Transcript Name of Program

Implementing a Program of Study
2009 PA*Career and Technical Education Conference
Beverly O’Hora – Special Programs Coordinator – Lackawanna College
Barbara Carey – Early Childhood Education Instructor – Lackawanna College
Perkins Information
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The Carl D. Perkins Career and Technical
Education Act of 2006 requires the
development and implementation of career
and technical programs of study.
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Programs of Study were deliberately added
into Perkins IV as a way to achieve a new
vision for CTE by more consistently and
thoroughly connecting secondary and
postsecondary education, requiring
integration of rigorous academic and
technical instruction and encouraging the
acquisition of dual credit.
The Carl D. Perkins
Career and Technical Education
Improvement Act of 2006
Programs of Study
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Incorporate and align secondary and postsecondary education
Include academic & CTE content in a coordinated, non-duplicative
progression of courses
May include the opportunity for secondary students to acquire
postsecondary credits
Lead to an industry-recognized credential or certificate at the
postsecondary level, or an associate or baccalaureate degree
Identify and address current or emerging occupational opportunities
Build on Tech Prep, career clusters, career pathways, career academies
State develops in consultation with locals
Locals must offer the required courses of at least one Program of Study
(and can offer more)
Foundational elements already in place
Selecting a Program of Study
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Programs of Study – The term “Programs of Study”
incorporate secondary education and postsecondary
education elements; include coherent and rigorous content
aligned with challenging academic standards and relevant
career and technical content in a coordinated, non-duplicative
progression of courses that align secondary and
postsecondary education to adequately prepare students to
succeed in postsecondary education; may include the
opportunity for secondary students to participate in dual or
concurrent enrollment programs or acquire postsecondary
credit in other ways; and lead to an industry-recognized
credential or certificate at the postsecondary level, or an
associate or baccalaureate degree.
Programs of Study
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PHASE I CIPs – Developed during 2007-2008 –
Posted on PDE/BCTE Website.
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01.0201
19.0708
46.0201
48.0508
51.0601
51.0899
52.0302
Agricultural Mechanization, General
Child Care & Support Service Management
Carpentry/Carpenter
Welding Technology/Welder
Dental Assistant
Health/Medical Assisting Services, Other
Accounting Technology/Technician & Bookkeeping
Programs of Study
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PHASE II CIPs – To be developed 2008 -- 2009
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10.0399
11.0901
15.0303
15.1301
46.0399
47.0201
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•
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47.0603
47.0604
48.0501
50.0402
51.0801
51.9999
52.0401
52.0408
52.1801
Graphic Communications, Other
Computer Systems Networking/Telecommunications
Electrical, Electronic & Communications Engineering Technology
Drafting and Design Technology/Technician, General
Electrical Power and Transmission Installers, Other
Heating, Air Conditioning, Ventilation and Refrigeration
Mechanical Technology
Autobody/Collision and Repair Technology/Technician
Automobile/Automotive Mechanics Technology/Technician
Machine Tool Technology/Machinist
Commercial and Advertising Art
Medical/Clinical Assistant
Health Professions and Related Clinical Sciences, Other
Administrative Assistant and Secretarial Science, General
General Office Occupations & Clerical Services
Sales, Distribution and Marketing Operations, General
Industry Recognized Certifications
for Career and Technical Education Programs

Child Care & Support Services Management
Workers
• Child Development Associate
• Infant and Child CPR Certification
• Pediatric First Aid Certification
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Accounting
• Accounting Technician Certificate
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General Office Occupations & Clerical Services
• Microsoft Office Specialist (MOS)/Microsoft Office Master
• Internet and Computing Core Certification (IC3)
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Health/Medical Assisting Services, Other
• Medical Office Skills Certificate
Program Components in Place
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Programs of Study: Childcare & Support
Services Management
Signed Articulation Agreement with Career
Technology Center (CTC) of Lackawanna
County
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Career Center Instructor
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Career Curriculum Development
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Materials – Text, Instructional Materials,
Assignments, Projects and Assessment
Methods and Instruments.
