Career Readiness In The 21 st Century: Preparing Students For Today s Workplace

Transcription

1 Career Readiness In The 21 st Century: Preparing Students For Today s Workplace Kate Blosveren Kreamer National Association of State Directors of Career Technical Education Consortium (NASDCTEc) kblosveren@careertech.org

2 This Workshop will... Examine this notion of career readiness within the broader college- and career-ready agenda Discuss major efforts across the country to ensure students are leaving high school and entering postsecondary education and training or the workplace with the full range of skills needed for success Career Readiness Partnership Council Common Career Technical Core Facilitate the sharing of what participants institutions and communities are doing to prepare students for lifelong success in the career of their choice

3 CHAT QUESTION Do you consider yourself to be a Career and Technical Education educator?

4 Career Technical Education Education programs and experiences that provide students with the technical, academic and employability knowledge and skills critical for success in the careers of their choice Delivered through K-12 and postsecondary

5 The College- and Career-Ready Agenda Goal: Ensure all students have foundational knowledge and skills necessary to be successful after high school, whether: Four-year college Two-year/community college Technical/vocational college Apprenticeship/training program On-the-job training Preparation for life AFTER high school is anchor for K- 12 teaching, learning and experiences

6 The College- and Career-Ready The Reality Agenda Good jobs/careers require some education and training beyond high school The line between academic skills ( collegeready), technical skills ( career ready ) and employability skills ( life ready ) are blurred Efforts to support students college and career readiness are mutually reinforcing

7 The College- and Career-Ready Agenda % Percentage of Workforce by Education Level 40% 32% 30% 30% 27% 35% 40% 35% 30% 24% 25% 16% 20% 11% 12% 12% 15% 10% 5% 0% High School Dropout High School Graduate Some College / Associate's Degree Bachelor's & Higher Source: Carnevale, Anthony P. et al. (June 2013). Recovery: Job Growth and Education Requirements Through Georgetown Center on Education and the Workforce.

8 The College- and Career-Ready Agenda

9 Academic Skills Mastery of ELA/Literacy Standards Mastery of Mathematics Standards Mastery of other key content areas Study skills Enjoyment of learning College planning skills* Reasoning skills Communications skills Teamwork/collaboration skills Problem-solving skills Research skills Financial Literacy* Motivation/self-discipline skills Recognizing strengths and weaknesses Time management skills Adaptability skills Career planning Mentoring skills Conflict resolution skills Ethical reasoning Use of data Use of technology (in ELA/literacy) Work-based communications skills Job-seeking skills Workplace safety Quality control systems Emergency & response procedures Technology-based project management skills Source: Achieve (2012) Understanding Skills in the Common Core State Standards.

10 THEN: VOCATIONAL EDUCATION For a Few Students For a Few Jobs 6 to 7 Program Areas In lieu of Academics High-School Focused Terminal NOW: CAREER TECHNICAL EDUCATION For All Students For All Careers 16 Career Clusters 79 Career Pathways Aligns/Supports Academics High School and Postsecondary Partnerships Life-long learning

11 CTE Vision Principles 1. CTE is critical to ensuring that the United States leads in global competitiveness. 2. CTE actively partners with employers to design and provide high-quality, dynamic programs. 3. CTE prepares students to succeed in further education and careers. 4. CTE is delivered through comprehensive programs of study aligned to The National Career Clusters Framework. 5. CTE is a results-driven system that demonstrates a positive return on investment.

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13 CareerReadyNow.org

14 About the Council

15 What it Means to be Career Ready A career-ready person effectively navigates pathways that connect education and employment to achieve a fulfilling, financiallysecure and successful career. A career is more than just a job. Career readiness has no defined endpoint.

16 What it Means to be Career Ready Requires adaptability and a commitment to lifelong learning, along with mastery of key knowledge, skills and dispositions that vary from one career to another and change over time as a person progresses along a developmental continuum. These include: Academic Knowledge and Skills, Technical Knowledge and Skills, and Employability Knowledge, Skills and Dispositions, which are inter-dependent and mutually reinforcing

17 The Common Career Technical Core: Setting a New Standard for Career Technical Education

18 Common Career Technical Core Background Process coordinated by NASDCTEc 42 states, DC, and one territory involved in development Modeled the process and outcomes of Common Core State Standards Initiative

19 Common Career Technical Core States

20 Scope and Use of Standards The CCTC standards are written to address the educational expectations across an entire program of study. These program-level standards are intended to provide the core expectations across the different delivery systems and approaches. Focus is on foundational and higher-order concepts/skills for each cluster and pathway. Link to state CTE standards and curriculum framework, certification, and/or program efforts.

21 Final Release June 2012: National Career Clusters Institute In total, CCTC development incorporated input at various stages from approximately 3,500 individuals representing K-12 education, business and industry and higher education from across the nation.

