifies the roles and responsibilities of all involved stakeholders. PATHWAYS DESIGN SPECIFICATIONS The Pathways System Framework, developed for Indiana Pathways Innovation Network by the National Center for College and Career Transitions, provides an organizational model for developing a local pathways system that serves both adult and youth learners. The Pathway System Design Specifications address each interconnected area of development that factor into a robust Pathways System. The development process takes time, often 12 to 18 months of initial planning with some implementation and three to five years for full implementation, followed by periodic continuous improvement. 1 synonymous with Career Pathway or College and Career Pathway

5 DEVELOPING LEARNERS WHO ARE READY FOR SKILLED EMPLOYERS AND CONTINUED LEARNING The primary goal of the Pathways System Framework is to ensure that learners are provided with experiences and education that lead to success in postsecondary education, economically viable career pathways, and personal effectiveness in a 21st Century economy. College, career, and life readiness includes the development of: 1. Applied knowledge 2. Effective relationships skills 3. Executive skills 4. Transition knowledge and skills 5. Career navigation skills 6. Financial literacy 7. Civic engagement Following is a brief description of the Pathways System Framework components. CROSS-SECTOR PARTNERSHIPS A Pathways System brings together members from K-12 and postsecondary education, employer organizations, community volunteers, and workforce and economic developers; these stakeholders are organized as a Pathways Partnership. The Pathways Partnership convenes a Leadership Team to provide strategic input on the direction and responsibilities of all partners involved in implementing the Pathways System. Together, they identify the key knowledge, skills, and attributes that help youth and young adults succeed in education, the workplace, and civic life. All aspects of the Pathways System reflect these shared college, career, and life readiness goals. CAREER EXPLORATION AND PLANNING In a Pathways System, all learners experience meaningful and expansive career exploration and their parents or guardians are actively engaged in the process. A well-planned career exploration program encourages students to identify personal aptitudes and interests, explore career options through multiple methods, and make informed postsecondary education and training decisions. In K-12 education, these efforts begin early, intensify in the middle school years, and become even more focused during high school. In postsecondary/adult education, providers of education and training provide intensive career development for adult learners upon program entry, and increasingly focus on career placement throughout the course of the program. PATHWAY PROGRAMS OF STUDY The Pathways Partnership coordinates the development of a range of pathway programs of study (POS) for youth and adult learners. An Indiana Career Pathway Program of Study is an integrated collection of courses, learning experiences and services intended to develop students core academic, career-specific and employability skills, and provide them with ongoing education and training experiences, so that they can successfully enter and advance in a career pathway. 5

6 For K-12 systems, students explore available programs of study while in middle school or early high school and then choose a program in which to enroll. Each school offers programs of study that address a variety of student interests as well as prominent career opportunities in the region and state. In systems that have regional career and technical education centers, their programs are linked to programs at the partnering high school, and when open enrollment options are offered, students may choose among multiple schools. Each pathway POS is seamlessly connected to postsecondary education and/or a training program. At the postsecondary level, courses may be organized into pathway programs of study (or guided pathways ), designed for adult learners who want a very clear connection between education, training, and career options. Postsecondary programs of study may also be created to develop closer links to GED, English language acquisition, and basic skills programs, helping adult learners transition into career-based programs more expeditiously. DYNAMIC TEACHING AND LEARNING In a Pathways System, teachers and faculty members employ evidence-based instructional practices that are highly engaging, rigorous, and relevant to each pathway program of study. Teachers continue to implement important required curricular reforms, and there is an ongoing emphasis on problembased, project-based, and inquiry-based learning in all pathway programs of study. Targeted professional development, peer collaboration, and instructional coaching provide ongoing teacher support. EMPLOYER AND COMMUNITY ENGAGEMENT In a Pathways System, employers and community organizations are essential partners, helping to provide students with skill development and career exploration experiences in the workplace and bringing highly relevant work-based activities, content, and role models into the classroom. The Pathways System outlines practical and specific ways that employers and community organizations can connect with students and impact each pathway program of study. 6

