Santiago Canyon College

Transcription

1 Santiago Canyon College Career Technical Education: Your Guide to Developing and Implementing a CTE Teacher Preparation Pipeline Program

2 Page 1 For the academic school year, Santiago Canyon College (SCC) was once again awarded a Teacher Preparation Pipeline Grant by the Chancellor s Office of the California Community Colleges to help address the anticipated shortage of secondary and community college career technical education (CTE) teachers. This guide is being presented as Your Guide to Developing and Implementing a CTE Teacher Preparation Pipeline Program 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 strategies used to developing a teacher preparation pipeline geared toward recruiting and retaining students along with business and industry 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 insight and ideas for their own successful 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 projected shortage of CTE teachers, SCC uniquely coined its program CTE Teach! For the grant year, Santiago Canyon College focused its efforts on three of its fastest growing career education programs, Survey/Mapping Sciences, Water Utility Science, and Public Works. Communication Vehicles Marketing materials (i.e. pamphlets, flyers, posters) were immediately designed in order to effectively promote the CTE Teacher Preparation Pipeline. (See Attachment A as an example 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 created with several features, resources and links that students can access for more information. For example, students can fill out an interest card online and be entered in the CTE Database, view program requirements and transfer articulation information, view the latest edition of the CTE Teach newsletter, and read about upcoming events. SCC s CTE Teach website can be viewed at:

3 Page 2 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 individual s personal and professional goals, both on and off campus. Cards may consist of personal contact information, career information, current program enrollment, certificate/degree goals, potential interest in transfer, and any additional data that you feel is important to your program s vision. (See Attachment C ) CTE Database Information from student interest cards can be easily stored in your very own CTE Database. This compendium of student information provides a constant connection between students, counselors and staff. The database will be a primary means for sending out informational s, 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 familiar 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 ensured that the efforts of CTE Teach were in line with the philosophy of the local unified school district. Since the grant was focused on the career technical education field, it was imperative to contact and establish meetings with the career education coordinators at each school site. The foundation of the outreach component was formulated during

4 Page 3 these meetings through extensive dialogue as to how SCC could establish a career technical education 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 promote its program: Generate an introductory letter (see Attachment D ) that could be sent to teachers promoting the program and offering classroom presentations. Disciplines that responded included: English, Mathematics, Computer Science, Regional Occupational Program (ROP) classes such as Career Focus, Careers in Teaching, Business, Internet Technology, and Computer Aided Drafting classes). Obtain an list of all teachers, following up on the initial introductory letter in order to promote the program. Be a visible presence on each high school campus, offering morning and lunch table informational sessions with program materials. Inform assistant principals, counselors, and key staff at each respective school that presentations are being offered. Supply career centers at each respective school with all necessary marketing and outreach materials. Utilize staff meetings as another way to promote the program. Participate in special events that lend themselves to your CTE program, including career days, college fairs, and counselor 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 dialogues occurred between the SCC Dean of Career Education, CTE faculty, and CTE Teach staff. This collaborative partnership was crucial to SCC s CTE Teacher Preparation Pipeline Program success. Faculty understood the relevance of CTE Teach, and welcomed presentations in all career education classes. Being that most faculty members held professional positions in addition to teaching, students were presented with the invitation to visit different job sites and participate in job shadowing and internship opportunities. Your college s Public Information Officer will also serve as a valuable resource. A career focus publication was specially designed to feature and highlight career technical education and the CTE Teacher Preparation Pipeline Program. communication will also serve as an integral part of your college campus outreach efforts. Mass s introducing and promoting the program allow for greater visibility. This form of communication provided greater versatility for scheduling presentations with all instructional fac-