22 Common Career Technical Core Design & Components

23 Components of CCTC Standards for Career Ready Practice 12 practices with suggested indicators Positioned to be applied across the entire continuum of instruction Modeled after Common Core s Standards for Mathematical Practice Cluster- and Pathway- Level Content Standards Expectations within Career Clusters and Pathways that frame a Program of Study Based on Validated Knowledge and Skills Statements Used to align expectations across states

24 Career Ready Practices 1. Act as a responsible and contributing citizen and employee 2. Apply appropriate academic and technical skills 3. Attend to personal health and financial well-being 4. Communicate clearly and effectively and with reason 5. Consider the environmental, social and economic impacts of decisions 6. Demonstrate creativity and innovation

25 Career Ready Practices 7. Employ valid and reliable research strategies 8. Utilize critical thinking to make sense of problems and persevere in solving them 9. Model integrity, ethical leadership and effective management 10. Plan education and career paths aligned to personal goals 11. Use technology to enhance productivity 12. Work productively in teams, using cultural global competence

26 Career Clusters Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Business Management & Administration Education & Training Finance Government & Public Administration Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Manufacturing Marketing Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics

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28 CCTC Design The design of the CCTC does not preclude states from using additional CTE standards, including locally- or industry-developed which may inform CTE courses. To fully adopt and implement the CCTC, those local or industry CTE standards must still be aligned to the end-of-program CCTC.

29 CCTC & End-of-Program of Study Program of Study: a comprehensive, structured approach for delivering academics and CTE to prepare students for postsecondary education and career success. Sequences of academic and career technical education (CTE) coursework to help students attain a postsecondary degree or industry-recognized certificate or credential. Rigorous programs of study include both secondary and postsecondary coursework and experiences.

30 Common Career Technical Core CCTC Career Ready Practices CCTC Cluster & Pathway-Level Standards K&S, Content Standards Academic & technical Industry Standards By certification State CTE Course Standards END OF PROGRAM Used to design and assess CTE courses

31 What Does it Mean to Adopt? A state is considered to have adopted the CCTC when: The state has adopted ALL of the Career Ready Practices and ALL of the Career Cluster- and related Career Pathway-level content standards. No individual CCTC standards can be left out EXCEPT for those Career Clusters not used in the state. The CCTC serve as end-of-program standards that bridge and impact the state s secondary and postsecondary CTE standards, curriculum and courses. The state has addressed any related policies impacted by the new standards and/or to ensure implementation of the new standards.

32 Postsecondary Involvement in Career Technical Education

33 CTE & Postsecondary 4.5 million postsecondary CTE participants Take at least one CTE course 1.9 million postsecondary CTE concentrators Complete at least 12 academic or CTE credits within a single program area that terminates in the award of an industry-recognized credential, a certificate, or completes a short-term CTE program sequence of less than 12 credit units that terminates in an industry-recognized credential, a certificate, or a degree)

34 Common Career Technical Core Anchor standards & Postsecondary Tool for analyzing current offerings/expectations Aligned to knowledge/skills? Selecting assessments/measures of student competencies Platform for engaging secondary educators/peers K-12/postsecondary courses aligned, misaligned, duplicative? Dual/concurrent enrollment opportunities?

35 CHAT QUESTION Do you have a partnership in place with a local high school or K-12 educator? (feel free to share an example in chat box)

36 Why Partnerships? Ensure right expectations CTE is anchored in labor market needs backmapped into postsecondary and K-12 Validation Ensure maximum efficiency Dual/concurrent enrollment (articulated credit) Fully aligned expectations/experiences Ensure appropriate experiences College/career exposure Work-based learning experiences

37 Roles Delivery Pedagogy Student-centered Trad high schools, Academies, tech centers Delivery Pedagogy Workforce training Community colleges, tech centers, vocational centers K-12 Postsecondary Skills development Work-based learning Community Groups CT E Biz/ Industry Companies, associations, economic development, workforce Development Set/validate expectations Work-based learning

38 CTE Partnerships TYPES OF PARTNERSHIPS K-12 State CTE advisory committees (i.e., program selection, ROI) Local CTE advisory committees/ ad hoc and standing (i.e., standards, curriculum, work-based learning) Articulated programs of study (aligned courses, dual/concurrent enrollment opportunities) Industry Councils (i.e., manufacturing task force) Education coalition (i.e., third-party organization) Biz/ Industr y Postsecondary Community Groups ( ) ( )

39 CHAT QUESTION Do you work directly with an employer/business organization to shape/inform your curriculum? (feel free to share an example in chat box)

40 Questions?

41 Kate Blosveren Kreamer National Association of State Directors of Career Technical Education Consortium (NASDCTEc)