7 COMMITTEES AND WORKING GROUPS Several committees and working groups are recommended for successful and efficient implementation of the Pathways System. The following chart provides a description of recommended committees and working groups. Committee or Team Pathways Partnership Description A well-developed leadership infrastructure that facilitates sustained collaboration among members of K-12 and postsecondary education, employers, community, economic development, and the local or regional workforce system. The Pathways Partnership creates other working groups as needed to carry out detailed planning around specific components of the Pathways System implementation plan. Pathways Partnership Leadership Team Campus-based Leadership Team Intermediary Organization Career Exploration Committee Industry Sector Working Groups POS Advisory Committees POS Instructional Teams Pathways Communications Team The Pathways Partnership Leadership Team is a subgroup of the Pathways Partnership, a smaller team of key stakeholders identified and selected from within the Pathways Partnership. This team plans and manages the Pathways Partnership. The team of campus administrators and designated staff that provide oversight of the Pathways System, assuming the daily implementation work at the campus level, either in a postsecondary education institution or school district. Within the Pathways Partnership, one organization is identified as the intermediary organization that takes the lead role in convening all the Pathways System partners, inviting new partners, documenting decisions, drafting and finalizing the Pathways System Implementation Plan, and monitoring and reporting progress. A team of educators who develop and oversee the implementation of an integrated career awareness/exploration scope and sequence for the college or school district. Regional employer representatives and industry-coalition members who help coordinate industry sector work with the Pathways Partnership. Industry Sector Working Groups coordinate activities with postsecondary education and K-12 education. Comprised of local experts, employers and other community partners, these committees are formed to support particular pathway programs of study. Some pathway partnerships may create joint POS advisory committees to coordinate with both postsecondary education and K-12 education. A team of teachers/faculty members and guidance advisors that work together to integrate their curriculum in a meaningful way for a specific pathway program of study. Each team also addresses the achievement and support needs of students who participate in their program. The Pathways Communications Team is formed to create shared communications tools (talking points, branding messages, brochures, and web-based information) and provides coordination and training to ensure that all pathway partners are communicating similar messages to various stakeholders and using multiple communications channels. 7

8 DESIGN SPECIFICATIONS AND ASSET INVENTORY COMPONENT 1: CROSS-SECTOR PARTNERSHIPS A Pathways System brings together members from K-12 and postsecondary education, employer organizations, community volunteers, and workforce and economic developers; these stakeholders are organized as a Pathways Partnership. The Pathways Partnership convenes a Leadership Team that provides strategic input on the direction and responsibilities of all partners involved in implementing the Pathways System. Together, they identify the key knowledge, skills, and attributes that help youth and young adults succeed in education, the workplace, and civic life. All aspects of the Pathways System reflect these shared college, career, and life readiness goals. This section should be reviewed by all stakeholders and completed by potential or existing Pathways Partners. 1.1 Pathways Partnership Leadership Structure Comprised of leaders from multiple stakeholder groups (including K-12 education, postsecondary education, employers and employer-led organizations, workforce development, economic development, and community-based organizations), the Pathways Partnership provides strategic guidance and advocacy for the Pathways System. The Pathways Partnership creates other working groups as needed to carry out detailed planning around specific components of the Pathways System implementation plan. For example, the Pathways Partnership Leadership Team coordinates with Industry Sector Working Groups and education providers to ensure that all pathway programs of study are treated equitably and receive the support they need for success. Members of the Pathways Partnership meet regularly during initial development of the Pathways System and at least twice annually to monitor and sustain its success. Are community-wide committees or working groups in place that could lend support to or collaborate with the Pathways Partnership? If so, describe. 1.2 Campus-based Leadership Structure A Campus-based Leadership Team is formed for each campus and decides on key Pathways System-related issues. Decisions may include identifying the number of students each pathway program of study will accommodate, the grade levels at which pathway POS will be offered; the way in which students will learn about and select a pathway POS, and the way in which pathway programs of study will be organized. Has a Campus-based Leadership Team been formed? If so, describe its role and responsibilities. 8