Structure of Program Delivery
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10th Grade
• Lackawanna College course curriculum:
Introduction to the Profession of Education
• CEW Standard
 Beginning Career Portfolio
 Learning work habits—professionalism
Structure of the Program Delivery
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11th Grade
• Lackawanna College course curriculum:
Growth and Development
• CEW Standard
 Addition to career portfolio
 Learning work habits—lesson plans
Structure of the Program Delivery
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12th Grade
• Lackawanna College course curriculum: Infant
& Toddler
• CEW Standards
 Finalization of career portfolio
 Interview skills
 Daily occupational activities
 Field Experience
Infant and Toddler Care Objectives
1.
2.
3.
4.
5.
Students will, during early semester, define during
discussion, the historical beliefs about child rearing.
Students will, by mid-semester identify upon request, the
prenatal stages of human development and the
teratogens.
Students will, by late semester, identify upon request the
developmental needs of young children from birth
through thirty-six months.
Students will, by the end of the semester, utilize, through
demonstration developmentally appropriate strategies for
meeting the needs of pre-three children.
Students will, by the end of the semester, recognize and
demonstrate a knowledge of Health and Safety Issues
and procedures.
Curriculum Concepts
CDA*
Goal VI
F.A. 13
As part of our overall ECE program, these concepts need to be addressed within ECE 215 and are NOT duplicated in any other
course offerings within our total ECE curriculum. Our college has joined the TOAC which makes it possible for our students to
seamlessly transfer credits to four year institutions. In order to do this, we must offer courses on a par with the four year
colleges with which we have partnered. Please be sure that our students do not graduate without exposure to these concepts by
addressing them in this course offering. Feel free to introduce additional concepts should you choose.
CDA *
Goal IV
F.A. 11
CDA *
Goal II
F.A. 4,5,6
Goal III
F.A. 8, 9
Historical and current views of children, beginning no later than the 16th century. (Chapter 1)
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Infanticide
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Child centered approach (basic values)
Parenting Styles
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Diana Baumrind’s work
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Child temperament and “goodnes of fit”
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Teaching styles as compared to parenting styles
What are Developmental Domains? (Chapter 2)
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Cognitive
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Physical (gross & fine motor, cephlo-caudal & proximal distal)
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Language
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Social
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Emotional
The Child Development Associate
National Credentialing Program
“Becoming a CDA is a process that you work at, learn, and nurture until it grows from
within. It is a process by which you grow as an individual and as a professional.”
The Child Development Associate (CDA) National Credentialing Program is a
major national effort initiated in 1971. The purpose of the program is to enhance the
quality of child care by defining, evaluating, and recognizing the competence of child
care providers and home visitors.
Assessment and credentialing of child care providers is administered by the
Council for Professional Recognition (the Council). More than 100,000 child care
providers have earned the CDA Credential since 1975, and 46 states, plus the District
of Columbia, have incorporated the Credential in their child care licensing
regulations.
The CDA Competency Standards, which define the skills needed by providers in
specific child care settings, serve as a means for measuring the overall performance
of caregivers during CDA assessment. Assessment is available to caregivers working
in several settings – center-based programs serving infants and toddlers, and
preschool children; family child care programs; and home visitor programs. An
optional bilingual specialization is available to Candidates working in bilingual
(Spanish/English) programs. A CDA Credential is awarded to a person who
demonstrates competence in caring for young children by successfully completing the
CDA assessment process.
◦Scope and Sequence
Template
◦PROGRAMS OF STUDY
Technical Units – Identify the technical course name(s) and/or major units associated with the State-developed Program of Study as applicable with hours. Units may include a group of tasks.
Technical subject hours must comply with the minimum time requirements as identified in Chapter 339 Vocational Education Standards.