5 Page 4 ulty. On-campus activities can serve as another effective platform for connecting with students, faculty and staff. The CTE Teach Program participated in several different events, such as New Student Orientations, Transfer Fairs, Career Fairs, Senior Day, Trig STAR (a Survey/Mapping math competition), the SCC Water Education Extravaganza, Parent Night, Future Teacher s Conference, 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 eligible to teach at the community college level with an associate degree 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 Surveying Organizations (LCSO) ROP Job Development Network Fieldtrips for students to business/industry grant partners Technical Advisory Committees Presentations for Professional Networking Organizations For the grant year, CTE Teach offered a series of successful Reach Out and Teach presentations. This allowed CTE Teach to focus it s outreach efforts 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 Preparation Pipeline Program, it is important to have a thorough understanding of how the coursework in your CTE program will translate to a 4-year university. In conjunction with the CTE Teach Program, the SCC articulation officer conducted an analysis of articulated coursework needed for university transfer. To better meet the needs of CTE students, transfer guide sheets were developed and updated regularly, clearly delineating 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

6 Page 5 pathway. The first course focused 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 Program during the grant year, CTE Teach worked closely with faculty from all three disciplines on curriculum development efforts. An emphasis was placed on assessing student performance in mathematics, and led to infusing curriculum into current CTE courses focused on building math and computer skills. These skills were deemed vital to occupational success and future teaching opportunities. Infusing the Pipeline In This Section: 4-year University Partnerships Faculty Relationships Advisory Groups 4-year University Partnerships University transfer plans vary, depending upon the school and major desired. The CTE Teach Program established specialized partnerships with universities that offer undergraduate degree programs in related fields, allowing Survey/Mapping, Water Utility Science and Public Works students at SCC to advance and pursue a bachelor s degree. Partnerships included degree options in Civil Engineering, Public Administration, and Career & Technical Studies. Establishing similar partnerships with universities in your area will enhance your CTE Teacher Preparation Pipeline Program. In keeping with the goal of the teacher preparation pipeline grant, students 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 education 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 collaborative effort involving many different individuals on campus. First and foremost, this will require collaboration with the faculty of the specific discipline. To effectively connect with CTE faculty at SCC, CTE Teach actively participated in all instructional meetings and met regularly with the Dean of Career Education. This enabled faculty to contribute to the overall efficiency of CTE Teach by offering valuable professional insight. Faculty members were also encouraged to attend CTE Teach program activities in order to connect with students and further increase student interest. This also provided a strong framework for further curriculum development.

7 Page 6 Advisory Groups Establishing positive faculty relationships lends itself to active participation in all advisory groups relevant to your CTE program. Advisory groups serve an important role in teacher preparation pipeline development, as they are based upon the voices of professionals in the field. This allows students, faculty, and counselors to connect with real-world applications that will guide the focus of your CTE Teacher Preparation 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 Educational Plans Case Management Counseling Case management counseling is a core foundation of CTE Teacher Preparation Pipeline Program success. You may have noticed that a large majority of students involved in CTE programs are also professionals already working in their respective fields. Whether returning for additional formalized training, working toward a promotion, or for personal fulfillment, these individuals demonstrate 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 includes student services available on campus as well as academic planning and options for the future. Your college s counseling and student support services departments will play an important role in shaping the atmosphere of your CTE Teacher Preparation Pipeline Program. Again, the suc-

8 Page 7 cess of your new teacher preparation pipeline will largely depend upon the collaborative effort established by all principle parties involved. This cohesive body will likely include your Career Education 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 consistently 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 personalized educational plans for each individual student. Once direct relationships are cultivated, counselors remain in contact with students on a regular basis and provide 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 atmosphere with professionals in business and industry as well as CTE faculty, while also promoting the counseling and student support services available to students. It is important to let students know how to access these services Where is your counseling office? When are you available for counseling hours? How do they make an appointment with you to receive counseling services? CTE Interview Forms - Interview forms have long served counselors 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 appointments 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 component of case management counseling, follow-up services include regularly scheduled counseling appointments with CTE stu-