9 If pathway programs of study are not yet in place, has any preliminary work or visioning been accomplished (e.g., determining which grades will be enrolled in pathway POS or how teaching teams will be formed)? 1.3 Pathways Partnership Intermediary Designation Within the Pathways Partnership, one organization is identified as the intermediary organization that takes the lead role in convening the Pathways System partners, inviting new partners, documenting decisions, drafting and finalizing the Pathways System implementation plan, and monitoring and reporting progress. Ideally, the intermediary organization is not a school of college, but is an employer or community-based organization. Has an organization been designated as the intermediary? Has a staff person from the organization been designated to assume the responsibilities? 1.4 Communications Tools and Resources The Pathways Partnership develops and implements a broad-based communications plan aimed at internal stakeholders and the broader community. Within each partner organization, designated staff takes responsibility for implementing their component of the communications plan and articulating the positive benefits of the Pathways System for their organization. What form(s) of communication does your organization currently utilize (e.g., newsletter, journal, public meetings)? Does the Pathways Partnership currently have an integrated communications plan? If so, briefly describe. 1.5 Industry Sector Collaboration At the regional level, representatives from industry sectors collaborate with education leaders by forming Industry Sector Working Groups to provide up-to-date information on specific career trends and anticipated changes. The Industry Sector Working Group meet with K-12 and postsecondary education staff meet as often as necessary but not less than twice annually. What Industry Sector Working Groups exist in the region? Do any of them actively collaborate with the Pathways Partnership? If so, describe. 9

10 1.6 Definition and Implementation of Readiness Members of the Pathways Partnership adopt a shared definition of readiness for college, career, and life. The definition (either locally developed or adapted from state level guidance) should include or address academic skills and knowledge, employability skills, postsecondary success skills, and career navigation skills. Does the Pathways Partnership have a college, career, and life readiness definition in place? If so, provide the definition. If a readiness definition is established, describe the ways in which it is used and the ways in which students development of these skills is measured. 1.7 Utilization of Shared Metrics Each partner in the Pathways System has identified metrics to measure the level and effectiveness of their participation. An ongoing improvement process is established and involves teachers, administrators, and program advisors who regularly set goals, monitor progress, and track improvements made for each pathway POS and the system as a whole. Has the school or college identified metrics to measure pathway POS quality? What schools or colleges in the Pathways Partnerships have a proven data driven improvement model that is valued by both administrators and most instructors? Does your school or college have metrics related to its involvement in education (e.g., hours volunteered, dollar value of volunteer time, number of students reached)? If so, what is the data and how is it generated, collected, and reported? 1.8 Pathways System Progress Report 10

11 Metrics provided by Pathways Partners are gathered into an annual Pathways System report that is shared among stakeholders and the broader community; the report is also available on a commonly used website. Is an annual report developed and shared? If not, is there an existing annual education or workforce report that could incorporate the Pathways System metrics? 1.9 Reporting Dual, Concurrent, and Articulated Credits and Other Skills Credentials For each pathway POS, school district and postsecondary partners track and report the number of college credits and other skill credentials earned by high school students as well as the number of credits transcripted to the partnering postsecondary education institution. How does K-12 education and postsecondary education keep track of students early college credits? Is this data tracked for each pathway POS? How and with whom is the data shared? 1.10 Alignment of Local Administration and Funding Policies Members of the Pathways Partnership continuously identify administrative and funding policies within their purview or those at the state level. To the extent possible, they ensure that policies that support a Pathways System implementation are either created or modified accordingly. An example of such policies is one that provides the funding of a staff position to coordinate employer and community involvement and to coordinate the school s pathway programs of study. Does your organization fund a staff position specifically to coordinate community involvement, including involvement with K-12 education and postsecondary education? If so, describe the position. What policies may be needed to support a Pathways System? 11