Academic Subjects – Career success and postsecondary education success require the same level of college prep coursework. The Pennsylvania Department of Education’s (PDE) focus is to
ensure that every student is prepared for college and a career. Academic courses such as applied math or general science cannot be listed on the program’s scope and sequence. PDE’s goal
is to have all students perform at the competent or advanced level on the PSSA, and earn the Pennsylvania Skills Certificate on the end-of-program assessment.
◦SECONDARY
◦Ninth Grade
◦Tenth Grade
◦Eleventh Grade
◦POSTSECONDARY
◦Twelfth Grade
◦Semester Two
◦College Prep
English I
◦College Prep
English II
◦College Prep
English III
◦College Prep
English IV
◦College Writing
◦ Algebra I
◦Algebra II
◦Geometry
◦College Prep
Math
(recommended)
◦Math for Early
Years_______
College Algebra
◦ Biology
◦Chemistry
◦Physics
◦ Civics
◦U.S. History
◦World History
◦Math
◦Introduction to
Literature
◦Semester Four
◦Foreign
Language II
(recommended)
◦Children’s
Literature
◦Natural Science
Elective
◦Introduction to
Psychology____
Child, Family, and
Community
◦Humaniti
es
◦ Foreign
Language I
(recommended)
◦Effective
Speaking
◦Introduction to
Statistics
◦Science
◦Other
Required
Courses/
Electives
◦Semester Three
◦Introduction to
Computer
Applications
◦Technical
Units
◦English
◦Semester One
◦Assessment I_
Introduction
to Teaching
◦Infant/
Toddler Care
◦Social Science
Elective
◦Methods and
Materials in ECE
Growth and
Development
◦Early Intervention
Field Studies I
Goals and Objectives for Implementation
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Develop Program of Study which is a High Priority
Occupation according to PA CIP Standards and
developed according to required template
Fulfillment of CEW standards
Students equipped with skills to enter the
workforce
18
Student Benefits/Outcomes
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Build career and technical skills
Competency in job seeking and
marketability
Increased self-efficacy and selfesteem
Student Benefits/Outcomes
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Earn 9 transferable college credits and
seamless transition to post-secondary
education.
Better understanding of school and career
connection.
Eligible to take Child Development Associate
(CDA) Certification providing all requirements
are met.
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Job experience.
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Higher income earning potential.
Parental Benefits
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Reduced financial costs for college education
Exposure to college environment and course
work, which may help students clarify their
post-secondary education plans
Completion of college courses prior to
graduation prepares students and eases their
transition into college
Students are job-ready
Community Stakeholder Benefits
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Retain students locally in both college
and employment
Supports local daycare systems by
providing increased pool of qualified
employees
Insures increased exposure to
Lackawanna College facilities, programs
and services
Lackawanna College Benefits
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Establishes new relationships with area school
districts
Continued visibility of Lackawanna College at
area high schools and communities
Increases probability of area school district
graduates attending Lackawanna College
Revenue generated from administrative fees
and tuition
Increases pool of qualified adjunct faculty
What is Needed to Implement CEW
Standards
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Continued funding provided through the
Perkins Grant to implement the Programs of
Study
Partnerships with CTC and area school
districts
Funding of textbooks, materials and instructor
Obstacles to CEW Standards
Implementation
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Retainment of high schools students in the
program
Cooperating schools following the course of
study
Continuous program support by districts
Instructors need to be certified to teach
Programs of Study courses
Assessment of school’s current CEW
standards
Assessment of instruction and students
Commitment
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To provide a dual-enrollment programs for
students in Lackawanna County
Provide the local communities with skilled
childcare workers
Assist students in becoming productive citizens
in local communities
Conclusion
By developing our Programs of Study we will:
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Prepare students for post-secondary
education
Provide richer, more meaningful, authentic
programs to motivate students
Keep students engaged
Prepare students to become productive
members of society