9 Page 8 dents to assess progress in coursework and address any other concerns. In addition, follow-up services allow the student and counselor to modify an individual s personalized educational plan, solidify educational goals, and discuss certificate/degree options in greater detail. This becomes 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 consistent support. A case management counseling approach allows students, counselors, instructors and other support staff to connect with your program, and remain involved in every facet of your teacher preparation pipeline. Establishing and maintaining this connection is a team effort one that requires consistent, active participation from all members of the collaborative group. Once implemented, the case management counseling approach will undoubtedly increase the overall cohesiveness of your CTE Teacher Preparation Pipeline Program, and in turn, encourage student success. CTE Summer Institute As you can see, a successful CTE Teacher Preparation Pipeline Program is really the sum of its parts a collaborative effort established by dedicated professionals in academia, business and industry, and the surrounding community. Like a good culinary recipe, each member brings to the table a wide range of personal experiences that add to the overall flavor of your program. One of the most important (and often overlooked) members of this collaborative 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 actively engage students. So ask yourself, How will we put it all together? Santiago Canyon College concluded the CTE Teacher Preparation Pipeline Program Grant with a CTE Summer Institute, a summer course designed to help students new to SCC s CTE Summer Institute Students career technical fields explore a wide range of academic and occupational opportunities emphasizing a teacher preparation pipeline. Using SCC s Survey/ Mapping Sciences Program as a template, students were introduced to the teaching opportunities 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 exercises, 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

10 Page 9 to either a career in business and industry, or to a 4-year institution. CTE Career EXPO For the grant year, SCC and the CTE Teach team hosted a CTE Career EXPO, a hands-on contextual learning event that showcased three exciting 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 Survey/Mapping, Water Utility Science, 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 environment full of games and activities teaching them about water treatment, distribution, and wastewater management. Finally, the EXPO showcased three interesting facets of Public Works with the help of the Orange County Public Works department. Students had the opportunity to view some of the creative ways professionals in this industry utilize technology and innovation in their daily work. Remote control cameras used for exploring confined spaces and a large engine from a water pump and dam system were both on display. Contextual Learning Exercises - A key component of CTE programs, contextual learning exercises allow students to actively experience some of the hands-on aspects of career technical fields. In an ambitious and rewarding effort, students were responsible for working daily in SCC s Academic Success Center, a learning center that provides computeraided individualized instruction in core academic areas. Specifically, CTE students from all three disciplines utilized PLATO, the selfpaced tutoring software in mathematics 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

11 Page 10 actively engage student participation, 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 attainable. Awareness of student support services is often the first challenge facing new student populations. Through valuable tours and presentations by department personnel, students were introduced to a world of support services available on campus. Campus tours are a great way to familiarize new students with the college environment. Additional student services presented included transfer, career, and counseling centers, as well as library resources. Tutoring and Classroom Experience - An important component of SCC Teacher Preparation Pipeline was the hiring and training of tutors. These individuals had expressed a desire to become future teachers in CTE fields, and gained 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 opportunity for students and professionals who had expressed an interest in teaching college-level CTE courses. Participants gained classroom facilitation skills by assisting 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 opportunities 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 valuable way to bring the learning experience 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 teaching students how to develop a personalized educational plan to guide them down the CTE teacher preparation pathway. This included investigating degree options in Survey/Mapping Sciences, Water Utility Science and Public Works, selecting a related major, and developing a semester-bysemester plan that meets all necessary requirements in the teacher preparation pipeline while maintaining their academic and occupational goals. Empowering students with the knowledge of how to develop their own educational plans demystifies the col-

12 lege experience, taking the daunting task of completing a degree program and breaking it down into small, manageable steps. Culminating Thoughts This guide is designed as a roadmap to assist you in developing and/or enhancing your own CTE Teacher Preparation Pipeline Program. Every program will be unique with different needs and goals based upon the populations you serve. To continue the momentum 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 challenging and rewarding aspects of creating a program from its inception is the ability to modify and tailor services that will ultimately benefit your students. 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