12 COMPONENT 2: CAREER EXPLORATION AND PLANNING In a Pathways System, all learners experience meaningful and expansive career exploration and their parents or guardians are actively engaged in the process. A well-planned career exploration program encourages students to identify personal aptitudes and interests, explore career options through multiple methods, and make informed postsecondary education and training decisions. In the K-12 system, these efforts begin early, intensify in the middle school years, and become even more focused during high school. Postsecondary partners utilize an aligned career development framework for their adult learners. This section should be reviewed by all stakeholders and completed by a campus-based lead administrator with input from the guidance and counseling staff. 2.1 Comprehensive Career Exploration Resources and Guidance System The school or college has in place a career exploration and career guidance system that reaches all learners and clarifies relevant roles and responsibility of guidance and counseling staff, teachers, and administrators. Students engage in career interest assessments, career-related learning activities both in school and within the community, and interactions with adults working in business and industry. Career exploration activities, resources, and guidance procedures are aligned with state and/or local standards. Parents and guardians are actively engaged as important partners in the career exploration process. A Career Exploration Committee oversees this work. Describe ways in which the school or college provides career exploration and guidance for all students. Include the responsibilities of teachers/faculty and guidance counselors in developing/providing career exploration. 2.2 Student Career and Education Plan Every learner develops and maintains a personalized career and education plan. The plan is reviewed and modified at least annually. For K-12 students, this plan is developed by grade eight and integrates career exploration with planning for high school course selection and postsecondary education or training. The plan is developed with parental or guardian input. For postsecondary education students, the plan is developed during the application and enrollment process and reviewed and updated on a regular basis. Does every student develop a personalized career and education plan that integrates career exploration with planning for further education and training? If so, describe the plan, the process by which students develop it, how often it is reviewed, and for K-12 students, how parents are involved. 12

13 2.3 Preparing Students to Choose Among Pathway Programs of Study In the K-12 sector, counselors from middle and high schools collaborate to introduce students to high school pathway programs of study, helping them and their parents make informed enrollment decisions. In the postsecondary sector, counselors meet with prospective students, review results from career exploration assessments and inventories as well as employment and hiring data, and make program enrollment decisions. For K-12 education, what type of collaboration happens between middle school and high school staff to help students make Pathway Programs of Study selection decisions? For postsecondary education, what type of awareness building and decision-making processes are used to ensure that students choose an appropriate program? 2.4 Engaging Parents and Family Members In K-12 education, students and their family have opportunities to learn about postsecondary options and how to make postsecondary decisions that are related to the identified career interests of the student. Extended effort is made to engage students from families that have not participated in postsecondary education and to provide targeted support for specific areas such as understanding the application process and financing options. In postsecondary education, students are encouraged to share and discuss information about career opportunities and the college s programs, as the student makes his enrollment decision. Parents or other family members are welcomed to join campus tours and program information sessions, at the student s discretion. Describe the learning opportunities students and parents are offered regarding postsecondary options. COMPONENT 3: PATHWAYS PROGRAMS OF STUDY 13

14 The Pathways Partnership coordinates the development of a range of pathway programs of study (POS) for youth and adult learners. A pathway program of study is a sequence of interconnected academic and elective classes revolving around a career or subject theme, integrated with experiential learning and close connections between secondary and postsecondary education, training, and/or apprenticeships. Pathway programs of study are designed to address workforce needs and support the development of college, career, and life readiness knowledge and skills for each learner. For K-12 systems, students explore available programs of study while in middle school or early high school and then choose a program in which to enroll. Each school offers programs of study that address a variety of student interests as well as prominent career opportunities in the region and state. In systems that have regional career and technical education centers, their programs are linked to programs at the partnering high school, and when open enrollment options are offered, students may choose among multiple schools. Each pathway POS is seamlessly connected to postsecondary education and/or a training program. At the postsecondary level, many courses may be organized into pathway programs of study (or guided pathways ), designed for adult learners who want a very clear connection between education, training, and career options. Postsecondary programs of study may also be created to develop closer links to GED, English language acquisition, and basic skills programs, helping adult learners transition into career-based programs more expeditiously. This section should be reviewed by all stakeholders and completed by the high school principal with input from other administrators and staff. THEME I. PATHWAY PROGRAMS OF STUDY STRUCTURE 3.1 Program of Study Interconnected Structure Pathway programs of study are organized and presented to students as a well-defined, multi-year program of themed courses, interconnected with academic core courses and experiential learning activities. Is access to regional workforce analysis available in order to identify the predominate regional industry sectors and career clusters, even if those businesses are not located directly in the service area of the school or college? What concentration of related electives are already in place (e.g., business, finance, marketing, information technology, agriculture, foreign languages, fine arts, performing arts)? What programs are offered through the local career technology center? If a career interest assessment has been administered to students, have results been aggregated to provide a schoolwide report of student interests? If not, who can lead this effort? 14

15 Are some courses already arranged in a recommended sequence? If so, describe. 3.2 Student Access Pathways programs of study are accessible and marketed to students of varying achievement levels, including students who have Individualized Education Programs or limited English language proficiency. Are detailed descriptions of each pathway program of study available to students and parents? Do they include information explaining the level of academic proficiency recommended for the program? If so, share a pathway POS description that is provided to students and parents. What are the academic and social supports available to help marginally qualified students access the program? 3.3 Cohort Scheduling Students in the pathway program of study are scheduled as a cohort and enrolled in as many classes together as possible. Does the school currently schedule students in cohorts? If not, what challenges should be anticipated when creating cohort scheduling? THEME II. PATHWAY PROGRAM OF STUDY LEADERSHIP 3.4 Program of Study Advisory Committee Each pathway POS has an active employer-led Advisory Committee comprised of experts from the field; this committee reviews the curriculum and equipment and coordinates employer involvement in the program. Is an active Advisory Committee in place for each pathway POS? Describe the functions of the committee. 15

16 If pathway programs of study are not yet in place, does the school or district utilize employer Advisory Committees in another capacity? If so, describe the organization and function of the committee. 3.5 Pathway Programs of Study Instructional Teams Each pathway POS instructional team consists of teachers of core academics and electives along with staff from the guidance department. Together they develop cross-curricular projects and lessons and track and address the progress of students within their pathway POS cohort. Do teachers currently work as part of an instructional teaching team? Is so, describe the function and process of the teaching team approach. THEME III. ALIGNMENT 3.6 Alignment to Workforce Needs and Career Opportunities Each pathway POS is developed in alignment with in-demand careers that lead to family-sustaining earnings. Have school leaders used an analysis of workforce and economic needs in making programmatic decisions? Are new pathway POS under consideration and, if so, what criteria were used to select them? 3.7 Alignment with Standards Each pathway POS is aligned to applicable standards for college, career, and life readiness including relevant standards established by the state for academic and technical knowledge. Has curriculum recently been aligned with standards? Does the school have a systematic process for updating curriculum? If so, describe. 16

17 Was each pathway POS aligned to academic standards and technical standards only or was it aligned to a compilation of college, career, and life readiness standards? If so, which standards were used? 3.8 Alignment through Cross-curricular Connections The pathway POS Instructional Team identifies cross-curricular connections between required academic courses and career-themed elective courses and develops resources for cross-curricular and integrated instruction. Do teachers collaborate to develop integrated learning units? If so, describe the process and outcomes. 3.9 Alignment with Industry-based Credentials, Certifications, and Technical Skills Assessments The pathway POS leads to technical skill assessments and/or industry-recognized certifications. Students know about these options and know what is required to obtain them. Do any current courses or programs offer students opportunities to earn industry-recognized certifications? If so, describe the opportunities. Is there a policy in place that requires or encourages each pathway POS to offer learners a way to obtain industry-recognized certifications? THEME IV: PATHWAY PROGRAMS OF STUDY CONNECTIONS 3.10 Experiential Learning, Community-based Experience, and Student Leadership Within their pathway POS, students participate in organized and relevant job shadows, mentorships, field trips, career-related clubs, and skill competitions as well as school-based interactions with guest speakers and business members who volunteer to coach students on special projects. Students develop leadership skills through school and community leadership experiences, volunteerism, and competitions. Are schoolwide initiatives, programs, and/or clubs in place to help students develop leadership skills and/or provide learning experiences within the community? If so, describe. 17

18 3.11 Seamless Connections with Postsecondary Institutions and Regional Career and Technical Centers High school pathway programs of study are aligned and coordinated with programs of study offered by postsecondary education partners and/or regional career and technical education centers. This provides students with a smooth transition from secondary to postsecondary education and/or training and minimizes duplication of content among programs. If pathway programs of study are in place, have links with postsecondary programs been established, enabling students to begin the program in high school and continue at a postsecondary institution? If so, list the postsecondary institution and program along with a brief description of possible outcomes. Does the school partner with a regional career and technical school? If so, describe the collaboration including the number of available career and technical programs and the number of students attending Postsecondary Dual Enrollment and Articulation Agreements Each pathway program of study is supported by articulation agreements between high schools and postsecondary education partners, enabling students to earn dual, concurrent, articulated credits, and skills credentials at reduced or no-cost tuition rates for the secondary student. Do students currently have opportunities to earn college credit while in high school? If so, list the opportunities available and the approximate number of students who graduate from high school with college credits each year. How does the school track the number of students earning early college credits and how/with whom is this data shared? COMPONENT 4: DYNAMIC TEACHING AND LEARNING In a Pathways System, teachers and faculty members employ evidence-based instructional practices that are highly engaging, rigorous, and relevant to each pathway program of study. Teachers continue to implement important required curricular reforms, and there is an ongoing emphasis on problem-based, project-based, and 18

19 inquiry-based learning in all pathway programs of study. Targeted professional development, peer collaboration, and instructional coaching provide ongoing teacher support. This section should be reviewed by all stakeholders and completed by the high school principal with input from administrators involved with K-12 professional and curriculum development. 4.1 Utilization of High Quality Curriculum and Evidence-based Instructional Approaches Pathway POS teachers work to implement high quality curriculum. In all classes there is ongoing utilization of evidence-based instructional approaches such as problem-based, project-based, and inquiry-based learning. Describe curricular revisions and reforms that have been implemented in the school within the previous two years. Describe the research-proven instructional approaches that teachers are expected or mandated to use. What professional development relating to these instructional approaches has been provided? 4.2 Literacy Across the Curriculum The school sets expectations and monitors implementation of teaching and learning strategies that strengthen students literacy skills; this expectation is shared among teachers in all subject areas. Do all teachers embed literacy strategies within their content area? If so, provide one or two examples and the ways in which school administrators monitor this expectation. What professional development relating to these instructional approaches has been provided? 4.3 Academic, Social, and Program Supports Students that struggle to meet academic and social expectations are given a variety of supports including but not limited to counseling, tutoring, customized online remediation, and credit recovery options. For adult leaners, issues such as childcare, transportation, and incidental educational expenses may be addressed. Describe the academic and social supports struggling or at-risk students are offered. 4.4 Professional Development Planning The professional development needs of administrators, teachers, and counselors are identified; a systematic plan to provide professional development is in place. Professional development includes a focus on alignment of secondary and postsecondary curricula, development of integrated academic 19

20 and technical content, strong content knowledge among teachers, and innovative teaching and learning strategies. Is a professional development plan in place? If so, how often is it updated and who takes the lead in ensuring it is followed? Describe the way in which professional development needs for all staff are identified and provided. COMPONENT 5: EMPLOYER and COMMUNITY ENGAGEMENT In a Pathways System, employers and community organizations are essential partners, helping to provide students with skill development and career exploration experiences in the workplace and bringing highly relevant work-based activities, content, and role models into the classroom. The Pathways System outlines practical and specific ways that employers and community organizations can connect with students and impact each pathway program of study. This section should be reviewed by all stakeholders and completed by the high school principal with input from other administrators and staff. 5.1 Well-defined and Coordinated Employer and Community Organization Connections Each pathway POS offers students a variety of employer- and community-based learning with a strong expectation that students will participate in workplace tours, job shadows, internships, and community-based service learning. Pathway POS teachers engage business and community volunteers for guest lecturing, advising, mentoring of student teams, and coaching and judging of student projects. Does the school or Pathways Partnership have established procedures or processes to assist teachers with securing business and community volunteers? If so, describe the procedures or processes. What organizations and businesses are already directly involved with K-12 or postsecondary education? Describe the involvement. 5.2 Business and Industry Experiences for School Staff Teachers from each pathway POS are encouraged to participate in relevant job shadows and teacher externships. Are teachers and other staff required or offered support to participate in a business-related learning experience at least annually? If so, describe. 20

21 ADDITIONAL COMMENTS Please share additional strengths and/or assets in place that have not been addressed but that could impact a Pathways System. 21

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